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The young people about whom this book is written share mainly the fact that, in one or more cognitive/academic domains, their development is advanced. Aside from this characteristic, however, they are as diverse as any group one can find-diverse in ethnic and socioeconomic backgrounds and experiences, diverse in family composition and family dynamics, and diverse in aptitudes and creativity. They are just as diverse in motivation, energy, confidence, temperament, and social skills. Finally, they are diverse in the asynchronies they exhibit-some advanced in all cognitive domains (though seldom equally advanced in all) and others in only a few; some exhibiting maturity in social skills and emotional self-regulation at a level commensurate with their mental age and many somewhere between mental age (MA) and chronological age (CA) in this respect; some only age-appropriate in fine and/or gross motor skills; and so on. Complicate this with their degree of advancement or giftedness, gender-related issues, age-related issues, and educational experience as well as peer groups, and it is easy to see that any generalizations about social issues need to be tempered by significant caution! The focus of this chapter is deliberately limited to the social world of gifted children, that is, their interpersonal relationships. Because other chapters deal with intrapersonal or emotional issues, with family issues, and with specific populations such as females/males, ethnic groups, underserved populations, and the highly gifted, these topics are touched on here only tangentially. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Being gifted and talented is a set of evolving characteristics that are an asset or limitation depending on the situation. These characteristics vary widely and impact the career choices of adolescents and young adults in high school and college. On the surface, it might appear that the more gifted and talented one is, the easier it is to make occupational, educational, and employment decisions. Unfortunately, giftedness does not always translate into effective career decision making. The same giftedness and talent that can make it easy to succeed academically can also contribute to more difficult career choices. This chapter examines the career development challenges and related career interventions designed to assist gifted and talented adolescents and young adults in making informed and careful career choices. After discussing the key terms presented above, the theoretical approach used to examine challenges and interventions is described. The majority of the chapter is devoted to a theory-based examination of specific challenges and career interventions associated with the career choices of gifted and talented students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter will take a historical look at federal legislation impacting gifted child education and discuss the current status of gifted education across the states. The legal processes that parents can utilize in seeking appropriate identification and services for their gifted children will follow along with the role of the Office for Civil Rights (OCR) in resolving disputes pertaining to gifted students. Future policy issues in gifted education will also be explored. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The Internet is generally a positive development. There are, however, serious risks to the general population. Getnetwise.org lists a number of important types of risks that are available to children. We posit that the highest risks for children are among the following: Exposure to inappropriate material, meeting dangerous strangers, harassment, power without accountability, anonymity, gender-swapping, and loss of personality. Are the gifted at any greater risk? No one knows for sure, but it is possible that some proportion of the gifted may be at greater risk than others. Who are the risky gifted? We define the risky gifted as that portion of the gifted population who may be at greater risk of danger on the Internet, possibly even as a result of their giftedness. Among the gifted who may be more at risk are those who are more curious, energetic, or imaginative. If so, they may be more exploratory, more prone to intellectual risk taking, more sensitive, and more affected by tragedy. Internet risks to children in general are now receiving mainstream attention (Jackson, von Eye, & Biocca, 2003). The particular characteristics of many gifted children invite us to speculate about curiosity or inquiry driven activity using the Internet. Let us consider several of these possible risks in more detail. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The purposes of this chapter are to raise awareness about the hardships of gifted and talented boys and to describe the process of counseling them. First, we define the terms giftedness and talent. Second, we discuss various adjustment and psychological issues that are common among gifted and talented boys. Finally, to illustrate therapeutic work with gifted boys, two case studies are presented. The first case study is focused on counseling, and the second on assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Enriching the brain: How to maximize every learner's potential, Eric Jensen, San Francisco: Jossey-Bass, 2006. What makes a brain gifted? You cannot have functional or behavioral differences (such as being smarter) without some kind of corresponding difference in the brain from a more typical brain. On the whole, brain differences fall into four distinct categories. They are morphology, operations, real estate, and electro-chemical cellular functions, or M-O-R-E as a way to remember them easily. The first category--morphology--refers to the shape, size, and boundaries of structures within the brain. The second category--operations--refers