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Sixty-one Hispanic and 140 white students were compared on two measures of intelligence: the WISC-R and the SOI-LA. The purpose of the study was: (a) to discover which instrument identifies more white and Hispanic gifted children, (b) to address semantic and figural differences within and between ethnicity, and (c) to examine the SOI-LA's predictive and concurrent validity with the WISC-R. The WISC-R identified 82 white and 24 Hispanic children as gifted, while the SOI-LA identified 39 white and 11 gifted Hispanic children. A Cochran's Q analysis showed differential attribution of giftedness between the WISC-R and the SOI-LA on the white population (Q[3] = 15.54, p < 05). Sign-Tests indicated differential performance for the white population between Full Scale IQ (FSIQ) and the SOI-LA (Z = 3.14, 2-tailed p < .05) with more children accepted by the WISC-R. Verbal/Performance deficits on the WISC-R were significant for the Hispanic population with Performance IQ (PIQ) superior to Verbal IQ (VIQ), yet the SOI-LA did not show the same deficit. White children scored significantly higher than Hispanic children on VIQ. Similar results indicated that white children outperformed Hispanic children on the Semantic Composite factor of the SOI-LA. There were no differences between ethnicity on WISC-R PIQ or the Figural Composite Factor of the SOI-LA. White children scored higher on the Semantic than Figural Composites of the SOI-LA. The 26 subtests of the SOI-LA significantly predict FSIQ, VIQ, and PIQ, accounting for 43%, 40% and 29% of the variance for these factors, respectively. The highest correlation was between FSIQ and Cognition of Semantic Relations (CMS) at .51. These results indicate moderate predictive validity for the SOI-LA on the WISC-R. The claim that the SOI-LA is more appropriate for use with Hispanic children was not supported by this study. However, the SOI-LA moderately predicted WISC-R VIQ, PIQ, and FSIQ. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study implemented a treatment program focused on the improvement of gifted learning disabled students' academic self-perceptions through the enrichment of visual-spatial strengths. The rationale for this study was based upon the concept of abilities as developing competencies that can be altered characteristics of an individual. The notion of altering or changing abilities through the implementation of appropriate interventions (i.e. enhancing noncognitive factors) to improve domain specific areas of giftedness and learning disabilities was the impetus for this study. The research question aimed to determine if enrichment intervention activities positively produced an effect upon the academic self-perceptions of perceived general intellectual ability in Gifted Learning Disabled (GLD) students (i.e. how smart am I?). The participants were 4th and 5th grade public elementary school students who displayed strong visual-spatial skills and learning difficulties. This empirical study included a pre/post treatment design with a experimental group and a waitlist comparison group. The hypothesis was confirmed with treatment results demonstrating significant gains in perceived general intellectual abilities subsequent to the completion of a ten-week enrichment program. Research and practice implications for curriculum decisions and program interventions are discussed. Recommendations for future research considerations based on the findings from this study are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of the present investigation was to compare traditional and alternative assessment of "giftedness" in predicting academic success of minority elementary school children. Educational data of 87 elementary students who were assessed for giftedness using a teacher created assessment system was analyzed to compare the traditional and alternative assessment of "giftedness" in predicting academic success. It was hypothesized that students accepted into the gifted program would not differ on measures of academic achievement based on their method of eligibility for the gifted program. When grouped by eligibility method, the students were found to differ in the area of mathematics but not in the areas of reading and language. The ethnic diversity, as well as the number of students admitted to the program, increased when student eligibility decisions were determined by the use of the alternative assessment. Weaknesses of the alternative assessment were discovered during this investigation and recommendations for improving the alternative assessment are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this study was to investigate teachers' theories of giftedness using methods adapted from those used by to study theory-based reasoning in categorization research. This study sought to answer the following questions about the reasoning behind teachers' nominations of students for gifted programs: (a) Do elementary school classroom teachers use theory-based reasoning, as described by the causal status effect in classification, when nominating students for gifted programs? (b) Is there consistency in the theories/beliefs about giftedness between and among teachers with different levels of expertise in gifted education? (c) What is the structure and content of teachers' theories/beliefs about giftedness? (d) Is there a difference in the structure and content of theories/beliefs about giftedness between teachers with varying levels of expertise in gifted education? (e) What differences exist, if any, between teachers with different levels of expertise in gifted education in the inclusion of culturally diverse characteristics of giftedness in their theories of giftedness? and (f) What differences exist, if any, between the expertise groups in their judgments of culturally diverse students? The sample was 60 elementary classroom teachers with varying degrees of expertise in gifted education. Statistical analyses as well as inductive qualitative analyses were used to answer the research questions. The teachers in this study did not demonstrate theory-based reasoning as described by the causal status effect in their judgments of hypothetical student profiles. