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Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (M age = 6.7, SD = 0.307, including 49% boys, 51% girls) and their parents (mostly mothers-83%, fathers-17%). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/ games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/ games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This article investigates conceptions of giftedness amongst Aboriginal and Torres Strait Islander Australians. It adopts a qualitative case-study methodology involving 14 participants associated with a scholarship program aimed at developing the academic potential of Aboriginal and Torres Strait Islander youth from remote and disadvantaged communities. Using semistructured interviews and a grounded-theory analytical approach, a number of themes were identified. These included an egalitarian basis to the construct, an avoidance of the gifted label, an understanding of giftedness as having learned and innate dimensions as well as a relative view of giftedness. Associations with achievement motivation also were highlighted amongst participants suggesting that views of giftedness have been shifting away from traditional associations. Results further revealed a perception of giftedness linked more to leadership and progress than to previously identified associations with elitism, individualism, and broader Australian societal ideals. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Research concerning beliefs about the malleability of personal characteristics has recently turned to a focus on heterogeneity, including the exploration of moderators of intervention effectiveness and construct-specificity of implicit beliefs. This moving beyond a mean-level approach can provide insight into the differential types of implicit beliefs endorsed by individuals. In the current study, we used data from 163 pre-service teachers to explore heterogeneity in beliefs about intelligence and giftedness. Analyses from survey data suggest both concordance (dual-incremental, dual-neutral, and dual-entity) and discordance (entity-giftedness, incremental-intelligence) in beliefs. Responses to a pictorial prompt also revealed belief heterogeneity regarding the participants' conceptual beliefs about how academic giftedness and intelligence relate. Findings suggest that pre-service teachers endorse fairly construct-specific implicit beliefs about giftedness and intelligence, consistent with prior research among academically talented adolescents. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

and progress of societies. In recent years, there has been a need for education systems that provide the environment and conditions in which gifted children can express themselves easily, that can help them overcome the problems and incompatibilities they are exposed to in their formal education, and that can reveal and develop their superior talents and capacities in creativity under the guidance of teachers specialised in the education of gifted children. BİLSEMs are the most systematic among the educational activities carried out in this field in Turkey. In this study, the purpose, organization, process and climate dimensions of the organizational effectiveness of Science and Art Centers that provide education to gifted children in Turkey; It is aimed to examine and evaluate according to the opinions of administrators, teachers, parents and students. In other words, it was aimed to determine the effectiveness level of Tunceli Hacı Bektaş Veli Science and Art Center (BİLSEM) according to the perceptions of administrators, teachers, parents and students. This research is a descriptive study conducted in the scanning model. The universe of the research consists of the administrator teacher (n:9) working in BİLSEM in Tunceli, the teacher-student (n:40) continuing education in BİLSEM and the parents of these students (n:29) in the first semester of the 2022-2023 academic year. consists of. In addition to the demographic information form, the BİLSEM Organizational Effectiveness Manager-Teacher Scale (57 items) was applied to the administrators, the BİLSEM Organizational Effectiveness Student Scale (38 items) to the students, and the BİLSEM Organizational Effectiveness Parent Scale (31 items) to the parents, in addition to the demographic information form. In order to carry out the research, ethics committee approval was obtained from the Munzur University Ethics Committee before starting the research. Participants included in the study were included in the study on a voluntary basis. As a result of the study, it was observed that there was a significant negative correlation between the average scores of the "BİLSEM Organizational Effectiveness Manager-Teacher Scale" and the average scores of the "BİLSEM Organizational Effectiveness Student Scale" and "BİLSEM Organizational Effectiveness Manager-Teacher Scale" (p < 0.05). It was observed that there was a negative, strong and significant relationship between the average scores of the “BİLSEM Organizational Effectiveness Student Scale” and the average scores of the “BİLSEM Organizational Effectiveness Parent Scale” scales (p < 0.05). According to BİLSEM administrators and teachers, BİLSEMs are effective institutions in terms of purpose (X=3.81) and climate (X=4.50). It was observed that the least effective dimension was the process dimension (X = 3.61). According to BİLSEM parents, BİLSEMs climate, purpose and process sub-dimensions are highly effective. The less influential dimension is the organizational dimension. According to this research, Tunceli Haci Bektas Veli Bilsem is an effective school, according to perceptions of teacher-administrator, parents and student. What needs to be done is a strong cooperation between relevant institutions and organizations and parents for higher-level effective BILSEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils. Objective: Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement. Study Participants: