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Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an alternative nontraditional technique for identifying gifted African-American children. The measure is described as more adequately considering the cultural norms and values of the African-American community, whereas traditional measures (e.g., the Stanford Binet Intelligence Test) define giftedness according to Eurocentric standards. The redefinition of giftedness from an African cultural-centered perspective of optimal performance is discussed. S. E. Hamilton's (1983) Gifted Children Locator Scales for Parents (GCL-P) and Teachers (GCL-T) were developed to identify African-American children who have exhibited outstanding performance through a behavioral observational-interview rating scale. Two initial reliability and validity studies of a total of 348 children (aged 2 yrs 6 mo to 6 yrs) are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Determined if 118 parents were good judges of their young children's (mean age 32.91 mo) actual ability level (AAL) and investigated parental belief (PB) systems differentiating parents whose children actually were gifted from those whose children were not. Data were provided on the relationship between specific items perceived by parents as indicators of giftedness and the children's measured AAL. PBs were associated with actual IQ status. PBs about memory, creativity-imagination, and abstract thinking abilities were associated with higher IQ, and knowledge of body parts with lower IQ. Parents had specific and differentiated beliefs concerning the constituents of giftedness and exhibited a fairly high degree of accuracy in their judgments. PBs differed as a function of the AAL of their children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by M. K. Kitano (see record 1992-25310-001) on multicultural education for the gifted. To enable educators to focus more clearly and accurately on the appearance of indicators of giftedness in children from various cultural and socioeconomic backgrounds, several issues must be resolved. These relate to (1) clarifying the giftedness construct and (2) examining the relationship of socioeconomic status (SES) to being identified as gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the influence of personality traits on the creative process and on the manifestation and development of giftedness. The importance of the structural organization of consciousness is discussed, and the role of comprehension and decision making as integrative cognitive-personal manifestations of giftedness is considered. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the literature on the achievement of gifted females. Factors that contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Recommendations for further research include longitudinal studies on socialization and psychological development of females, exploration of the definition of giftedness, and sensitivity to the timeline of gifted women for the realization of the giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The use of standardized tests is not appropriate for the assessment of giftedness because of reduced variance in the upper range of the scale. The authors used an adaptation of the KFT (Kognitive Faegkeits tests), tests of cognitive abilities developed in Germany, which proved useful in the assessment of giftedness. The study was conducted with 600 gifted 1st, 3rd, 5th, 7th, 9th, and 11th graders in Moscow schools, with 100 Ss in each age cohort. A short description is given of the KFT subtests and data collected using th Russian version of KFT are described and compared to German data. The adaptation of the KFT to Russian samples is judged to be statistically valid. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the debate between R. Jarrell and J. Borland (1980) and J. Renzulli (1986) over the concept of giftedness and presents 3 criteria for a "good" definition of this concept. The debate over giftedness is recast in terms of these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In examining the postmodernist rejection of metanarratives, the author argues that the label "gifted" is one such metanarrative and involves a priori expectations about what individuals labeled as gifted should be doing and about what interests they should have. Because giftedness is thought to epitomize cognitive development specifically, curiosity and the ability to synthesize a wide range of information might not be viewed as traits of the gifted. Performing particular functions would count as indicating giftedness. It is argued that symbolic violence can be done to "gifted" individuals by treating them according to the restricted expectations of the label. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses multidisciplinary research into giftedness in young children from the perspectives of (1) identifying the gifted, (2) research on gifted children and programs, (3) programming for young gifted children (YGCs), and (4) the sociopsychological implications of giftedness. Identifying YGCs is difficult and often results only after the YGC has been sent to counseling for a handicapped program. In addition to difficulties in assessment and screening, as well as providing appropriate programs for YGCs, there may also be some impact in labeling YGCs as such. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Outlines an identification system that translates a 3-part conception of giftedness (above average ability, task commitment, creativity) into a practical set of procedures for selecting students for special programs. Procedures include (1) test score nominations, (2) teacher nominations, (3) alternate pathways, (4) special nominations, (5) notification of parents, and (6) action information nominations resulting from inservice teacher training regarding giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The research cited in support of J. S. Renzulli's (1978) 3-ring conception of giftedness is a weak and equivocal case for this definition. The authors cite failure to address relationships between ability and creative/productive accomplishment, dated studies, methodological problems, and contradictions to conclusions. While the authors find some support for the 2nd ring of task commitment, they question whether task commitment was the most salient component of the studies. No research was found in support of the 3rd ring of creativity. The authors conclude that, judged only on its research base, this concept of giftedness is of questionable validity, although it may be defensible as an implicit conception. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the hypothesis of the social inheritance of intellectual giftedness. Human subjects: 12 male and female Ukrainian school-age children (aged 6–8 yrs) (intellectual giftedness). The conditions and nature of Ss' upbringing were analyzed, and simple intelligence tests were administered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the article by Y. Z. Gilbuh et al (1990) on the substance and determinants of intellectual giftedness. Those authors are criticized for emphasizing the social inheritance of intellectual giftedness while ignoring the role of genotype in interindividual variability in intelligence. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asserts that early screening, education, and counselling of gifted and talented children is a task that should be carried out as a 1st priority in any system of education. The Soviet research on giftedness and creativity, and the psychological structure of giftedness is presented. (0 references) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. The current author takes issue with Gagné's distinction between natural abilities and systematically developed abilities, and thus his distinction between giftedness and talent, arguing that the distinction lacks meaningfulness and utility. The current author then questions the practicability and the value of the larger enterprise of attempting to reach consensus on the meaning of these elusive concepts. The author also argues that not only is the lack of agreement as to the meanings of the terms giftedness and talent inevitable but that it is conceivably a good that in no way poses a practical limitation on practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the development and implementation of a 3-wk summer institute designed to challenge teachers' notions of giftedness and gifted learners; and to create a link between theory and practice. Institute structure, the need for follow-up, teachers' beliefs about giftedness, and the implementation of individual teaching plans are delineated. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the efforts of a project responding to the need for culturally relevant alternatives to current assessment practices in the identification of giftedness among rural Mexican-American elementary school students in the southwest. The project implementation involved acquiring school faculty commitment and establishing and training identification committees from among parents, community representatives, teachers, and school administrators. The 1st task of the committees was to define giftedness grounded on the sociocultural characteristics of the community. Then, local multidimensional screening procedures needed to be developed and implemented. Preliminary results of the project are outlined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)