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An artist is a person possessing unusual creativity in any field. Creative talent means greater sensitivity to sensory stimulation, unusual capacity for awareness of relations between various stimuli, predisposition to an empathy of wider range and deeper vibration than usual, and sensorimotor equipment for building up projective motor discharges for expressive functions. "… genius is a gift of the gods, and is already laid down at birth." The artistic product is a love gift to the world. There is no intrinsic connection between talent and neurosis. Direction of development of genius or talent is largely determined by identifications. Creative activity is highly libidinized and highly aggressive. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

A group of 28 scholastic underachievers was compared with a group of 30 high achievers. Although the two groups differ significantly in grades, they do not differ on the basis of standardized achievement tests. It is hypothesized that underachievement on the part of bright students is related to the basic personality matrix. Underachievement appears to be related to hostility towards others, possibly towards authority in particular. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The challenge to elementary and secondary schools is to nurture the motivations flowing from giftedness. This will lead them to seek admission to college. The author discusses ways of working with the motives of these children by utilizing their interests; by directing their activities; by developing understandings, skills, and life purposes; and by providing variety and quantity of materials and equipment. Satisfactions and dissatisfactions can be recognized by teachers and used constructively. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The 9 years since 1944 have been marked by research writings which reveal a greater awareness of the gifted children's potential social contributions, a growing curiosity regarding the nature of giftedness, the start of a ten-year community study involving the gifted, and an apparent slight rise in graduate research on the problems of the gifted. The author highlights the results of 80 studies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Pitch discrimination and tonal memory tests were given to 466 school children of both sexes in the attempt to determine the relationship between musical ability and general ability. It was found (1) that success in the musical tests presupposed a certain minimum of general ability; (2) that this minimum is attained on the average when a certain age has been reached—the "critical" age, which varies from test to test; (3) that beyond the critical age a dependence of musical performance on age is no longer demonstrable; (4) that beyond the critical age non-gifted children pass the tests as well as gifted children; (5) that according to these results musical ability is not conditioned upon general ability; and (6) that according to these results musical ability is not conditioned upon environmental factors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports the mental test scores of a 10 yr old gifted girl. Observations of her school work and extra-school activities were also analyzed. In spite of not going to school till the fifth grade, she excelled in tests of abstract relationships, language, rote-memory and logical memory. She also performed well on tests involving the ability to deal with abstract objects. The failures were in the problems of facts and in the interpretation of tables. She was normal in social relations and read a great deal. Heredity might have played a role in her 'giftedness'. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

On the basis of an evaluation of the present state of knowledge, an attempt is made to formulate a Marxist psychological conception of talent. In defining this construct 2 components are distinguished: presumptive (mainly abilities) and activative (will and motivation). Possibilities are suggested as to the way of identifying talented children in keeping with their psychic development. An important role is assigned to the school, which ought to encourage talent by a proper organization of the teaching process. (Russian summary) (18 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

