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Examined the patterns and complexities of parents' reasoning about their gifted children's social and emotional development. Models of parental reasoning in the general population do not account for the particular characteristics that many parents observe in their gifted children. In a year-long study of 10 families, 4 levels of thinking emerged among the parents interviewed. A model for parents of gifted children presents these levels hierarchically. Characterizing the lowest level is a complete absence of a framework for parental thinking about giftedness. The highest level evinces a comprehensive, integrated context for parents' understanding of both the intellectual and social-emotional aspects of their children's giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Constructed a concept map representing the experience of giftedness among 85 7th–9th graders. Ss completed written responses to a phenomenological probe, which were reduced to a set of representative items. Ss then performed free card sorts on these items, which they also rated for applicability to their experience. Multidimensional scaling and cluster analysis suggest positive and negative elements of the experience of giftedness along internal and interpersonal dimensions. Implications for interventions with the gifted are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the conception of giftedness held by 4 experienced primary teachers (2 kindergarten and 2 1st grade) who were using the Early Assessment for Exceptional Potential portfolio assessment model. Ss had a similar image of giftedness with 2 dimensions: classroom performance and fictive style of the students. Ss assessed children developmentally against their peers for extremely unusual intellectual and academic ability as demonstrated by what children said and did, and a qualitative difference in these children characterized by intensity, high visibility, or uniqueness. The 4 strands of evidence that created the teachers' image of child potential are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Examined the construct validity of the 4 × 4 Structure of Giftedness Model in which giftedness is conceptualized in terms of 4 categories (i.e., general intellectual ability, specific intellectual ability, general original/creative thinking, and specific reactive talent) in 392 junior (Grades 7–9) and 381 senior (Grades 10–12) students. Ss were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to a number of goodness-of-fit indices to determine which model fit the data best. The best fit was the 4-factor model. Results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creatively gifted individuals, particularly those whose talents lie in the verbal domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Explored the nature of sibling dyads with 1 or 2 gifted members, with 366 triads, each including a mother and her only 2 children (aged 7–14 yrs). Ss completed The Verbal Battery of the Cognitive Abilities Test, Children's Competence Scale-Scholastic, Child Behavior Checklist, Sibling Behavior Inventory, and Family Intimacy Scale. Except for academic-ability variables, group comparisons according to school-based categories were not suggestive of sibling-giftedness effects. When sibling pairs were reclassified using a median split of the first principal component of maternal perceptions of the S's giftedness, both giftedness and having a gifted sibling were generally associated with more favorable responses by children and mothers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted 15–16 yr old schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label "gifted" was used for the top 6–10%, "highly gifted" for the top 3–5% and "extremely gifted" for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Three factors have traditionally prompted a large section of the population to oppose the idea of special support for the development of excellence: the view that intellectual giftedness depends on innate dispositions and can manifest itself under any educational and environmental conditions; the feeling of injustice connected with the perceived superiority of gifted people; and the perception of special education for the gifted as a threat to ordinary people and/or to democracy. In contrast, more recent perceptions of the faults of an educational orientation inspired by the above prejudices and a decline in egalitarian ideology have combined to opening new perspectives on better educational support for the gifted, although agreement on the means of support is often lacking. There is a strong connection between the underlying principles of a democratic society and the conditions which foster giftedness and creativity. However, the development of creativity and giftedness should not entail the separation of the gifted from others during the school years, because such separation would damage both social development in general and the specific moral development of the gifted, and would prevent acceptance of the gifted by others and by society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Intelligence and giftedness: The contributions of heredity and early environment by Miles D. Storfer (see record 1990-97741-000). For at least the past 70 years our IQ scores apparently have risen by the equivalent of approximately 1/5 to 1/4 of a point per year. If we accept the idea of what Flynn (1987) himself refers to as "Massive IQ gains" (and the supporting evidence that Flynn has amassed appears solid) our next step should clearly be an attempt to identify the factors responsible for these gains. Have our educational systems improved dramatically? What about our nutrition and general levels of health? Have home environments and parent-child interactions undergone radical changes? Besides environmental factors, is it possible that some sorts of hereditary mechanisms might be implicated? In Intelligence and giftedness: The contributions of heredity and early environment, Storfer addresses these and related issues. The result of his extensive review of the literature in areas as diverse as behavioural genetics, infant intelligence tests, white-black IQ differences, educational enrichment programs, and neurophysiology is a 500-plus-page book which is sometimes informative, often disappointing, and, in the end, too speculative to live up to its promotional claim of advancing "one of the most exciting and controversial evolutionary theories since Darwin". Parts of this book are good. Storfer is to be commended for the wide range of material that he surveys, and his attempts to integrate this diverse material have generally been successful. Another positive feature is the inclusion of numerous notes at the end of all but one chapter, plus one appendix, which provide additional information and/or technical details for readers interested in learning more about specific studies or issues mentioned briefly in the text. Unfortunately, Storfer does not seem to appreciate the varying quality of the research studies that he reviews, and some of the conclusions that he draws are highly speculative. Intelligence and giftedness was an ambitious project that would have benefitted considerably from a more cautious interpretation of the results and the implications of the research that it surveys. The issues that this book addresses and the questions that it raises are undoubtedly important and deserving of study. For the most part, however, the answers will have to be found elsewhere. