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This reprinted article originally appeared in Gifted Child Quarterly, 44(3), 196-207. The literature focusing on mentorships and underachieving gifted young men is almost nonexistent. To address this need, the researchers examined the mentorship experiences of three students who characterized various aspects of giftedness and underachievement in males. The findings of the study revealed a single core category with three attendant subcategories. The influence of a significant adult on a a young person was the dominant category. Several related subcategories reinforced the importance of the mentor: mentors' open-minded and nonjudgmental characteristics, consistent and personalized social/emotional support and advocacy; and strength and interest-based strategies for intervention to reverse underachievement. These results underscore the critical effectiveness of mentorships on underachievement, regardless of age, environment, and socioeconomic background. Implications of the findings are presented that highlight the successful features of the mentor-protégé relationship. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: chapter)

This reprinted chapter (originally published in Gifted Child Quarterly, 26[1], 21-23) examines the history of measurement in creativity and the myth that creativity is too difficult of a concept to measure. The author states that the measurement of creativity, like other facets of intellectual functioning, will always be a challenge. Just as in intelligence we face problems of differentiating operational creative thinking abilities from native creative potential. This is further complicated by the entry of energizing forces of the suprarational and cosmic interacting with the individual rational and emotive-motivational systems. However, for practical purposes we can manage this problem by realizing that available measures have established certain parameters of measurable creativity found to be of great importance to school learning. Further, we can take advantage of those instruments whose psychometric and practical soundness has been evidenced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, 1987, Vol 31(4), 180-185. (The abstract of the original article appeared in record 1989-27664-001.) The lack of representation of black gifted children in educational programs for the gifted is a cause for great concern. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques have been noted as part of the reason for the lack. A discussion of research data to date indicates that observation techniques, community involvement, and peer, parent, and teacher nominations are viable techniques to use in identifying the black gifted child. The data also show that leadership skills, creativity, and mental processing abilities, are good indicators of giftedness among the black students. Identification, curriculum, the instructional environment (teacher, setting, strategies), and evaluation are discussed as important aspects of a total plan for the black gifted child. Alternatives for program planning are recommended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The contribution of metacognition to the better understanding of giftedness is explored in the context of the "triarchic" of intelligence and its subtheory of insight proposed by Sternberg and his colleagues at Yale University, and in relation to research into the interaction between availability and flexibility of cognitive style on one hand, and metacognitive knowledge and skill on the other. Support is offered for the importance of interactions among the elements (meta-components, performance components, and knowledge-acquisition components) of the triarchic theory to better explain giftedness. Finally, rather than regarding a theory of giftedness to be a subtheory of one of intelligence, might there be merit in considering the opposite order? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Creativity is an important facet of giftedness. Creativity is, however, very difficult to define and measure. Divergent thinking tests are often used, though of course they really just estimate the potential for creative thought. In the past few years, the technologies for the assessment and enhancement of divergent thinking have changed dramatically. This article reviews the most recent research on divergent thinking. Several new assessment techniques are reviewed, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. Special considerations for the creativity of gifted children are noted throughout the article, and specific directions for future research on the divergent thinking of gifted children are presented in the conclusion. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The extensive research of our team that has involved 76 scholars around the world reveals common psychological traits, as well as family, educational, and cultural conditions of more than 200 men (historically recognized as highly eminent) born between the 14th and 20th centuries, such as Mozart, Newton, and Lincoln. Our research combines psychology and "Cliometrics," the quantitative study of history, after Clio, the muse of history. The criterion of eminence employed (the number of words written about each man in biographical dictionaries and encyclopedias) proved technically reliable; but the ratings of traits and conditions are no doubt distorted to some extent by the accidents of what history and biography have recorded as well as the subjectivity involved in making the ratings. Our research proves little by itself; but since it corroborates recent studies on eminent living Americans (Arieti, 1976; Goertzel, Goertzel, & Goertzel, 1978; Passow, 1979; Stein & Heinze, 1964; Taylor & Barren, 1963; Taylor & Getzels, 1975) and accomplished, prize-winning adolescents in science and the arts (Walberg, 1969, 1971), it helps to maintain some balance both in research and policy between the need for minimal educational competencies and the desire to produce in our generations great men and women comparable to those of past centuries, through child-rearing and education practices and the provision of social and cultural opportunities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Two nonintellective variables, representing the imaginational (M) and the emotional (E) dimensions of mental life, and one broadly intellective variable (T) have been identified as characteristic of giftedness. A cross-sectional comparison showed no age trend when groups of gifted children (as young as age 9) and adolescents are compared with gifted adults. The broadly intellective variable T showed bimodal distribution creating two subsamples, one with T scores lower than 5, and one with T scores of 5 or more. This did not affect the M and E mean scores of the two subsamples of gifted adolescents. The three variables, E, M, and T are viewed here as critical contributors to the creative power and productivity of gifted people. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this reprinted chapter (originally appearing in Gifted Child Quarterly, 33[2], 81-84), the author attempts to clarify goals and objectives of some useful approaches to strengthening creative attitudes, skills, and abilities while teaching creative thinking. Specifically, discussion centers on the following topics: Raising creativity consciousness and teaching creative attitudes; Improving students' metacognitive understanding of creativity; Exercising creative abilities; Teaching creative thinking techniques; and Involving student in creative activities. As for which approach or combination of approaches produces the greatest gains the most quickly and efficiently, the variety of ages, abilities, interests, and needs of the particular students, along with a virtual absence of relevant research, make it impossible to specify an all-around ideal recipe. However, the author does recommend using all of the above goals and related activities in approximately the order they are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Aspergers' Syndrome is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors or interests. It is observed in some gifted children. The author proposes that gifted children with Aspergers' Syndrome may not be identified because their unusual behaviors may be wrongly attributed to either their giftedness or to a learning disability. The article discusses ways in which Aspergers' Syndrome might be missed in gifted children and proposes guidelines for differentiating characteristics of giftedness from characteristics of Aspergers' Syndrome. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Gifted Child Quarterly, 24(4), 147-151. From kindergarten to college, most classrooms contain students who learn at different rates. Some students, for diverse reasons, operate at a low level of achievement. The average students have some of the same needs as the low achievers, but are better able to learn. The few gifted students, of course, have no trouble learning content. Yet, in a gifted situation where no leaning problem exists, there is the need to extend students' imaginations into inventive speculation, which is the basis for the creative arts and sciences. This chapter puts forth a model for gifted education, SES Synectics, that is able to accomplish just that. The first step of the process, the paradox procedure, is not crucial for the gifted, but it does help expose an explicit and distinct focus. The second step, the analogue procedure, is crucial since it produces a stretched and aesthetic analogy which goes beyond the content and reveals it in a fresh and vibrant way. The model is presented through an illustrative case. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 39(2), Spr 1995, 110-114. (The following abstract of the original article appeared in record 1995-42516-001.) Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Recognizing, assessing, and nurturing creativity continue to be dynamic, evolving topics in gifted education. The articles in this text offer over 20 years of research, insight, and practical applications designed to pique the interest of gifted students and inspire them to reach their full potential. Further, the readings in this ready-reference debunk the many misconceptions about the connection between creativity and giftedness, and lend clarity to the most critical issues in this often nebulous area of gifted research. Key features include: A portrait of the origins, current state, and future of the field of creativity from Donald J. Treffinger, Director of the Center for Creative Learning; Examples and practical suggestions for putting research findings to use; and Sixteen influential articles from pioneers in creativity as well as from current leaders in the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted chapter originally appeared in Gifted Child Quarterly Vol 37(1) Win 1993, 16-22. (The following abstract of the original article appeared in record 1994-01210-001.) Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This article describes an important, yet largely neglected, kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article is an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a useful way of of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter attempts to capture the nature of giftedness and talent by briefly tracing key studies, programs, and developments in the field. The author begins by defining the terms, using the U.S. Office of Education definition: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. (p. IX) They then tackle such questions as what is giftedness? Who is gifted? Who is talented? How are giftedness and talent manifested? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The recent popularity of Multiple Intelligences (MI) theory corresponds with current efforts to move away from the use of standardized measures of achievement and ability to more authentic assessment techniques, including portfolio and performance-based assessment. Gardner and his colleagues have strongly encouraged the application of MI theory to performance-based assessment. This study investigates the reliability and validity of a battery of instruments based on MI theory, including teacher checklists and performance-based assessment activities. The purpose in developing the instruments was the identification of talent in culturally diverse and/or low income kindergarten and first grade students. Results suggest acceptable evidence of reliability but raise questions about the validity of the assessments. This study has implications for both future research efforts and the application of MI-based, performance measures to the assessment and identification of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted chapter (originally published in Gifted Child Quarterly, 25[2], 55-62) is a preliminary report of 22 years of research on predicting the adolescent and adult creative achievements of elementary school children and some of the things their teachers did that "made a difference." Beginning in 1958 and continuing through 1964, all pupils enrolled in two Minneapolis elementary schools were administered various batteries of the Torrance Tests of Creative Thinking each year. Scores over a three-year period were combined to yield a Creativity Index. In 1979-80, follow-up data of adolescent and adult creative behavior were obtained from 220 (118 women and 102 men) of the 400 originally tested, for three or more years. This chapter summarizes those findings, with an emphasis on those teachers that "made a difference." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, 1986, Vol 30(1), 20-23. The following abstract of the original article appeared in (see record 1987-12029-001). Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 30(1), Win 1986, 15-19. (The following abstract of the original article appeared in record 1987-11955-001.) Discusses research relating creativity to gifted behavior. Research with regard to theories of creativity, its identification, and its nurturance is described. Five directions for future research on creativity in gifted education are proposed. It is concluded that the importance of creative productivity has been recognized in recent years. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This position paper is a call for efforts to increase connections between studies of giftedness and mainstream psychological and educational research. Most mainstream researchers have paid scant attention to the literature on giftedness and have ignored the field's journals. However, Studies of giftedness have contributed to mainstream theory and may play some special roles in theory development. Strategies for overcoming barriers to further integration with mainstream research are proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)