109 Israeli children 8–10 yrs old were selected as gifted in gymnastics, using a 3-stage selection procedure and the A. Meili Intelligence Test, along with a control group of 169 children of similar ages. The 2 groups showed almost no difference in intelligence level, but the Ss who were gifted in gymnastics showed a specific intelligence profile. The same profile was found in top athletes in gymnastics, but it was more strongly marked in the children. Another group of children, selected after 6 mo of practicing gymnastics, showed the same profile specificity. An attempt to correlate the intelligence scores of the gifted children with scores of some of their motor abilities showed that formal abstract creativity, which was highest in the gymnastically gifted, did not correlate with their motor abilities but may be correlated with general giftedness in gymnastics. (French, Italian, German, & Spanish summaries) (19 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Programs for the gifted handicapped are virtually nonexistent. Educational personnel often place them in programs for the handicapped, which are often designed only to remediate the weak areas and offer little or no stimulus in the area of giftedness. More careful evaluation of handicapped students suspected of being gifted is needed and individualized programs should foster full development of their potential. Each child's school program must be responsive to all of the child's strengths and weaknesses. (1 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the literature and looks for antecedent familial influences that may affect the gifted child's future. Consensus of studies suggests that eminent-to-be (male) youngsters come from achievement-oriented nonharmonious homes. The mother–son relationship is usually too close and somewhat pathological, while the father–son relationship centers only around the son's achievement. As a result, the eminent-to-be son grows up with ambivalence toward women and a tendency to be a loner. He works well alone and does not mind being different from others. Gifted children who as adults are competent but not eminent come from more harmonious homes. (51 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a profile of the commonalities in characteristics and capabilities of gifted leaders in various fields. These include the ability to (a) effect positive and productive change, (b) make decisions which mitigate in favor of positive and productive change, and (c) effect change which is self- and group-enhancing in terms of the tasks assigned. Also listed are empathy and sensitivity, personality, proficiency, and charisma—the ability to actualize one's values to the extent that dynamic group change is effected and transform the group through enthusiasm and energy. It is argued that the success of educating gifted students in leadership will be greatly enhanced as educators become aware of the criteria necessary for effective leadership. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the role of the school psychologist in identifying the gifted student and examines several types of giftedness. Because of recent federal legislation entitling funding for gifted classes, psychologists are seeking out the gifted student with the idea of expanding or enriching the student's educational experience. The US Commissioner of Education has defined gifted education as including 5 areas: intellectual ability, creative thinking, leadership ability, visual and performing arts ability, and specific ability aptitude. These 5 areas are discussed, and various methods of identifying gifted students are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Analyzed the test profiles of 216 gifted students drawn from a school population of 4,300. The tests used were Raven's Progressive Matrices and the WISC. It is concluded that the WISC Vocabulary subtest is the best indicator of giftedness. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Self-concept and parental evaluation of their child's self-concept were investigated in 134 5th–8th grade gifted and average achievers and underachievers, using a test of self-concept based on C. Osgood's method of semantic differential. In the average sample achievers had higher self-concepts than underachievers. In the gifted sample, the reverse was true. In general, the parental evaluations of their children were unaffected by the child's performance in school. In the average sample only the mothers evaluated their underachieving children lower, whereas in the gifted sample there was no significant difference between parents' evaluations. A tentative explanation is offered for the relationship among giftedness, achievement, and self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Study 1 presents information about emotional disturbance and giftedness, Study 2 the necessity for early identification of the emotionally disturbed gifted, and Study 3 the need for facilities for proper development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the importance of developing the intellectual potential of gifted children. Antagonism to enrichment programs and accelerated learning is based on false principles of democratic conformity and on fear of true giftedness. Gifted children have unique social and emotional problems. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Emphasizes the importance of conceptualizing creativity in an analytical manner. Detailed conceptions enlarge the possibilities of enhancing creative problem solving. Traditional constructs of fluency, flexibility, originality, and elaboration in structure-of-intellect terms can be illustrated by reference to a new battery of creativity tests for children, with suggested implications for education of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the use of biographical indices and the CHAROSEL computer program to identify disadvantaged minority primary children in an urban school for giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the relationships between creativity, mental health or illness, and emotional conflict. It is concluded (a) that for each individual there is an optimal level of tension and anxiety that is necessary for personal growth and creativity; (b) that the ability to synthesize and integrate is necessary for creative work; and (c) that the capacity to be in touch with deep unconscious forces without breaking down is crucial to the artist. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asked 121 6th-12th grade classes (mean size = 23.4) to rate the emphasis given to 23 cognitive and affective processes. Multivariate regression of mean class perceptions revealed significant linear and quadratic effects of grade level independent of class size, subject matter, giftedness designation, and their interactions. Moreover, grade level acccounted for more unique variance than any of the other predictors. The pattern of significant criteria suggests a decreasing emphasis on higher level cognitive processes, involvement, and independence from Grades 6-10 and an increasing emphasis on lower level cognitive processes such as memorization. (16 ref.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)