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describe, first, the rationale for conducting research with young, gifted children; second, some general questions about the development of young, gifted children concerning which reliable data have been accumulated; and third, the evidence available about family and group environments that may promote advanced development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provide a concrete practical orientation . . . , focusing on indicators of high ability [in young children] / begin with definitions of high ability as a theoretical framework / focus on selected sets of indicators which are frequently cited in the literature: general psychometric measures, more or less stable components of the cognitive apparatus, including motivational characteristics, and also early expertise in selected fields of achievement the following components of high ability will be reviewed: attention and habituation, memory capacity and durability, memory efficiency, sleep, knowledge base and strategies, strategy use, metacognition and executive control, causal attribution, and curiosity and interests / indicators to do with specific areas of achievement such as language, numerical/mathematical expertise, or (precocious) reading and writing will be summarized / socialization variables influencing development of high ability will be discussed, primarily the question of how certain social conditions, especially caretaker–child interactions can affect a child, fostering exceptional learning and cognitive abilities / practical applications of the findings, as well as ages and domains where they are appropriate will be discussed / related problems in the interaction of promise of development and its fulfillment will also be addressed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses methods for identifying and intervening with underachieving gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) underachieving gifted students / definitions of underachievement / identification of gifted underachievers / onset of underachievement: the preschool gifted underachievers [gifted children at risk of underachievement, unwanted children, rejected children, children of divorced parents, highly creative children, gifted girls, culturally different gifted students, children with learning disabilities] / causes and characteristics of underachievement / characteristics of underachievers [personality, need achievement and fear of failure, need affiliation, fear of success, behavioral characteristics, school related factors] / curriculum and teaching methods / intervention treatment of academic underachievement (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

consider what is known about exceptional development in two art forms: the visual arts, and music / our primary but not exclusive source of evidence will be case studies of individuals who have shown unusual giftedness in these domains distinguish between individuals of normal or high intelligence who are gifted in a domain, and individuals who are gifted in one domain, but extremely retarded in all other areas / such pathological individuals are typically referred to as savants / determine what distinguishes the gifted individual of normal or high intelligence from the gifted individual who is in all other respects low-functioning (either retarded or autistic) distinguish between giftedness and creativity / a creative individual revolutionizes a domain of knowledge / there is no necessary link between giftedness and creativity / focus here on childhood giftedness, and make no assumptions that early signs of giftedness are necessarily predictive of adult creativity (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[considers] strategies and programs for nurturing giftedness in mathematics mathematical core variables for research on intelligence / structure of mathematical abilities / the Hamburg system of complex mathematical abilities / the CTY [Center for Talented Youth] approach / mathematical giftedness from the perspective of gifted youth / mathematical excellence as a developing state of mind / programs and strategies in nurturing mathematically gifted students / programs in advanced mathematics for the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

mentoring will be presented as one of the most effective ways of helping gifted students actualize their potentials / the nature of mentorship will be discussed in historical perspective, various existing means of providing gifted students with mentors will be explored, and . . . a model of life-stage mentoring will be proposed / this model integrates the accumulating evidence concerning developmentally appropriate role models for the gifted into a systematic approach utilizing different mentors to meet the needs of the gifted at various phases of their lives (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides a review of available program structures that can be used for the benefit of gifted individuals generally and deals with the tasks of setting goals, developing standards and writing plans appropriate to individual children's needs / strategies for developing and implementing individualized and differentiated curricula are discussed by presenting a variety of models which could be synthesized to develop curricula to meet the needs of gifted children with special focus on integrating human functions in the process / this includes ways of developing responsive learning environments, strategies for an integrating learning approach and ideas for extending the learning into the community / there is a discussion on the future role of research in this area (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

programs offered to gifted and talented in the formal education framework often do not cater for children with a special talent to the extent that this can be done in professional centers / while these kinds of nurturing are still neglected in many countries, they are quite popular in Israeli universities, science centers and museums / [provide] examples of out-of-school education which illustrate the possibilities of such opportunities [with 4th–12th graders] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

definitions of giftedness (and talent) abound in the literature / so numerous are the definitions that Stankowski [1978] found it necessary to extract a more synthetic view through a classification system in five categories: (a) after the fact definitions focusing on adult prominent accomplishments, (b) IQ definitions specifying a particular threshold score, (c) talent definitions emphasizing outstanding performance in specific artistic and/or academic fields, (d) percentage definitions varying from a generous 20% or more to a strict 3% or less and (e) creativity definitions stressing original and productive accomplishments in a particular field Stankowski's system emphasizes the two general components implicitly or explicitly present in most definitions and models: (a) a "what is" statement pertaining to the core nature of the construct, its central or prototypical elements and (b) a "to whom" or "how many" statement about the size of the population targeted by the label / these two statements correspond to the usual distinction, in logic, between the comprehension of a concept and its extension; these two components will be examined separately (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discuss effective strategies and programs for nurturing those gifted in science and technology lessons from the sociology of science / lessons from the psychology of eminence / lessons from science education / exemplary models for developing scientific talent / part-time college courses / recommendations for nurturing talents/gifts in science and technology (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

