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Comments on the article by J. C. Stanley (1997) regarding his research on the identification and long-term follow-up of mathematically precocious youth. Further distinctions among 5 forms of exceptional promise and achievement, including intelligence; creativity; expertise; success; and genius, are presented. The roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, potential markers vs actual achievements, and mathematics as a questionable model for other domains are briefly examined. Stanley's role in launching promising new lines of investigation in the fields of intelligence, creativity, and giftedness is acknowledged. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the relationship between creativity and the ability to cope with psychological stress in young football players. Human Ss: 60 normal male Slovak adolescents and adults (aged 14–18 yrs) (boarding students at a private sports grammar school). Correlations among assertiveness, motivation to compete, motivation to achieve, self-esteem, creativity, grade, and age were analyzed. Tests used: The Urban Figure Test of Creativity (K. K. Urban and H. G. Jellen, 1993) and the Rathus Assertiveness Schedule. (English & German abstracts) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Considered 2 studies done from constructivist perspectives for their complementarity in understanding the development of gifted young artists. Study 1 used R. Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children (aged 4, 6, 8, and 10 yrs). Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists (aged 13–18 yrs). There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated differences in EEG alpha activity between gifted and average individuals (aged 17–19 yrs). In the 1st experiment, EEG during 2 relaxation phases (eyes closed and eyes open) was recorded. Gifted Ss showed higher EEG alpha power only while resting with eyes open. In Exp 2, Ss solved 2 problems that were divided into phases of problem solving and preparing for problem solving. Significant differences were obtained only for the problem-solving stages. Gifted Ss showed higher alpha power (less mental effort) while solving the 2 problems. Exp 3 investigated whether the lower mental activity displayed by gifted Ss was related to their ability to form more abstract schemata. For that purpose EEG was recorded while Ss memorized lists of words and pictures that either allowed, or did not allow, for classification into more abstract categories. For both types of lists, gifted Ss displayed higher alpha power. The results confirm the hypothesis that the higher EEG alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Investigated patterns of Wechsler Intelligence Scale for Children—III (WISC—III) IQ subtest scores for 42 gifted children in Grades 4–8. Subtest scatter of WISC—III scores occurred with greater frequency in the gifted sample than for Ss in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC—III was similar to typical patterns of highs and lows found for gifted children on the WISC—Revised with one notable exception: There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC—R. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Delineates strengths and weaknesses of lower class values that affect gifted women's educational progress. The strengths include experience with perseverance, creativity, and the ability to make do with available resources. Weaknesses include the devaluing of nonmanual labor, isolation, lack of stimulation, and the availability of few role models. Clinical case studies and current literature will be used to clarify the relationship between class and giftedness. The identification of gifted women by their families of origin and the schools and their presenting concerns in therapy are often affected by economic class. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Addresses the laxity in terminology that afflicts the field of gifted education, especially the definitions of 2 central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between 2 types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are described and exemplified. The model is used as a guide for a series of comments on the appropriate use of labels to describe more accurately the target population(s), emphasizing the predominance of intellectually gifted and academically talented pupils. Four other labels that have been used to describe gifted and talented children and adults are discussed (i.e., precocity, ableness, genius, and prodigy). (A correction concerning this article appears in Roeper Review, 1996[Feb–Mar], Vol 18[3], 231. The correct version of Figure 1 is presented.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theories and research of S. L. Rubinshteyn (1958, 1959), J. P. Guilford (1967, 1971), and E. P. Torrance (1967) on the assessment of creative intelligence. The biological basis of creativity, early manifestations of giftedness, intellectual aspects of creativity, and the development of creative potential are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. It is proposed that the significant effect of the social context of these environments be used as a construct to guide further study of the benefit of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined social coping strategies among 238 gifted students, aged 10–17 yrs old. Ss completed the Adjective Checklist and the Social Coping Questionnaire for Gifted Students. Five meaningful factors were revealed after factor analysis of survey data: denial of giftedness, popularity/conformity, peer acceptance, fear of failure, and activity level. The most highly able Ss were most likely to deny being gifted, and Ss with predominant verbal abilities reported lower levels of peer acceptance than Ss with predominant mathematical abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the literature on the education of gifted students with primary languages other than English or English language learners and suggests guidelines for practice. Characteristics and identification of these students are discussed. The adaptation of traditional identification models (e.g., recognition and referral) is described, and new strategies for identification (including alternative constructs of giftedness) are discussed. Service delivery, instructional methods, and community involvement for gifted English language learners are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews studies of gifted and talented children, describing both the origins and emotional vulnerabilities of the gifted and the education for the gifted. Potential talent requires the opportunity to flourish, which includes materials to learn with, as well as teaching and encouragement to practice. Furthermore, without emotional support, children of high potential will not put in the necessary time to develop their talent to a level of recognizable excellence. The assumption that a high IQ is essential for outstanding achievement is giving way to recognition of the vital role of support and example, knowledge acquisition, and personal attributes. It is suggested that rather than continuing to search for the definition and identification of the gifted, it would be more productive to look at the dynamic interaction between children and their instruction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The problems of child giftedness diagnostics are analyzed and substantiated by a poli-modal approach. Results of an experimental study illustrate the poli-modal approach and demonstrate its predictive and euristic advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is an attempt to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social forces affecting the achievement of 67 gifted women enrolled in graduate education programs. Ss completed a questionnaire about aspects of their education, family life, parental encouragement, achievements, and the effects of marriage and children. 25 Ss completed follow-up interviews. The majority of Ss believe that their parents encouraged them to go to college but not to pursue a specific career, and many were unsure whether they had selected the right career. Almost half the Ss indicated that barriers existed to their own talent development because of marriage and personal lives. Many were unsure whether they were satisfied with their lives. The majority had extremely limited time to pursue their own talents. Continuing dilemmas facing these Ss, and issues confronting gifted women even in traditionally female careers, are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments on J. Renzulli's article on the education of gifted individuals (see record 199908263-001). The author states that Renzulli's Enrichment Triad and School Wide Enrichment Model (SEM) models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be under represented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Adolescents, especially gifted students, may be susceptible to existential dread. It is suggested here that a team approach, including both teachers and parents, be used to implement the following solutions: (a) nourish students socially, (b) work toward acceptance of giftedness and teach methods of enhancing emotional development, and (c) provide philosophical nurturance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study compares two groups of gifted students, highly ( N = 74) and moderately ( N = 163) gifted, on a number of scales including self-concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self-concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)