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The National Society for the Study of Education is now presenting its third yearbook on the subject of the desirability of providing opportunities for reasonable adaptations of curriculums and procedures of formal education to the extraordinary capacities and interests of the gifted segments of school populations. It is expected that the present yearbook will stimulate further advances in the improvement of educational opportunities for the superior students in all types of educational institutions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

If we are to identify gifted children and help them develop their potentialities, we must understand the nature of giftedness— what it is, how it originates, how it develops. We also need to know how widely it is distributed, by what general characteristics it may be recognized, and what variations may be expected among gifted individuals. To reach such an understanding, we must start with several basic concepts. These concepts include: Concepts of giftedness; genesis of giftedness; distribution of gifted children; development of giftedness; interrelations of characteristics of gifted children; talent and genius, and individual differences. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Data obtained in the 1950-1955 follow-up of Terman's original (1921) group of 1528 children of Binet IQ of 140 and up are presented (see 22: 2080). Two introductory chapters review briefly the initial picture presented and the story 6 years later. Subsequent chapters include data on mortality, health, and general adjustment; intellectual status at mid-life; schooling; careers; avocational and other interests; political and social attitudes; marriage, divorce, offspring; and an integrative summary, "The Fulfillment of Promise." Included in the appendix are reproductions of the forms used (except the one for developmental information on offspring and the Concept Mastery Test): the 1950 general information, supplementary biographical data, rate of reproduction, marital happiness, field worker report, and the 1955 information blank. Continued analysis and further interpretation of certain unreported data are contemplated. 45 references. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: create)

A type of "Educational Centre" is proposed for "super-gifted" children and its general characteristics are described briefly. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

A summary for teachers of the research findings: how to identify the gifted, what they are like, what their problems are, how they can be met by the school. 3 p. bibliog. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

These readings are primarily for use in a 1-semester course on the gifted. The book is divided into 10 sections: "Introduction" (3 reprints), "Identifying Characteristics" (11 reprints), "General Provisions" (8 reprints), "Classic Elementary School Programs" (4 reprints), "More Special Programs and Provisions" (5 reprints), "Acceleration" (6 reprints), "Adjustment" (5 reprints), "Underachievement" (4 reprints), "The Teachers" (4 reprints), "Evaluation and Research" (10 reprints). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

"… a resource for teachers and administrators in understanding and helping boys and girls in elementary schools." This book replaces the Guidance Handbook for Elementary Schools published in 1948. The 3 major parts are: studying and understanding children, understanding and planning for children with special needs, school staff work together for children and evaluating guidance services. Part I includes chapters on teacher observing and listening, child expression of ideas and feelings, study of children in groups, and use of standardized tests and records. Part II deals with the mentally retarded child, vision and hearing difficulties, speech problems, emotionally disturbed children, and the bright and gifted. Chapters in Part III discuss the use of records in guidance; planning a school-wide testing program; grouping for learning; evaluating growth and learning; working with parents, use of special study, guidance conferences, and committees; working with the community; and stimulating the staff's professional growth. The book also includes a very brief Part IV on evaluating guidance services and 2 appendices. The 1st appendix provides sample forms and records, and the 2nd provides a comprehensive list of standardized tests grouped by type. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

A guide for parents of gifted children who, themselves, might be average. While attention is focused on understanding "giftedness," how to be a gifted parent, and working with the gifted child, there is little reported about achievement, creativity, or the child who might be emotionally maladjusted. The book is produced by a principal, well trained academically and with many years of practical experience in working with the gifted. There are chapters focusing on the values of enrichment and acceleration; these, however, in no way reflect the insightful conclusions which might be drawn on the increasing wealth of current research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Contents include multidimensional approach to the study of giftedness, identification and classroom behavior, motivation patterns, and opportunity for research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Compared with the 2nd edition (see 28: 3246), this one reflects use of some new material and a major reorganization. An introductory pair of chapters precedes a group of 4 chapters on "Disorders of Mental Health and Deviant Behavior" (essentially adjustmental). Under "Neurological and Mental Disorders and Diseases" the author considers the convulsive disorders, cerebral palsy, the brain injured, and "mental disorders and diseases." In addition to the retarded and the gifted, the slow learning and rapid learning are incorporated in the section on "Deviations in Abilities and Aptitudes." 2 chapters on "Deviations in Educational Achievement" follow. 6 chapters are devoted to "Sensory Disorders and Defects." Under "Physical Disorders and Defects," the speech-handicapped, the orthopedically crippled, lowered vitality, and other miscellaneous physical conditions are dealt with. A 3-chapter section on "Sociological and Community Responsibility" completes the text. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

