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[This book] includes a selection of contributions to the Ninth World Conference on Gifted and Talented Children held in The Hague (Netherlands) in 1991. . . . Part I contains the presentations of all keynote speakers. Part II contains a selection of papers which were presented in workshops, symposia or in lecture sessions. . . . [The variety of contributions range] from developmental aspects to computer use, specific programs, personality characteristics, educational provisions and advocacy. All contributions have in common that they contribute to the aim of the conference: social and personality development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

the theory of co-incidence attempts to identify the major sets of forces that participate in the process of development and to comprehend how they work / the theory will be successful to the extent that it identifies critical facets of the process of change, specifies how these facets interplay to catalyze developmental or positive change and explains all known situations, including the most extreme ones such as the [child] prodigy and the prodigious savant use the theory of co-incidence to try to organize some of what is known about Mozart so that we may better comprehend him (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the results of analyses of current trends in research on giftedness in contributions to the World Conference on Gifted and Talented Children (WCGT) Conferences published in 8 volumes of proceedings from 1975 to 1989. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Explores whether individual differences in cognitive abilities are controlled by genetic factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) genetics of cognitive abilities in rats / genetics of human cognitive abilities / the role of the environment in the expression of genes / effects of rearing conditions on brain development (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

provides a more or less representative picture of current research on giftedness and talent in Germany conducted at university and research institutes international state of giftedness research / deficits in the identification and support of talented children and adolescents / organisational measures or improving the structure of the support for the gifted in Germany / perspectives of an all-German responsibility for the future support of the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses the two aspects of theory and practice in the Netherlands: first, the nature of giftedness, and second, the practical effects of these considerations and definitions on the identification [and education] of gifted pupils in Dutch schools (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The workshop on gifted children held in Nijmegen (The Netherlands) is one of the educational research meetings that have been instrumental in the programme of the Council for Cultural Cooperation of the Council of Europe since 1975. This book gives a general introduction to the subject, a selection of the papers presented at the workshop, the final report, bibliographical references, an overview of finding places of literature and studies on gifted children and the addresses of the people who attended the workshop. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

analyzes a number of information sources [on research and nurturing of gifted children in Europe] and gives advice on obtaining literature and on the effective design of literature reviews (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe some trends in the research on giftedness in the countries of Middle East Europe as well as selected information concerning specific practical actions for the benefit of exceptionally gifted children / focus on the work of Polish scholars dealing with the subject of giftedness and discuss the aspects of this work which are also found in other countries of Middle East Europe educational developments in Poland / the issue of the gifted disabled (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[This book offers] a representative sample of the most significant theory and practice on the subject of gifted education. It gives appropriate attention to such subjects on the gifted and talented as (1) their special abilities, (2) their developmental characteristics, (3) the problems they face and how they may be assisted to overcome them, (4) the nature of their intellectual processes, (5) methods that have been successfully tried to nurture them towards more effective productivity, (6) various educational models designed for better learning, and (7) motivational approaches and their relevance for gifted education. The components of the book have been organized into a holistic model of education. The five parameters of the model consist of environment, individual, intervention, outcome, and communication. These are interconnected to the multitudinous details and complex nature of the subject of giftedness. The book is designed for graduate and undergraduate students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Determined the extent to which analytic or cognitive ability, social skills, creative arts, verbal ability, and motor skills identified in previous research (e.g., S. L. Guskin et al; see record 1989-24151-001) are employed by teachers in estimating traits and outcomes for individual student cases. The influence of these categories on decisions made about educational programming was investigated. 158 prospective and experienced teachers who responded to 6 1-page scenarios of students with varying backgrounds of gender, race, and socioeconomic status (SES) participated in the study. Responses to each student included 25 trait ratings, judgments of appropriate programming and resources, and predictions of adult success. Students with motor or creative arts skills would not be as successful as those with verbal, analytic, or social skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two groups of mathematically gifted 10th-grade Ss and 2 groups of environmentally privileged students represented the top 1% on a standard measure of quantitative ability, and the upper 1% of a conventional socioeconomic status (SES) index. These groups were compared to one another by gender, and to their gender-equivalent normative cohorts on 43 indices of medical and physical well-being (MPWB). Although higher levels of physical health were found in both gifted and privileged groups (relative to the norm), MPWB was more highly associated with mathematical giftedness than with extreme levels of socioeconomic privilege. Findings confirm the view that the nomothetic span (network of correlates) of general intelligence permeates a variety of important and valued nonintellectual domains. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigates the popular notion that gifted children are immune from adjustment problems because of their high intelligence. Self-esteem, social isolation, locus of control, alienation, and anxiety, as indices of psychosocial adjustment, were explored among 134 gifted and a control group of 134 nongifted Chinese adolescents in 3 secondary schools in Singapore. Results show more higher-adjusted gifted than nongifted boys, but fewer higher-adjusted gifted than nongifted girls. These findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. Preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses responses of families to recognition of a child's giftedness. Such recognition may lead to paradigm shifts in the families in areas such as financial control, power and dominance roles, parental roles, sibling dynamics, and parental self-concepts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A clinical study of 23 outpatients with borderline personality disorder (BPD) and 38 outpatients with other personality disorders (controls) revealed that 74% of the BPD Ss were rated as both gifted and psychologically (vs physically or sexually) abused, compared with only 13% of the controls. Data suggest that individuals who become borderline frequently are gifted with being unusually perceptive about the feelings of others. The interaction of a child's gifted characteristics with psychological abuse creates a tragic drama that is etiological for BPD. This abuse markedly perverts not only use of the perceptual talents (e.g., powerfully compelling projective identification), but overall psychological development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)