The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort. Methods: Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Scheblanova, 2006), parametric statistical methods for the data processing. Results: The analysis of the school teachers’ ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers. Conclusions: The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely,—understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings: The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis: The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results: The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95% CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits: Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: There are very few modern studies on the psychology of the actor and they are mainly based on the study of individual personality traits of actors. The current article discusses L.S. Vygotsky’s approach to the psychology of the actor and presents the results of a comprehensive study of the personal characteristics of student actors. Peculiarities of professional activity and the modern socio-cultural situation was taken into account in the interpretation. Objectives: The research is a complex analysis of personal characteristics of actors during the early stage of mastering their professional activity. Study Participants: The study involved second and third year students of the acting faculty of the Institute of Contemporary Art (Moscow); a total of 76 people (39 girls, 37 boys), with an average age of 20.2 years Methods: R.B. Cattell 16 PF personality questionnaire, Eysenck EPI personality questionnaire adapted by A.G. Shmelev, short Big Five portrait questionnaire “B5- 10” (authors M.S. Egorova and O.V. Parshikova), short Dark Triad questionnaire (adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova), A.A. Megrabyan empathy questionnaire, and the integral indicator “expert assessment of abilities” were used in the study. Results: As a result of a factor analysis of the respondents’ indicators for all the methods used, the following 10 factors describing 69.9% of the total cumulative dispersion were identified: F1 “emotional excitability, plasticity”, F2 “sensitivity to moral constraints”, F3 “empathy”, F4 “openness to experience, trying oneself out”, F5 “publicity”, F6 “frankness, sincerity”, F7 “emotional joining the group”, F8 “insightfulness”, F9 “individualism”, F10 “free-thinking”. The identified factors are interpreted as specific personal formations involved in the realisation of acting. Conclusions: The personal characteristics discovered in the study are considered from the point of view of the content and organisation of the actors’ training process. They can act as an alternative to the traditional approach aimed at the development of actors’ individual mental functions. Consideration of specific psychological vectors of personal development of student-actors as a basis for the proposed in training etudes and exercises shifts the focus of training on the image of character as a semantic unit of psychotechnical training. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Our colleague, Professor Marcia Gentry, left us too soon. Thankfully, her professional legacy lives through her scholarship. Likewise, her impact on family and friends endures through her timeless gentleness of spirit. This essay reviews Professor Gentry’s decades-long quest for equity and excellence as markers of our field. Toward this end, Marcia proposed that professionals in the highly specialized niche area of gifted education retire the words gifted and giftedness and focus on excellence and talent development. A core value for Marcia was the belief that equitable access to talent development is fundamentally an issue of social justice. In response, I suggest that we consider how to retire these terms from the vantage point of five pivots, ultimately shifting from gifted education to talent discovery and development thereby promoting equity through excellence. The fifth pivot briefly discusses why we must shift from a nearly exclusive educational perspective to one that incorporates psychological components, including developmental and educational psychological principles. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Independent high schools participated in this study. The 2 × 2 × 2 research design that was used examined the effects of giftedness (i.e., gifted vs. non-gifted), instruction-type (i.e., problem-solving vs. worked examples), and structure (i.e., high vs low contrast materials) on the learning outcomes of transfer and procedural knowledge. The study also examined the impact of explicit instruction and invention-first instruction strategies on non-performance variables—self-efficacy, extraneous load, experience of knowledge gaps, and interest. The results of the study suggested that invention-first instruction may be more effective than example-first instruction in transfer, and that gifted students may benefit more from invention-first instruction than example-first instruction. The use of contrast materials was not found to affect performance. Furthermore, instruction was found to have no significant effects on the investigated non-performance variables. Collectively, these findings challenge the conventional teaching modality of explicit instruction in gifted education, and puts forward the possibility of the invention-first strategy as an effective instructional strategy for gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

