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addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

in the present study, I [the author] decided to examine the performance of children who were at the upper end of the IQ spectrum three groups of gifted children [aged 6 years] were studied: those with extremely high scores on both the verbal and nonverbal subscales of a standard intelligence test; those with an extremely high score on only the verbal subscale; and those with an extremely high score on only the nonverbal subscale / by comparing the performance of these three groups to that of a normal population, I hoped to maximize the chances of finding children with asymmetrical developmental profiles, and to evaluate the magnitude and frequency of these asymmetries (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

This volume had its origins in two theoretical developments, both of which took place in the early 1980s. The first of these was the attempt on the part of a number of psychologists with an interest in Piaget's theory of intellectual development, to rework his classic system in the light of recent developments in learning theory and information science (e.g., Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone & Goodman, 1979). The second was the attempt on the part of a number of psychologists with an interest in Chomsky's theory of language, to rework the same classic Piagetian system in terms of recent developments in linguistics and in neuroscience (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984). As might be expected, the new theories that resulted from these two endeavors were quite different. The view of the mind that resulted from the first enterprise was that of a general or all-purpose computing device, whose basic capacities undergo periodic changes in the course of development. . . . The second endeavor gave rise to another view, which also utilized the computational metaphor. However, in this case the mind was seen as a modular computing device, each of whose modules has its own unique capacities and structures. During the early 1980s, these two research programs proceeded independently, with relatively little contact between them. As the decade wore on, however, it became apparent that each program was making important conceptual progress. Thus, a number of attempts were made to bring the two programs closer together, and to stimulate some sort of productive exchange between them. The project that is reported in this volume was an indirect result of these encounters. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Whatever their shortcomings, all the articles in this collection are exemplary, in that they illustrate what it means to address genuine problems in the discipline of rhetoric with care and intelligence, and they set a standard of competence for those learning the methods of empirical research. In this collection of articles, we have provided a sampling of the methods now commonly used in rhetorical research: case studies, naturalistic observation, surveys, protocol studies, correlational studies, experiments, [and] historical studies. Hence this book, which is designed primarily to serve as a text in graduate English programs that offer instruction in rhetoric and composition. The book has two basic purposes: 1. to provide models and critical methods designed to improve the reading of scientific discourse, and 2. to provide models of effective research designs and projects appropriate to those learning to do empirical research in rhetoric. Preceding each of the articles is a short critical analysis by the editors. The analyses are intended to help the reader see relationships among the articles, limitations and potentials of conventional designs and methods, and possible alternatives to the interpretation of the data discussed in the study. The analyses are also intended to illustrate various strategies for critical reading. Each of the articles in the collection is followed by a short statement by the author describing how the article came about, that is, what set the inquiry in motion. Then comes a brief bibliography for the reader who wants more detailed discussions of the methods and other issues exemplified in the articles. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

address the following questions: 1. what relationships, if any, exist among [college] students' belief in giftedness, their apprehension about writing, and their self-assessments of their writing ability / 2. what relationships, if any, exist between students' belief in giftedness and their confidence in achieving proficiency in specific writing activities and genres / 3. what relationships, if any, exist between students' belief in giftedness and their prior experiences in writing classrooms / 4. what relationships, if any, exist between students' belief in giftedness and their perceptions of the purpose for writing (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[reports on] two matched grown-up samples . . . [of] gifted children: 100 of the more successful men and 100 of the least successful men, all with exceptionally high IQs / findings highlight how both groups experienced very different home environments when they were growing up and the consequences / several of the main influences in their differing degrees of success were the amount of schooling for both of their parents, the occupational status of fathers, [and] the incidence of parental death and divorce (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Discusses differences between two types of giftedness, "schoolhouse giftedness" and "creative-productive giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / characteristics of gifted performance [elementary information processes, operations on the products of elementary information processes, analyses of rules and strategies] / implications for educational practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Eminence is more than mere recognition and if persons within the same epochs, schools, socioeconomic statuses, traditions, fields of interest, or even closer, similar careers achieve different degrees of eminence, isn't it likely that there are significant albeit subtle differences among them? If so, there are two important questions that research in eminence should ask: just what are these differences and upon what contingent factors and developments are they based? These two questions form the boundaries of this book. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) The book clearly reflects a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research on family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes bring the book up-to-date and give a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