to neural efficiency and speed of internal connectivity in the brain. The third category--real estate--refers to strategic differences in which or how brain areas are used. The fourth category--electro-chemical cellular function--refers to differences in electrical and chemical activity. What's going on inside gifted children? No single profile can be drawn that describes all the gifted. But they do share some strong common tendencies. Conversations with teachers and parents of gifted children as well as with authors and consultants in this area revealed four personality traits or qualities that are most consistent with giftedness: perfectionism, creativity, sensitivity, and intensity. Many books have been written about the gifted learner. One is Susan Winebrenner's Teaching gifted kids in the regular classrooms. In this book she notes the following characteristics: coping mechanisms, discipline, disabilities, and sociability. The chapter concludes with an argument for gifted education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: create)

This chapter briefly outlines the history of research on expertise and provides examples of research merging the views of giftedness and expertise. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This summary will explore the coexistence of intellectual giftedness and Attention Deficit/Hyperactivity Disorder (ADHD), two disparate, complex conditions that present additional complexities when they are present in the same person. Because these complexities manifest themselves uniquely and on an individual basis, and because of the limited research on the combined gifted/ADHD condition, it is necessary to understand each construct singly in order to frame a discussion of the combined condition. Research pertaining to the underlying physiology, diagnostic methods, and intervention strategies that are relevant to the combined condition will be the focus of this discussion. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

As conceptions of giftedness expanded, researchers provided support for views of giftedness that went beyond high cognitive potential, and more persons became interested in affective issues, moral and ethical development, and what we will describe as intelligences outside the normal curve. A better understanding of people who use their gifts in socially constructive ways can help us create conditions that expand the number of people who contribute to the growth of social as well as economic capital. In the sections that follow, we examine the scientific research that defines several categories of personal characteristics that have been associated with such commitments and form the basis for Operation Houndstooth Theory: Optimism, Courage, Romance With a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. We will refer to these traits as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of human abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Discusses what we do and do not know about giftedness in the early years, roughly birth to age 7. In this chapter, we focus on cognitive and academic giftedness because, with few exceptions—mainly case studies—that is the major kind of giftedness about which there exists coherent research-based knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Schools must look further than the current "gifted" population and closer than do the current instruments in the identification process. This is precisely what our new identification battery of gifted and talented students, the Aurora Battery, is intended to make possible. Developed from Sternberg's theory of successful intelligence, this group-administered assessment battery is designed to recognize abilities in analytical, creative, and practical domains using figures, words, and numbers. The augmented view of intelligence adopted by the assessment, in combination with the specificity of its tasks, is expected to capture a more diverse population of students with a more varied and better-qualified array of skills. We present here the impetus for creating this assessment: historical shifts in definitions of giftedness, the increasingly recognized ethical imperative to correct underrepresentation of certain groups, the shortcomings of current assessments, and the promise of future reward that greater investment in gifted children represents. We also discuss the assessment's theoretical grounding, development, and potential applications. The Aurora Battery may offer a new and better assessment alternative for schools interested in better recognizing all gifts and better meeting the needs of all gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter will illustrate how one team of researchers and curriculum developers designed a program addressing the needs of different learner profiles that enabled teachers to serve—and assess—all of the students in their classroom, including gifted students. The program was not designed for the exclusive use in gifted classrooms, but rather, offers a model for teaching that will benefit both gifted students and children not identified as such. First, we provide a brief review of existing definitions of giftedness. We then present the principles of Teaching for Successful Intelligence (TSI) and show how this instructional approach can help teachers meet the needs of students of varying levels of ability. Finally, we present concrete examples from an elementary school intervention based on TSI. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Reviews the research on giftedness and talent in the arts. Topics addressed include: the nature and identification of giftedness/talent in the arts; and factors supporting artistic talent development. