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Discusses the advantages of single-S designs over the usual parametric designs for the detailed study of the gifted. Several designs are described, and it is suggested that the case study is an ideal approach for developing specific knowledge about giftedness. It is argued that the effects of current educational and psychosocial interventions on the lives of gifted individuals need to be researched and that large-scale studies do not necessarily yield useful information for describing giftedness. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (24 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses issues related to the theory, methods, and validity of cognition research and its approach to the understanding of intelligence and giftedness. Previous research issues, including ecological validity, and current approaches, including metacognition, structural learning, and developmental and Piagetian studies are described. It is concluded that metacognitive research will lead to new meanings of giftedness in cognitive and academic terms. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews current conceptions of giftedness and intelligence and presents a conception of giftedness as an interaction of intelligence, special abilities or talents, self-concept, and resultant motivation to achieve. A distinction is made between traits that are identified in young children and behaviors that serve as goals or outcomes of a program for gifted students. It is concluded that motivation, self-concept, and creativity should not serve as components of an identification scheme, but should be major goals of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Surveyed 295 9–15 yr old students participating in summer programs for the academically gifted and artistically talented to explore their conceptions of giftedness and talent, their recollections and interpretations of earlier labeling experiences, and their perceptions of others' reactions to their being labeled gifted or talented. Findings suggest that these Ss have highly favorable views of themselves and of gifted and talented students in general. They believe that giftedness can be attained by hard work, and that gifted and talented students are not very different from others. Most perceived others as treating them either no differently than others or more favorably. Only a minority reported negative reactions from peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Describes profiles of 3 female graduate students with different kinds of intellectual giftedness and argues that conventional intelligence tests provide, at best, a modest assessment of only 1 kind of giftedness. The triarchic theory of intelligence is described. According to this theory, intelligence must be understood in terms of the internal and external worlds of the individual and the interface between these 2 worlds as it unfolds through experience. The theory is explained through the Ss' profiles, and measures based on this theory that better assess all 3 kinds of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Conducted structured interviews to determine perceptions of 60 gifted students (aged 12–18 yrs) concerning their own and others' attitudes toward giftedness and to examine Ss' awareness of the existence and content of stereotypes and labels toward giftedness, coping mechanisms used by Ss, and whether giftedness is perceived as valued or devalued by Ss based on interaction with peers, teachers, and parents. Positive value of giftedness reflected by parents and teachers and negative value of giftedness reflected by peers emphasized the situational context of deviance and created a social chameleon effect whereby Ss displayed this attribute in interactions where valued and masked it where devalued. Giftedness was valued for self. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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