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how does the gifted mind work and develop and how does this translate into neuropsychological findings pertaining to the optimal development and functioning of the neural system giftedness as expert information processing / indications of exceptional ability / degree of lateralization of cerebral functions and giftedness / early signs of giftedness and their impact on family life / need for intellectual stimulation / adjustment of the gifted / time budget and giftedness / developing multiple intelligences / parent–child interaction: encouraging the gifted child / creativity and giftedness / success in life and the importance of mentoring / effects of accelerating the gifted / motivating the gifted: beneficial and adverse conditions (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book provides a representative overview of the topics discussed at the Third European Conference of the European Council for High Ability, held in Munich (Germany) in 1992. The main issues of the most recent research on giftedness, talent, and creativity, and current European approaches to the systematic development of individual competencies and creative productivity, are dealt with by key chapters, which in turn are commented on by other authors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

purpose of the present study is to attempt to estimate the relative effects of early socioeconomic advantages, abilities and accomplishments, and subsequent educative environments and proclivities on long range [academic and occupational] success among gifted students / makes use of the L. Terman (1940) data on highly intelligent California children born early in the century / [Ss were 4–14 yr olds and high school students with IQs over 135] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses . . . interindividual differences which have been proven to be individual prerequisites for eminent performance in many studies / not taking them into consideration, especially at school, causes great problems for the individuals concerned, for example, boredom due to lack of stimulation and social isolation from non-gifted peers / these are exemplified by a number of case studies (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

[discusses] 4 topics . . . related to the identification of the gifted: (a) stratification of the concept of identification (recognition, determination, verification); (b) cybernetic modelling of identification (identification as process diagnostics); (c) methodological problems of identification (especially the value of teachers' and parents' assessment); and (d) individual and social consequences of labeling (positive and negative experience) (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the modern information-processing approach to giftedness suggests a new basis for the classical intelligence vs creativity distinction / it is suggested that, although intelligent people deal with novelty quite efficiently if they have to, they do not deliberately seek out such situations / creative people, on the other hand, are more willing to confront novel tasks, and enjoy tackling them, even though the efficiency with which such tasks are performed is moderate / this thesis is illustrated with experimental evidence [from university school candidates and students and 9th graders], and serves to suggest some new procedures concerning identification of the gifted and stimulation of the human intellect potential (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the study investigated stability vs instability of giftedness—identified by advanced cognitive competence—from early childhood (C) to early adolescence (A) / data stem from a longitudinal project conducted in Vienna (Austria) / 4 groups [children gifted in C, gifted in A, gifted in both, and gifted in neither] were compared in different cognitive tasks, school grades, and task commitment / biological risk factors and psychosocial conditions were analyzed to explain differences in the developmental pathways (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Built on the study of gifted adolescents' attitudes toward giftedness by B. A. Kerr et al (see record 1989-25606-001) by tailoring the questions to individuals' experiences and expanding the scoring scheme within response type. Ss were 144 (56% male, 44% female) gifted and talented students (aged 15–26 yrs). No significant differences were found by gender. Being gifted was a positive experience for 79% of the Ss. 61% of Ss thought that classmates treated them differently, with 35% viewing their classmates' treatment as negative. Gifted adolescents may be coming to realize that there are positive and negative aspects to almost all social roles, statuses, and labels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

55 intellectually gifted children were compared with 53 academically average children (all Ss aged 11–14 yrs) on elementary cognitive tasks (ECGTs) with no symbolic content and different levels of requisite processing complexity. Ss were administered the Advanced Progressive Matrices and 3 ECGTs: simple reaction time (RT), choice RT, and the odd-man paradigm. Differences between gifted and nongifted Ss on the ECGT parameters increased monotonically with task complexity. Results indicate that gifted and nongifted children differ not only in terms of the effectiveness of higher-order or metaprocesses, but also in terms of speed and efficiency of lower-order cognitive processes. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Surveyed 39 school districts to examine the success or failure of alternative strategies for identifying gifted students in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and economically disadvantaged students as important underserved populations. Alternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedures included school personnel and assessment practices. Factors causing problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in diverse cultural populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed the analogical reasoning ability of gifted young children and examined the influence of gender, SES, and ethnicity on that ability. The Ss for the 1st phase of the investigation were 108 4-, 5-, and 6-yr-olds placed in preschool and primary grade programs. For the 2nd phase, only 55 gifted children were considered. In this group, there were 32 Whites, 5 Blacks, and 18 Hispanics. The analogical reasoning performance of 55 gifted Ss was compared with the performance of 53 nonidentified Ss. The Test of Analogical Reasoning in Children (P. A. Alexander et al; see record 1988-19649-001) measured Ss's ability to solve geometric analogy problems. Gifted Ss outperformed nonidentified Ss on the geometric analogy task. Within the gifted group, the effects of gender and SES were nonsignificant, but performance differences existed between the White and Hispanic groups. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Designed and tested a bilingual version of the Khatena-Morse Multitalent Perception Inventory to measure multitalent perception among 77 Malaysian students (mean age 16.1 yrs) in Grade 10. Test-retest reliability and criterion validity indices for the Malaysian bilingual version were average to high, suggesting that the Inventory was suitable for assessing multitalent perception as well as giftedness in various areas of talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes research into the issue of problem finding (PF), focusing on the different kinds of PF, relationships with intrinsic motivation and interest, and techniques for the classroom. The creative component of giftedness is related to PF skills, as well as problem solving. The distinction between problem identification and problem definition is clarified. The limits to divergent thinking are discussed. Problem solving should be approached more naturally, as opposed to breaking it into various stages. PF is important to many creative performances, though perhaps not all. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two experiments, involving 16 average students and 21 university students, respectively, investigated the relationship between giftedness and strategic flexibility using cognitive training methodology. Ss received instruction in the following elements of metacognition: knowledge about problems, knowledge about strategies, and knowledge of when and how the strategies should be applied. Ss' problem-solving performance was then assessed. Results show that the metacognitive training influenced strategic flexibility and metacognition of the Ss. Findings also indicate that it was much easier to enhance performance on closed problems than on open problems that called for creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated whether gifted children differ from nongifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these 2 variables. The parents of 286 4th-grade German elementary school students (151 intellectually gifted [65 girls and 86 boys] and 135 children of average intelligence [58 girls and 77 boys]) responded to a list of 30 toy groups. The authors assessed which toys were present in the household and how often they were used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: With the exception of the use of athletic equipment and group games, both groups exhibited gender-specific toy possession and toy use to an equal degree. (PsycINFO Database Record (c) 2016 APA, all rights reserved)