In "More Ways than One," Professor Cropley offers a scholarly—but highly pragmatic—view of creativity and its cultivation. Cropley reviews and evaluates a great deal of research, and carefully explores the numerous practical implications of that work. The research spans 50 years, and includes Cropley's own work—and he has been producing sound contributions on this topic since the 1960s. The topics in "More Ways than One" are all relevant to education, but not limited to conventional academic concerns. Cropley covers giftedness, educational equality, and play, for example, but also offers discussions of creativity and health, "blocks within society," and the value of creativity for society. This monograph is also good reading in that Cropley presents the research and his views in a variety of ways: he reviews and evaluates research; he shares personal experiences and anecdotes; he presents case studies; and here and there he offers concepts which are quite provocative as well as useful. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword) This book introduces a broader understanding of intellectual giftedness and encourages teachers to value a more varied set of skills, concentrating particularly on innovation, novelty, discovery, and the like. Techniques and approaches for fostering venturesome and inventive thinking in the classroom are suggested. It is also important, and perhaps especially important for creativity, that teachers become explicitly aware of the emotional and motivational basis of learning and thinking so that they do not concentrate only on its cognitive aspects. Consequently, it is hoped that the book will encourage a fuller understanding of the broad range of classroom factors that affect both conventional and creative thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: book)

our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

[provides] an account of the state of the art [of the study of giftedness] / he feels that it is too early to draw definitive conclusions from reported research, but the outcomes are exciting enough to warrant replication and further study / his description of young prodigies raises some intriguing questions concerning popular beliefs about the nature of giftedness and how to identify it in children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

examine the ways in which the development of moral reasoning may be encouraged and its relation to ultimate behavior [in gifted children] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

"To Be Young and Gifted" offers new insights into the intellectual and emotional development of exceptional children. Contributors from throughout the world explore the nature of giftedness and how to recognize it in youngsters; the complexities of the creative process; standardized tests and their effectiveness in assessing potential; and developmental theories and how they relate to the identification of gifted children. Several chapters also examine young prodigies and the diversity of personalities and talents that exist among the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

Examines the relationship between test anxiety and academic performance in 140 Israeli fourth grade students administered screening tests for giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

discuss the central characteristics, advantages and problems of the two basic approaches of research [on the determinants of outstanding academic achievement and the development of giftedness]: cross-sectional and longitudinal studies / on the example of a combined cross-sectional and longitudinal study which is being carried out at [the Institute für Test- and Begabungs-forschung, Bonn, Germany] and which includes both highly gifted persons and a nationally representative sample I will illustrate the respective research designs (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[discusses] the problems and issues associated with the identification of [hidden] gifted students / the term hidden gifted applies to numerous subgroups, variously referred to in the literature as gifted/LD [learning disabled], gifted handicapped, at-risk gifted, culturally different gifted, rural gifted, gifted underachievers, and gifted females (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter) Describes a study currently in progress consisting of screening, in-depth assessment, and intervention with students in grades 4, 7, and 10 in fifteen schools in a Canadian city in an effort to ameliorate many of the limitations of traditional research in the identification of hidden giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

propose that precocious reading is a phenomenon worth considering both because it is an important form of giftedness in young children and because analyses of precocious reading can contribute to the development of general theories of cognitive development, giftedness, and reading acquisition origins of precocious reading ability [family characteristics; parents' attitudes and behaviors; parent–child interaction patterns; books, toys, and television; gender; cognitive and personality characteristics; effects of early formal instruction] / structure: what reading skills do precocious readers have / predictive significance of precocious reading achievement (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

does giftedness only exist in the classroom / if not, then in our African context how can we establish a bridge between giftedness both outside and inside the school context / indicated the problem that many [studies and programs] on the gifted child center around cognitive abilities of children, completely ignoring the affective and other areas of giftedness—or aren't there other areas besides the cognitive [presents] a case study of one education system, the Ghana education system (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

is infancy a developmental period when we might hope to make a reliable identification / are there reasons to think that the preschool period after infancy is better / how long a "developmental view" might one take about the identification of gifted and talented individuals and fostering their development / how do issues of identification relate to a developmental view that is informed by a life-span perspective / can giftedness manifest itself and develop at any age, or is its emergence restricted to a particular age or ages / does early identification mean we can reliably predict later development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Borrows from the field of cognitive psychology to illustrate the use of protocols to understand giftedness and high level thinking during problem solving in an advanced secondary school physics course, and in how mothers interacted with their preschoolers in ways that might help build on their problem solving skills while carrying out a building task with blocks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)