24 persons in the disciplines of education, psychiatry, clinical psychiatry, and sociology present a discussion and evaluation of current problems. The 1st section, on school and community, is presented in the main from a socio-psychological point of view. Examples: social and cultural changes in the suburbs affecting the school, problems of middle class urban neighborhood, deprived neighborhood and its influence, prejudice and its effect upon the child. In Section II psychological skills and techniques in testing and psychotherapy are discussed. The 3rd section concentrates upon specific problems in the handling of emotionally disturbed, retarded, and exceptionally gifted children. In the final section the principles of techniques of research for increased contribution to the field of school psychology are discussed. 288 refs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The topics discussed in this entry include: the different classifications of giftedness in children; the methods used to determine giftedness; prevalence of gifted children; the development of the gifted child; physical characteristics that identify the gifted child; psychological characteristics that identify the gifted child; mental disorders that primarily affect the gifted child; sociological characteristics that identify the gifted child; the effect family environment has on the gifted child; the attitudes most valuable to parents in dealing successfully with the gifted child; schools and the gifted child; and the identification and development of the gifted child in the future. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Presents an anthology of articles designed for use as a psychology, education, and child development textbook, including studies on giftedness and mental retardation, physical handicaps and learning disabilities, cultural and social differences, and communication disorders. (35 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Presents an historical introduction to the problems of giftedness, comments on associated educational and philosophical concepts, and considers the mechanism of inheritance and its implications for intelligence. The characteristics, difficulties, and development of gifted children are discussed, with emphasis on the importance of early recognition of such individuals and their need for special educational opportunities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Part 1 provides a conceptual framework for understanding intellectual giftedness, including a summary of scientific work on the gifted by such psychologists as L. M. Terman and L. S. Hollingsworth. Part 2 suggests methods, tools, and techniques for helping the gifted and describes the problems of underachievement, social relations, and emotional adjustment that confront some of these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

examine the concept of moral responsibility / is there a domain or moral responsibility (in which someone might be gifted or creative) that might have the same epistemological standing as, for example, the domain of mathematics or music / how does moral responsibility differ from moral judgment, which has been the main target of investigations in the field of moral development raise some questions about the relevance of moral responsibility to all gifted and creative individuals / does being gifted or creative impose a special moral responsibility on an individual / does it equip him or her better to handle both normal and special responsibilities / do gifted and creative people feel such moral responsibility / how does moral responsibility develop linking giftedness and creative thinking with moral responsibility and the threat to human survival moral responsibility and psychology / developmental theory and giftedness / William James / B. F. Skinner / Charles E. Osgood (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness and talent is considered from the viewpoint of developmental theory and models. Some of the recurring themes related to giftedness that have emerged in this volume are discussed. The focus is on some questions that might most profitably constitute the research agenda for expanding basic knowledge of giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

directly confronts the problems inherent in defining giftedness and intelligence / characterizes two major threads in the modern study of giftedness: one, the neurophysiological, information-processing approach, which arises from the pioneering work of Galton, and the other, in the Binet tradition, focuses on the analytical and insight aspects of intelligence these two lines of work, in Grinder's view, are converging, and, in essence, both are searching for a general intelligence factor (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) giftedness and divinity [as civilizations emerged, individuals who performed outstanding deeds were thought to possess extraordinary power] / giftedness and neurosis / giftedness and mental test scores (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

sets forth an outline of the major components of the evolving systems approach to the study of giftedness / differentiates between the concept of giftedness, which is typically applied to children and represents precocity, and its adult counterparts, creativity and productive, innovative work through case studies of highly creative adults, Wallace attempts to understand the nature of giftedness and creativity and to trace the processes by which individuals come to live a creative life (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) discussed three issues in this chapter that can be extrapolated in order to examine gifted adolescents: first, creative work takes place in a context, and that context cannot be ignored / second, a phenomenological perspective is critical to understanding the developmental course of creative work / third, mapping a network of enterprise reveals a long-term organization of purpose (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

propose that students of giftedness have much to learn from past research with the retarded / issues of definition and assessment, conflict over the causes of differences in intellectual ability, and the role of socioemotional factors in atypical development are all of concern to investigators of retarded and gifted populations alike according to Zigler and Farber, recognizing the similarities in retarded and gifted groups may allow researchers who work with the gifted to resolve some troublesome questions and move ahead to study the truly unique aspects of giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) history and myths concerning giftedness and retardation / explanations for intellectual differences [developmental versus difference theories, nature versus nurture] the whole child [the age factor, coping strategies, educational philosophies] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)