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Reports the main results of a longitudinal study of the mental development of gifted Chinese children, discusses the findings of comparative studies on the cognitive development and personality traits of normal and gifted children, outlines methods and procedures for identifying giftedness, and describes educational programs for gifted children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although children prior to the 1970s reported personal anxiety over being labeled as gifted (M. Mead, 1954), more recent studies by B. Ford (see record 1981-22153-001) and by S. L. Guskin et al (see record 1987-26620-001) do not support such findings. The trend toward a more positive perception of giftedness may be related to the increased number of gifted programs in schools. However, the long-term effect of labeling on children in these programs has yet to be measured. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Results of a longitudinal study of 59 10–22 year olds who had been precocious readers when first tested at 5–6 years of age suggest that extraordinary early achievement in reading predicts above-average, but not necessarily extraordinary, ability in reading and related skill areas during the middle elementary school years, as measured by performance on Level 18 of the California Achievement Test (CAT). Median CAT subtest scores were between 1 and 2 SDs above age-appropriate grade norms. Verbal Ability at 5–6 years of age predicted individual differences in precocious readers' later reading comprehension accuracy as well or better than initial reading skills did. General Reading Ability, reading Speed, and letter naming speed at 5–6 years were associated with speed to complete the reading comprehension subtest of the CAT. This study illustrates theoretical and methodological issues that must be addressed in other investigations of early development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The eight articles in this special section examine several issues that define current research in gifted education. Identifying the separate areas of giftedness is a major issue that continues to attract researchers' attention. A second, related issue concerns the stability and predictability of precocity in different areas. Precociousness in mathematics heralds stable exceptionality, whereas precociousness in early reading seems somewhat less likely to be maintained. A third issue concerns the fulfillment of potential. What variables, other than giftedness, help children develop their special talents? Researchers are becoming more aware that the answers to this question may differ depending on the child's gender. A final issue focuses on the socioemotional adjustment of gifted individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the types of research needed for the identification, development, and education of high-ability children. Serious research on the gifted began some 70-yrs ago with the studies by L. M. Terman (1922), and has intensified in the last decade. Since many decisions on identification, education, and counseling depend on the underlying conception of giftedness, a fruitful area of research involves the validity of various concepts. Research is also needed to ascertain the effectiveness of identification procedures, to determine what kinds of educational and socialization opportunities are needed to transform potential into performance, and better to identify and nurture giftedness in populations which are traditionally underrepresented. A better understanding is needed on how affective characteristics can be nurtured, as well as the influence of family and community on talent development, and ways of achieving the twin goals of equity and excellence. (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)

In discussing early signs of giftedness, 3 kinds of giftedness can be distinguished: (1) general, accelerated mental development, (2) early displays of intellectual specialization, and (3) unusual aptitudes (e.g., in memory, imagination, or observation). Although this giftedness is a proclivity in the child, it cannot develop without the child actively participating through self-regulation. Further discussion concerns general vs special aptitudes, the role of unique developmental characteristics, the creative aspects of aptitudes, natural competences, and difficulties in prognosis of children's gifted development. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses results of an analysis of the US publications Annual Review of Psychology and Journal of Educational Psychology with regard to the tasks of educational psychology and the status of giftedness research and promotion within the field of educational psychology. The analysis reveals a lack of agreement concerning the goals of educational psychology and inadequate attention to the field of giftedness. The role of values in guiding educational psychology is noted, and the need for integration of theoretical and empirical approaches in giftedness research and promotion is discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the theoretical and methodological foundations and selected results of the Munich study of giftedness, a longitudinal study involving more than 26,000 male and female West German school age children and adolescents (aged 6–18 yrs). The study's multidimensional concept of giftedness is analyzed, and methods for measuring the various components and correlates of giftedness are identified. Results concerning the personality correlates of giftedness and concerning gender differences in the dimensions of giftedness are emphasized. Implications for the identification of gifted children and the promotion of giftedness are discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)