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Surveyed 1,465 gifted high school students (aged 14–28 yrs) concerning their perceptions and experiences of being gifted in high school. Data were analyzed using the Stigma of Giftedness Paradigm by L. J. Coleman (1985), which states that (1) gifted and talented students want to have normal social interactions, (2) they believe that people treat them differently when aware of their giftedness, and (3) they can influence how others interact with them by manipulating the information others have about them through various coping strategies. The paradigm was found to be an efficacious framework within which to contextualize the psychosocial development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the effectiveness of various procedures for identifying technically gifted students. Human Ss: 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-development sample). 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-application sample). Ss completed measures assessing cognitive ability and 5 predictors of technical giftedness. In addition, Ss' teachers rated them on various characteristics associated with giftedness. Using results from the procedure-development sample, 3 strategies for identifying gifted students were developed: a "rule of thumb" approach, discriminant analysis, and an expert system. Using data from the procedure-application sample, each strategy was evaluated in terms of its accuracy and efficiency. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The eight articles in this special section examine several issues that define current research in gifted education. Identifying the separate areas of giftedness is a major issue that continues to attract researchers' attention. A second, related issue concerns the stability and predictability of precocity in different areas. Precociousness in mathematics heralds stable exceptionality, whereas precociousness in early reading seems somewhat less likely to be maintained. A third issue concerns the fulfillment of potential. What variables, other than giftedness, help children develop their special talents? Researchers are becoming more aware that the answers to this question may differ depending on the child's gender. A final issue focuses on the socioemotional adjustment of gifted individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the types of research needed for the identification, development, and education of high-ability children. Serious research on the gifted began some 70-yrs ago with the studies by L. M. Terman (1922), and has intensified in the last decade. Since many decisions on identification, education, and counseling depend on the underlying conception of giftedness, a fruitful area of research involves the validity of various concepts. Research is also needed to ascertain the effectiveness of identification procedures, to determine what kinds of educational and socialization opportunities are needed to transform potential into performance, and better to identify and nurture giftedness in populations which are traditionally underrepresented. A better understanding is needed on how affective characteristics can be nurtured, as well as the influence of family and community on talent development, and ways of achieving the twin goals of equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This research aims to ascertain the qualitatively different ways in which teachers identify and describe gifted and talented children. It examines the variety of conceptions of giftedness held by teachers and analyses the patterns and inconsistencies among them. Initial findings of the study, conducted with 16 early childhood teachers (2 male and 14 female), are reported. A qualitative phenomenographic research design was adopted because of its focus on revealing individual understandings (conceptions). These results show that teachers understand giftedness as a series of conceptions, namely excellence, potential, rarity, behavior, innate ability, motivation and asynchrony. These are discussed with reference to existing theories and pertinent research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After exposing some opposing principles in the practice of gifted education, this article proposes approaching giftedness as an identity issue. This shift of focus could reconcile opposing approaches, build congruence and strength in our field, and better serve the gifted population. To illustrate the feasibility of this approach and its potential outcomes, the article draws examples from the field of lesbian and gay studies, which has a long tradition of dealing with identity issues. If the shift to an identity approach were made, we should admit the constructed nature of giftedness, emphasize responsibility, pay more attention to adolescents, and facilitate the presence of openly gifted adults as role models. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents an overview of the status and organisation of vocational education in Germany in general, and discusses a pioneering effort of providing for the vocationally gifted in particular. The basis for this presentation is personal observation and research, particularly in the light of a major multidisciplinary research project, launched by the German Federal Ministry of Education and Science, aimed at evaluating recent efforts to promote vocational giftedness and to suggest a workable understanding of the theoretical construct. The effort of focusing vocational giftedness is still in its infancy, but results so far are promising and bode well for the future. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Knowing one's giftedness and having a well-developed sense of identity as a gifted person are crucial for the development of the self. Many gifted people struggle with their giftedness, what it means to be gifted and how to develop that potential because there are few models available to assist in the identity development and counseling of gifted people. Moreover, identity itself is often viewed as an abstract concept making the task of bridging this concept to pragmatic applications highly challenging. The Gifted Identity Formation Model, presented here, helps bridge the theoretical with the practical, includes identity and its formation as crucial variables in the counseling process, and uses identity as the baseline for intervention. The model aids with assessment and helps deliver counseling related interventions that explore and strengthen the identity and identity formation of gifted people, in turn enhancing the health and development of the self. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationships among ethnicity, gender, and vulnerability factors and locus of control for gifted and nongifted children. 