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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)

Generalizations in the area of careers for the gifted must be made with caution as there are many individual differences. Some gifted children reach a realistic career decision early, while others have so many interests it is difficult for them to arrive at a single focus. Some gifted individuals change jobs every few years. Others derive their greatest satisfaction from part-time jobs or hobbies. Early identification of gifted children would help the situation as would the involvement of talented individuals in guidance programs for young gifted people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Administered 18 measures (including the California Achievement Tests, the California Test of Mental Maturity, and the Torrance Tests of Creative Thinking) to 2 5th grade classes. The top 5 students on each measure were selected for a hypothetical program for the gifted. 7 Ss were selected on the basis of a single criterion, 92% on 1 or more criteria, and none on all criteria. Depending on the criteria chosen, all but 5 Ss would have been included in the program. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes an enrichment program based on teaching attitude change. Over a 4-wk period, gifted children studied lives of handicapped and/or creative people. Once/wk, the pupils were visited by a guest speaker a creative person who also had a physical handicap. Responses of the children to this special program were solicited in essay form; they indicated that enrichment tasks that challenge the gifted learner can result in the changing or enhancement of positive attitudes toward giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examines facts and opinions in the literature concerning giftedness as affected by heredity and environment for their correctness, precision of formulation, and goal setting. It is suggested that the material lacks objectivity, replication, and clearness of thought. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reanalyzed data from a long-range predictive validity study of the Torrance Tests of Creative Thinking to explore a possible employment and promotion bias against gifted young people who make frequent job changes in the early stages of their careers. Data were obtained from 119 males and 117 females originally tested in 1959 when they were in grades 7-12. The number of post-high school job changes were positively and significantly related to the various creativity scales. It is suggested that job mobility during the early stages of a young person's career should not be a criterion for job selection and promotion, since such individuals are often among the most gifted and talented candidates for positions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines developmental creativity and stresses importance of continued environmental stimulation after, as well as before, physical maturity. Because the innovations of a few superior people in a culture later become the norm of that culture, the educational process should augment environmental creativity. It is suggested that the IQ level for intellectual giftedness be changed from 130 to 120 because below IQ of approximately 120, creativity and intelligence are highly correlated, while above that point there seems to be little correlation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Explores the utility of greek mythology in the education of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Suggests that educators abandon the notion that giftedness and creativity only characterize students with high iqs. Other methods exist for measuring these traits and for identifying children with these talents. Unfortunately, neglect for talented young people still exists, not only at the elementary and secondary levels but in colleges and universities as well. One hopeful sign is the effort made by some parent groups to stimulate talented children. Another is the emphasis on early learning which may assist in the identification of the gifted and creative. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Although the necessity of instruction in practical writing techniques is acknowledged, it is stressed that creative writing must also be a part of the curriculum. The approach for initiating projects is extremely open in that it is begun with a single word or picture and pupils are told to follow whatever thought impulses they receive. In addition to this technique, the capacities of the mind are stressed, and an attempt is made to convince pupils that any limitations they experience are self-imposed. Another of the goals is to get society to view writing for its own merit and not allow factors of the author's age or status to interfere. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A review of the accomplishments of Debby Clark as a world archery champion focuses attention on the present drawbacks in determining an individual's potential by the present criteria of achievement tests and course grades. Although Debby never demonstrated any outstanding abilities in the school milieu until she began her career in nursing, she feels her persistence, positive approach to challenges, and ceaseless practice brought her to her present eminent standing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Outlines a program for developing and utilizing special talents of exceptional individuals. Phase 1 is concerned with identifying the gifted. Not only should one concentrate on the giftedness magnitude quotient, which accounts for varying degrees of ability, but provisions for a talent reclamation stage should be included to salvage those who withdraw from educational programs. Phase 2 deals with educating the gifted and should offer diverse programs for different abilities. Phase 3 insures that society makes use of these creative individuals and places them in the leadership roles they merit. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

L. M. Terman's (1925) pioneering longitudinal study of 1,500 gifted children provided salient base data for the development of thought on the gifted, but had some design problems that included limitations relative to the concept of intelligence and sampling bias. Today, expanded concepts of giftedness include the recognition of varieties of giftedness such as general intellectual ability, creative or productive thinking, specific academic aptitude, psychomotor abilities, leadership ability, and visual and performing arts abilities (though the latter two cannot yet be readily measured). Other important advances include the use of creativity for educational facilitation, the understanding of the developmental correlates of creativity during discrete stages, and their educational implications. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the ability of the Structure of Intellect (SOI) Learning Abilities Test to (1) identity gifted children and (2) predict teachers' perception of such children. Ss were 138 high-achieving White, Black, and Mexican-American children from the 4th, 5th, and 6th grades. They were administered the SOI, and their teachers rated each child on academic achievement, creativity, and giftedness. SOI cognitive factors significantly predicted teachers' perception of students' academic achievement. SOI divergent production factors predicted teachers' perception of creativity, and divergent production abilities also contributed to teachers' perception of giftedness. Convergent production of symbolic systems contributed to all 3 teacher perceptions. Although SOI variables significantly influenced teachers' perceptions of student abilities in all 3 ethnic groups, there were dramatic differences among the 3 groups regarding the power of SOI. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Reviews the emergence and development of thought leading to conceptions of many kinds of giftedness (e.g., in the realms of the intellect, creative and productive thinking, the visual and performing arts, and psychomotor abilities). Educational opportunities afforded to the gifted by the US and other countries (e.g., England, Israel, Turkey, India) are summarized, and it is noted that the US is in a position of leadership. Further goals recommended for the US include (a) the formulation of procedures to identify all recognized categories of giftedness, and (b) greater dissemination of information from the US to other countries. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using the 6th grade of New York City schools with more than 10% enrollment of Chinese pupils and a criterion of giftedness 2 yrs above grade level in reading and 1.5 yrs above in the Metropolitan Achievement Test mathematics section, a median incidence of giftedness was found of about 19% compared with normal expectation of 4.75% for these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Cites the present weaknessess in only concentrating on 1 criteria for judging giftedness and then developing individuals in only that area. Other qualities are outlined which are felt to be indicative of the type of talented individual who is often by-passed because his abilities lie latent or are manifested in unconventional ways. Once the broader definition of giftedness is accepted, the next step is to allow the same open-mindedness to prevail in developing the talents and to initiate highly individual programs geared toward the specific person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In an attempt to attain money for programs educators have linked the concept of "giftedness" in children to mean a type of disability. Thereby, those with exceptional talents are grouped with the retarded and handicapped as the only means of meriting special attention. The idea of giftedness must be restored to its original meaning and should be important enough in its own right to be worthy of our funding. (PsycInfo Database Record (c) 2022 APA, all rights reserved)