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories of giftedness. Comparisons of teachers with greater and lesser degrees of expertise in gifted education indicated that there were no significant differences between the groups. However, there was also little consistency among the teachers in their representations of the causal links among different characteristics of giftedness in their theories, suggesting that all elementary classroom teachers do not define common characteristics of giftedness in the same way. Recommendations for further research include more focus on critical analysis of individual teachers' beliefs in course and in-services for teachers seeking expertise in gifted education, continuation of this line of research with more diverse samples of teachers, and modification to the procedures used to measure theory-based reasoning in order to better model and measure teachers' reasoning processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Brazil faces the challenge of preparing teachers to work in gifted and talented education, which includes the development of a coherent conception of giftedness and a thorough understanding of students' academic and social/emotional needs. Over the past several decades, many conceptions of intelligence and creativity have been offered by researchers and practitioners. However, the relationship between these constructs is still inconclusive. In Brazil, little research has investigated the creative abilities of Brazilian students, examined how creativity might be related to intelligence, or explored people's conceptions of intelligence and creativity. Therefore, the present study investigated the relationship between intelligence and creativity test scores of identified gifted and talented students attending an enrichment program in the Federal District, Brazil, and determined how students and their resource room teachers perceived intelligence and creativity. An ex post facto design was used to investigate the correlation between intelligence and creativity test scores of 100 identified gifted and talented students, ages 9-17, and 15 teachers in grades 4 through 8 of an enrichment program for gifted students in the Federal District. A Pearson product-moment correlation was computed to determine the magnitude and the degree of relationship between students' scores on Raven's Progressive Matrices - SPM and the Urban and Jellen's Test for Creative Thinking - Drawing Production - TCT-DP. Qualitative and quantitative methods were used to address students and teachers' perceptions of creativity and intelligence. Multiple case studies were used to gather data from students and their teachers; information on students' abilities, interests, learning styles, self-concept, and behavioral characteristics were coded and categorized for patterns and themes. The results of the correlational analysis indicated a significant relationship between intelligence test scores and creativity test scores (r=.21, Effect Size=.04) among Brazilian gifted and talented students (N=100), with a small practical significance. Students and teachers perceived students' creative and intellectual abilities favorably. Teachers and students defined intelligence as reasoning and knowledge; teachers also acknowledged creative thought. Both teachers and students perceived creativity as divergent-thinking ability and recognized the role of knowledge in solving problems. Students and teachers considered creativity, intelligence, and giftedness as related constructs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Although teacher underestimation of ability can have a detrimental effect on children's achievement and motivation, the accuracy of Australian teachers in identifying intellectual giftedness in young children has not been investigated. This study followed 14 children, identified as potentially gifted while preschoolers, for up to 3 of their early years of school, collecting questionnaire data from 26 teachers and the parents, as well as interview and norm-referenced test data from the children. Teachers rated more highly the children whose test scores were more consistently in the gifted range, but more than half of the children were underestimated by at least 1 teacher, especially where nonverbal ability was higher than verbal ability. Strengths in reading were more readily recognized than strengths in spelling and mathematics. Child attitudes and behaviors, as well as some mutual parent-teacher distrust, may have contributed to teacher underestimation. Implications for practice and further research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

We questioned 285 undergraduate students enrolled in human development and educational psychology courses about their perceptions of issues related to giftedness. Participants responded to statements that reflect potential myths or misconceptions related to development, family relations, emotional functioning, and social functioning among individuals who are gifted. Many of the group's perceptions followed no dominant trend and varied little from published evidence. The exceptional issues involved perceptions of homogeneity among children who are gifted, synchronous development, emotional and social functioning in children who are gifted, and emotional functioning of their non-gifted siblings. In the latter three cases, participants overestimated the probability of distress. We discuss implications for programmatic needs, and the need to educate the public regarding disparate and stigmatizing perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The issue begins with two articles that focus on strategies for identifying students for special education and gifted education services. First article focuses on cultural considerations and working with school psychologists and next focuses on twice-exceptional students. Then, two articles address families. One provides perspectives of parents who have children with disabilities, and second article provides a family-systems perspective on working with students with disabilities or students who are gifted. Final papers examines the impact of students' and educators' negative attitudes on students with disabilities, and discusses the effects of the No Child Left Behind legislation on school policies and practices related to gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This ongoing investigation was concerned with why some children were labeled gifted while others of identical measured ability were not. Each labeled "gifted" child was matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical Raven's Matrices raw score, and the second was chosen at random for ability (N = 210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behavior, and in-depth interviews of children, parents, and teachers. The group labeled gifted were found to have significantly more emotional problems than the nonlabeled group, which they mostly grew out of. This follow-up study demonstrates that for the subjects now in their 40s, a gifted childhood has not always delivered outstanding adult success. Better predictive factors for adult success were hard work, emotional support, and a positive, open personal outlook. By 2005, the labeled and nonlabeled gifted groups were not very different in life outcomes, though both groups were much more successful than the random-ability group. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Hartnett, Nelson, and Rinn 2004 study (see record 2004-11177-002) indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika (see reocrd 2006-11964-007) disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that suggests that such misdiagnosis does occur, with possible concurrent risks. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This quasiexperimental research studies the effect of socioeconomic status (SES), language learning, and culture on gifted Hispanic children's performance in an alternative developmental scale (Qualitative Use of English and Spanish Tasks) of cognitive ability for generating developmental profiles. Results show the effect of SES and language learning across linguistic and cultural factors, revealing developmental continuities and discontinuities. Theoretical and practical educational implications are to include and generate developmentally appropriate assessments that uncover cultural-linguistic giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article is a response to a study Gifted or ADHD? The Possibilities of Misdiagnosis (see record 2004-11177-002) by D. Niall Hartnett, Jason Nelson, and Anne Rinn. A critique of the authors' claim about misdiagnosis of gifted children with ADHD, as well as their experiment and conclusions, is presented. The paper disputes an idea, prevalent in the gifted education field, that gifted children are misdiagnosed with ADHD, and points out that there is no reliable evidence of such a trend. The concept of overexcitability in its original meaning and clinical manifestations, as described by Kazimierz Dabrowski, provides a different perspective on ADHD and giftedness than that given by Hartnett et al., and common in the gifted field. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Elementary students in programs for gifted and highly gifted students were tested using the Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Students' scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III). In addition, rank order was not well preserved between the SB5, WISC-III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Code switching includes the use of complete sentences, phrases, and borrowed words from another language (Brice & Brice, 2000). It is a common linguistic phenomenon noted among bilingual populations. In order to code, switch effectively, students must possess a high level of understanding of the 2 cultures, as well as a deep understanding of the underlying structures and purposes of 2 language systems. Code switching, rather than reflecting the traditional view of a disadvantaged and semiliterate background, actually reflects an intellectual advantage. However, code switching has not commonly been perceived as a positive trait by schools, teachers, or the majority culture. Assessments for nomination and identification of giftedness have traditionally been either single-language oriented or use concepts and behaviors that are reflective of the majority culture. This article explores some of the aspects of code switching and possible resultant behaviors of bilingual children who are gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

During the past 20 years, a significant body of literature has emerged focusing on the application of Dabrowski's theory of positive disintegration (TPD) to the study of gifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPD's applicability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchers should emulate Dabrowski's approach in future investigations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that integrates responsiveness to intervention techniques with state-of-the-art psychometric tools is most appropriate for this population. Use of the Cattell-Horn-Carroll (K.S. McGrew, 2005) and the Planning, Attention, Simultaneous, Successive (J.A. Naglieri & J.P. Das, 1997b) cognitive assessment theories are highlighted due to their clear relevance to the assessment of both intellectual strengths for gifted children and psychological processing weaknesses for children with SLDs. Recommendations for assessment practices and areas in need of further research are explicitly stated. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The eight articles appearing in this issue cross the entire spectrum of contemporary research in the field of giftedness. The first article of this issue features the first systematic neurophysiological study on the problem of underachievement ever conducted in the field of giftedness research. Starting with the phenomenon of neural efficiency, the authors examine the cortical activities of persons with differential grades of cognitive abilities and scholastic ability levels on various types of cognitive tests. The fourth contribution focuses on a personality variable often investigated in conjunction with the gifted: motivation. One of the articles present a highly promising method in the form of data mining. In particular, the prospect of being able to identify subgroups and non-linear correlations will certainly be appealing and beneficial for more than a few of our readers. Another interesting article also stems from the area of athletics. The authors results indicate the existence of extremely individual developmental trajectories in the development of expertise. One of the upcoming issues of High Ability Studies will feature a target article composed by Florida State University. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A serious critique often made against giftedness research is an alleged neglect of the aspects of developmental psychology. We are therefore more than pleased that Marion Porath has agreed to assemble a series of papers on this topic and serve as Guest Editor for this edition of High Ability Studies. This edition is made complete by a fascinating case study submitted by Larisa V. Shavinina which she developed on the basis of the concept of entrepreneurial giftedness, and therewith fills a gap in our field of research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)