805 ethnically diverse 5th–7th graders were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors (e.g., cultural, economic, language). ANOVA revealed significant main effects for Giftedness, Ethnic Background, and Vulnerability Factors and a significant Ethnic × Vulnerability Interaction. In addition, a Gender × Giftedness × Ethnic Background ANOVA yielded a significant main effect for Gender. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results show a more internal locus of control in gifted children and further indicate that for gifted and intellectually bright non-Caucasians vulnerability is associated with, and may serve to strengthen, a greater internal locus of control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness now tend to recognize creative talents, but the most recent techniques for assessing creativity, which rely on productivity, may have caused certain problems for gifted education. The requirement for gifted students to produce something, for example, assumes that all of them have the expressive skills that support their insights, and this may not be true. It also assumes that products can be accurately evaluated, but unless quantity is used alone and quality entirely ignored, some sort of social significance is introduced into the assessment. Social significance can be very subjective, so the assessment loses its objectivity. Most important is that the insistence on productivity relegates potential. Children who have potential talent but need support, encouragement, and practice will be overlooked in favor of those children who already know how to construct and present socially meaningful products. It is concluded that although one must be careful with broad and inclusive definitions of talent, productivity requirements should be left out of definitions of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A domain-specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely-used categorical model. A research project is described which involves administering several measures in 3 different domains (Linguistic, Logical/Mathematical, and Social/Emotional) to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students' diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the general intellectual abilities, the performance motivation, and the creative abilities of 7th graders who were gifted in language and mathematics. Human Ss: 28 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (mathematical giftedness) (7th graders at a special school) (experimental group). 33 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (language giftedness) (7th graders at a special school) (experimental group). 28 normal male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (7th graders at a regular school) (control group). Tests used: The Intelligence Structure Test, the Achievement Motivation Questionnaire (T. Pardel et al, 1987), the Creative Thinking Test—Drawing (K. Urban and H. G. Jellen, 1986) and the Adjective Check List of Creativity (T. Yarnell and G. Domino). (English & German abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social stigma of giftedness and the management of this stigma with 51 11th graders in a residential academy for the gifted. Perceptions of cliques and how social interactions at the academy differed from regular high schools were also addressed. Ss completed the Social Interaction Questionnaire and an open-ended questionnaire. Although Ss were concerned about fitting in and were reluctant to label themselves, they would not change their behavior to fit in. Ss' use of information management strategies to deal with the stigma associated with giftedness is explored. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a pentagonal implicit theory of giftedness and a set of data testing the theory, using 24 college students and 39 parents of gifted children. The goal of the theory is to capture and systematize people's intuitions about what makes an individual gifted. The exposition is divided into 5 parts. Part 1 discusses what an implicit theory is and why such theories are important. Part 2 describes the pentagonal theory, specifying the 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. Part 3 considers the relation of the pentagonal theory to explicit theories of giftedness. Part 4 presents data supporting the theory, and Part 5 discusses its implications for gifted education. Survey results confirm that Ss took the 5 points of the theory into account when making evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the issues of underrepresentation of African American students in gifted education programs and the ways to desegregate gifted programs and redress inequities in this area. Various conditions have led to the underrepresentation of African American students, such as conflicting definitions, faulty identification practices, cultural differences in learning styles, poor parental involvement, and the underachievement often associated with giftedness. The changing demographics and increasing diversity requires redefinition of intelligence, giftedness, and underachievement. Increased multicultural training for teachers, enhanced parental involvement, use of multidimensional and multimodal assessment and retention of African American students in gifted education programs are recommended for reducing underrepresentation and inequities in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Interviews with teachers and teacher-completed questionnaires were used to examine the interplay between personal and official conceptions of giftedness. Teachers saw giftedness as greatly varied but having the common characteristic of creativity. However, when observing for nomination to gifted programs, teachers focused on classroom performance to a greater degree than creativity. Their observations more closely matched the official definition rather than their personal conceptions. Ss had not actively worked to align the official conception more closely with their own. This inaction was attributed to lack of experience with gifted education, avoiding harm to children, and being patient with change. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents dynamic assessment as an alternative method of measuring intellectual ability, and discusses ways in which dynamic assessment addresses common criticisms of traditional intelligence tests. It is suggested that dynamic assessment can be used to identify children's learning abilities, determine how and/or what to teach, assess giftedness in minority and poor children, control for individual differences, and explore different domains of giftedness in individual children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)