In this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article explores how psychological categories linked to the mental level, such as genius, mediocrity, and intellectual superiority, were directly intertwined with political discourse in the early 20th century. To illustrate this, I analyze El Hombre Mediocre (The Mediocre Man) published in 1913 by José Ingenieros, seemingly as a direct critique of the law for free democratic elections in Argentina sanctioned in 1912. The book’s main argument drew on psychological categories to explain that democracy was, in fact, a poor choice in government. Ingenieros’ main concern was that the population was mostly mediocre and therefore unable to govern or elect a suitable candidate to run the country. One category that stood out in his analysis was the “genius.” This term was reserved for men who demonstrated exceptional intelligence and remarkable morals and ideals. The methodology used in this article is based on the qualitative and interpretative analysis of bibliographical sources (which include books of essays, scientific papers, and books aimed at lay audiences) from the perspective of intellectual history and the critical history of psychology. I argue that Ingenieros’ book served as a political essay founded on a comprehensive scientific explanation, even if it was aimed at a lay audience. This analysis shows the productivity of psychological categories referring to giftedness, intelligence, and talent, in adulthood for assessing political movements and planning new imagined societies through the history of psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

ABSTRACT Some young children create stunningly realistic drawings that resemble those of adult realist artists. I refer to these children as precocious realists. Some other young children create nonrepresentational paintings that have been mistaken for the works of adult abstract expressionist artists. These children are referred to as abstract art prodigies. Because the clearest sign of giftedness in the visual arts is the ability to draw realistically, we know far more about precocious realists than abstract art prodigies. Here I describe the characteristics these two kinds of visual art prodigies share with each other as well as with prodigies in other domains. I next discuss the cognitive and visuo-spatial skills that underlie the ability to draw realistically, followed by evidence that works by abstract art prodigies are indistinguishable from works by abstract expressionist artists. I conclude by discussing my plans for future research with these remarkable children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Important questions regarding mathematical giftedness are how and when it is possible to identify. To be identified as gifted, the student must have natural potential but also an appropriate mix of motivation, support, and challenges. This study is based on longitudinal data following students from 3rd grade in primary school to the end of upper secondary school between 2005 and 2015. We focus on top achievers (<2% of age cohort) of the national mathematics final exam at the end of upper secondary school. We investigate how accurately top achievers at the end of secondary school can be identified in 3rd, 6th, and 9th grades using national tests. We identify mathematical tasks that predict future top achievement and analyze how attitudes, gender, and parental background factors relate to high proficiency. Most top achievers had already been identified by 3rd grade and almost all of them by 9th grade. However, recognizing future top achievers was not very accurate, as they were indistinguishable from many students whose performance did not reach the same level over time. The best predictor for future top achievement was a student’s ability to solve non-routine and atypical tasks in early school years. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study aims to investigate some cognitive characteristics, in particular intellectual and process skill, evaluated by WISC-IV and CAS batteries, in a sample of 445 children, examinated by LabTalento of the University of Pavia for a suspected giftedness. Any possible correlations between WISC-IV and CAS has beed investigated; otherwise, cognitive profiles characterized by discrepancy have been searched. Data analysis carried out many correlations between WISC-IV and CAS, in agreement with previous literature, and many dishomogeneous profiles were found. These results suggest specific diagnostic procedures that allow both to investigate any areas of fragility, and to highlight resources and strengths, to provide useful information to propose individualized interventions, which can support talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio è volto ad approfondire, tramite la somministrazione delle batterie WISC-IV e CAS, alcune caratteristiche cognitive di bambini e ragazzi valutati per sospetta plusdotazione, con particolare riferimento alle abilità intellettive e di processo. Nel lavoro vengono presentatati e discussi i risultati di una ricerca effettuata su un campione di 445 bambini e ragazzi che si sono rivolti al LabTalento dell’Università di Pavia. Obiettivo della ricerca è stato quello di indagare la relazione tra diversi strumenti di valutazione delle abilità cognitive (WISC-IV e CAS) e di approfondirne l’eventuale presenza di profili disomogenei. Le analisi condotte confermano le numerose correlazioni, già riscontrate in letteratura, tra gli strumenti presi in esame, con diversi profili disomogenei all’interno del campione, suggerendo la necessità di proporre un iter diagnostico che approfondisca eventuali aree di fragilità e punti di forza, per proporre interventi personalizzati che possano favorire lo sviluppo del potenziale del bambino. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability the 11 educational and learning capitals of the Actiotope Model of Giftedness. After transforming the responses into Rasch measures, matched paired comparisons of nearly 100 Saudi parents and their children were obtained. Our findings indicate that parents and their children differ in terms of their perceptions in the availability of four of the five educational capitals ( economic, infrastructural, didactic, and aspirational capital), and three of the five learning capitals ( attentional, actional and episodic capitals). We discuss the origins of both these differences and similarities before outlining the implications of our findings in terms of the effectiveness of the learning environment to support gifted education in the Kingdom of Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)