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The major research question related to self-concept and gifted students is the extent to which the self-concept facets of gifted students are comparable to the self-concept of average-ability students. A related question involves the extent to which giftedness interacts with the process of self-concept development. A third research question relates to the impact of placement of intellectually gifted students in gifted programs on their self-concept facets. A fourth research question focuses on the congruity between self-concept ratings and demonstrated accomplishments. A final research question relates to the generalizability of findings across various subgroups of gifted students (gifted females, culturally diverse gifted, students with gifts and disabilities, creatively gifted students). (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Robinson provides an important cautionary tale about the use of alternative assessments. She clearly argues for the retention of more traditional tests as a way of ensuring that underrepresented populations are not overlooked in the identification process. In crafting her argument for traditional tests, she cites literature supporting the use of both aptitude and achievement tests to find students who already are demonstrating giftedness, the majority of students we seek to find. In identifying students of promise, she suggests that such tests may be useful but far from conclusive in locating these students, suggesting that traditional measures also need to be considered. An important issue raised in her chapter is that of the purpose for which the testing is done, noting the need to provide the optimal match between the tools employed to find students and the program provided to serve them. If giftedness is defined as advanced cognitive development, then we have many traditional measures that can identify it, according to Robinson. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness and gifted education. The book presents 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education. Sample topics addressed include alternative assessment, counseling, early childhood, highly gifted students, homeschooling, parenting, and policy and advocacy. Each chapter adopts a rigorous, empirically grounded approach to inform the reader's understanding of the research in gifted education. This book provides an objective assessment of the status of available knowledge in each area, offers guidance in the application of the research, and suggests areas of needed research. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: cover)

In this chapter, we report and synthesize the major findings in the specific domain of mathematics with direct implications for the secondary curriculum. We draw on the relevant literature from international journals in mathematics education, gifted education, and philosophy. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The following chapter addresses the following questions: (1) How well do various forms of assessment predict behaviors that are associated with gifted students or that are required of students in the gifted program in which students are placed? (2) To what extent do various forms of assessment actually measure the constituents of giftedness? and (3) To what extent can identification procedures be made more equitable with respect to issues such as race and SES? Although there are numerous studies that deal with the identification of gifted students, I will focus on a few that are historically significant and that have affected practice in the field of gifted education before turning to some more recent studies that exemplify current concerns. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

A discussion of all of the different conceptions of giftedness is beyond the scope of this chapter; therefore, only those conceptions for which there is evidence of use in the U.S. school system and/or those conceptions with evidence of empirical validation are described here. In addition to presenting a general overview of the influence of an individual's personal conception of giftedness, this chapter will address the terms used in the literature, particularly as these are associated with the major theorists in the field; the major questions that are addressed in research and the available empirical support for different conceptions; the limitations and the practical implications of the research; and the major references and resources for obtaining further information. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Sternberg explores a new use for alternative assessment as a value-added aspect of identification of gifted learners, exploring the employment of practical and creative performance-based assessment tasks as part of a college admissions process at a selective university. Rather than discontinue the use of the SAT, which he argues measures primarily analytical abilities, he and his Rainbow Project collaborators devised a system that added additional tasks to the college application form, resulting in finding more minority students who qualified for admission during the pilot year of the initiative. The theory underlying this new "Rainbow Assessment" is the theory of successful intelligence (Sternberg, 1997), which also forms the basis for a theory of giftedness (Sternberg, 2000, 2005). His pilot use of this multifaceted testing approach at grades 4-7 also is briefly described. Sternberg concludes his chapter by asserting the need to identify for diversity and to validate tests that are successful in doing so. Such a stance provides a strong purpose for identification, yet it is clearly different from our testing history that has sought to identify the students who are most advanced in cognitive development across and within areas of learning. Sternberg then raises an important issue about the core purposes of testing for gifted programs: Should diversity trump evidence of advanced ability? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)