central questions to be tackled in this chapter are: (a) how predictable is excellent performance in school, university, and work / (b) what is the predictive value of a variety of information gathered in a variety of ways with respect to excellence in these three areas / focus on measures of ability as predictors, but information on other variables such as previous achievement, motivation, further personality variables, and environmental factors will also be taken into account (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explores the role of theory in education for the gifted / the following questions guide this exploration: why does gifted education need a theory / what is a theory / what theories are extant for education of the gifted / what are the key questions or issues that a theory for education of the gifted must answer / what criteria might be used to analyze or develop a theory for education of the gifted / what is the relationship of theory to research and practice / what should be the scope and scale of a theory for gifted education / should a theory for gifted education be focused on intelligence, giftedness, or creativity / what are the contextual influences on theory development / how might the various theories be unified / what are the implications of theory for practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

what has research told us about the identification and education of talented disadvantaged and culturally different children / what has been the nature of practices designed to find and educate them / what are some research initiatives and implications for future research and development activities / addresses these questions through a review of relevant research and practice focuses on characteristics of talented children in either or both groups and descriptions of conditions that affect their display of talents / focuses on issues and problems related to the use of tests to determine eligibility for talent development programs / [discusses] programs and curricula designed to address the educational needs of talented disadvantaged and culturally different children / provides suggestions for future research and development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

as the mainstreaming and inclusive education movement in education has gained momentum in the last two decades, there has been increasing concern with handicaps / during this same time period, there have also been tremendous gains in the relatively late-developing area of gifted education / [discusses how] the educational needs of certain subgroups of this population of children, i.e., the gifted handicapped, have been slow to receive recognition (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

examine the research evidence relating brain physiology and function to giftedness and intelligence / describe some of the measurement techniques and terminology that are associated with this area experimental methods in brain research [EEG, averaged evoked potentials, measurement of cerebral hemisphere lateralization, brain imaging] / information processing: the brain / ongoing brain activity / psychophysiology of personality (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

in this review, three sets of considerations on the development of morality [in gifted children] are presented: (1) moral behavior is based on specific cognitive abilities of rational analysis and discussion of actions concerning rights, duties and consequences (about life, affects, well-being of self and others); (2) moral behavior has roots in affect/emotion and on control and integration of drives and needs (in terms of empathy, care for others, task commitment); and (3) moral behavior needs to be nurtured by specific education which concerns both the cognitive and the emotional aspects (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This decade has seen the emergence of two powerful concepts that influence curriculum and instruction: (1) learning style—the understanding that individuals master difficult information or skills in different ways and (2) multidimensional giftedness—the recognition that individuals may express their giftedness in different ways and at different levels. In addition, we are becoming increasingly aware of the unique impact of culture on intellectual and personal-social development, in general, and on giftedness and learning style, in particular. This book is designed to give teachers, counselors, gifted education specialists, and parents in each country an understanding of the specific learning style components that characterize gifted adolescents in their culture. It has particular value for teachers in the US in their efforts to individualize instruction for culturally diverse school populations. Part One [presents] the broad theoretical background of the concepts of giftedness and learning style. In Part Two, data on the learning styles of gifted and talented learners [Grades 7 through 12] in seven countries are presented in detail. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

begins by providing a general overview of the individual histories of research on the prodigy and the savant / combine discussion of the two phenomena by comparing examples of prodigious performance with ones of savant performance in two of the domains where both have been found: music and art / conclude with a speculative discussion of possible brain-based commonalities and differences serving as substrates for prodigy and savant capabilities (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the paradigm of the special education of the gifted in the school years involves the classification of individual members of a limited sample as "gifted" and then their participation in a giftedness nurturing program / the identification of gifted individuals therefore takes a place of considerable importance for the establishment of programs, alongside program design / numerous measurement instruments are available which are well suited to gain a reliable informational basis for the decisions to be made [presents] an overview of recommendations on identification design made by experts on gifted education / these recommendations will be considered scientifically / the decision theoretical model of selection decisions will be presented / its properties and methodological consequences for practice will be discussed / insights on the construction of social judgments and group decision making will be presented (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the need for leadership education for all people will be explored, but particularly for gifted students / a fundamentally different interactive model and approach to leadership development will be suggested / this approach focuses on developing self leadership and building specific strategies such as productive thinking, feeling and behavioral strategies to influence ourselves and others / self leadership through modeling will be examined, with the focus on a leadership program (Texas Governor's Honors Program) as an example of how to develop leadership in adolescent gifted students an individual leader who represents interactive leadership, General Dwight D. Eisenhower, former president of the US and founder of the Citizen Ambassador Program will be discussed / the program of People to People International for several years developing personal leadership in teachers and administrators by planning and conducting leadership seminars in Russia, Hungary, China and Vietnam will be described (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)