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the long tradition in Poland of psychological research on identification of musical giftedness and the psychology of talent, and the system of education of the musically gifted. Four stages of research are discussed: (1) romanticism and belief in the power of the psychology of music, (2) perfectionism and concern with adaptation and restandardization of musical ability tests, and application of music psychometrics, (3) integration, or designing research projects on predictors of music achievement at school and in professional careers, and (4) skepticism, or searching for new research paradigms. Musical giftedness can be seen as a lifelong process of music-related activity, with strong intrinsic motivation required to improve both results and knowledge. Recent research has focused on new aspects of musical giftedness, including the relationship between cognitive traits and music teacher's evaluations, age differences, differences related to different instruments and fields of music, types of music schools, and predictors of success in music school and in musical careers. Continuing research will require international cooperation among researchers, counselors, music teachers, and parents of the musically gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses an interdisciplinary research project to identify and foster verbally gifted adolescents through an out of school course (creative writing) at Hamburg University in Germany. Objectives were: (1) development of a method to identify and select participants, (2) development and evaluation of a creative writing program, and (3) redefinition of the concept of verbal giftedness. The identification and selection process is described, which covered the important domains of verbal giftedness (convergent and divergent verbal ability, text production). Issues related to the creative writing program were (1) development and evaluation of the extracurricular program, (2) creation and evaluation of didactic materials and methods, and (3) training creative writing teachers. Program evaluation is discussed, with the conclusion that all those involved considered the creative writing model beneficial for cognitive and creative training and personal growth of the 82 adolescents (most 12—13 yr olds) who participated. It was concluded that verbal giftedness is not one-dimensional, but must be redefined as a multitrait concept that includes ability and performance factors as well as functional and process variables. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Questions the association between left-handedness and mathematical giftedness in terms of the data provided by C. P. Benbow (see PA, Vols 75:7078 and 76:18545). Benbow proposed that male and female differences in brain organization, as represented by factors such as handedness, are at the root of differences in mathematical ability. The link between mathematical giftedness and an increased prevalence of left-handedness is not convincing. However, Benbow's data do show a convincing link between strong right-handedness and lack of mathematical giftedness. It is suggested that some general (ultimately biologically based) factors may interact with environmental factors to yield sex differences in some aspects of mathematical performance. (French abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved) Resumen en idioma originalUne partie importante de l'assertion de Benbow (1988) selon laquelle les différences sexuelles dans l'habileté mathématique sont principalement dues à des facteurs biologiques représente le lien entre un caractère qui est sensé refléter les différences dans l'organisation cérébrale (gaucherie) et le don pour les mathématiques. Nous montrons que le lien entre le don pour les mathématiques et une prévalence augmentée de gaucherie n'est pas convainçant. Cependant, les données de Benbow (1986) montrent une relation convainçanie entre une forte dextralité et le manque de don en mathématiques en accord avec les travaux récents de Annett et Hanning (1990a, 1990b). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Studied giftedness, defined as individual cognitive, motivational, and social potential to perform at a high level in 1 or more of the following areas: intelligence, creativity, social competence, artistic ability, and psychomotor ability. Human Ss: Normal male and female German schoolage children and adolescents (a large national sample divided into 6 age cohorts: 1st–11th graders). Parameters of giftedness were measured from 1986 through 1988. A 2-stage longitudinal study was conducted: (1) screening and differential testing to measure personality variables and study parameters of the social environment that affect giftedness and (2) development and analysis of academic achievements, with consideration of the effects of personality and environmental factors. Tests used: The German variant of the California Achievement Tests and the Torrance Tests of Creative Thinking. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In discussing early signs of giftedness, 3 kinds of giftedness can be distinguished: (1) general, accelerated mental development, (2) early displays of intellectual specialization, and (3) unusual aptitudes (e.g., in memory, imagination, or observation). Although this giftedness is a proclivity in the child, it cannot develop without the child actively participating through self-regulation. Further discussion concerns general vs special aptitudes, the role of unique developmental characteristics, the creative aspects of aptitudes, natural competences, and difficulties in prognosis of children's gifted development. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses results of an analysis of the US publications Annual Review of Psychology and Journal of Educational Psychology with regard to the tasks of educational psychology and the status of giftedness research and promotion within the field of educational psychology. The analysis reveals a lack of agreement concerning the goals of educational psychology and inadequate attention to the field of giftedness. The role of values in guiding educational psychology is noted, and the need for integration of theoretical and empirical approaches in giftedness research and promotion is discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the effects of educational context on affective outcomes in 743 gifted Israeli adolescent students (7–9th grade). Educational context (special gifted classes vs regular classes—with one day pull-out program) was hypothesized to predict context-sensitive personal variables and labeling of giftedness in the direction of better student personal–social adjustment and more favorable self-perceptions of giftedness in regular vs special gifted classes. Students in special classes were predicted to show more positive school attitudes and better overall satisfaction with school than their mainstreamed counterparts. Results showed that gifted adolescents in regular classes revealed a more positive personal–social profile than gifted mainstreamed students, showing lower test anxiety, a higher academic self-concept, and more positive perceptions of their giftedness. Students in special gifted classes held more favorable school attitudes and were more satisfied with their school environment compared to their mainstreamed counterparts. Overall, these data support the research hypotheses and point to a differential pattern of relationships between school program and personal–social adjustment, on one hand, and school attitudes and satisfaction, on the other. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a qualitative cross-case methodology over 3 yrs, the author investigated the ways in which 2 male, gifted students (aged 6 and 14 yrs) with cerebral palsy and no speech indicated their cognitive abilities. Data collection methods included participant observation, interviewing, document analysis, audiotaping, and videotaping. Data were analyzed using analytic induction, constant comparison, diagramming, and cross-case analysis. The Ss demonstrated several academic characteristics of giftedness, some of which were modified by effects of the disability. Personality traits which often accompany giftedness were manifested: maturity, goal orientation, persistence/determination, and patients. Giftedness was also apparent in ways that were related to the disability: recognition of limitations at a mature level, desire for independence from human aides and technological devices, and use of the intellect to circumvent the disability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Calls for a greater effort to increase connections between studies of giftedness and mainstream psychological and educational research and examines ways to overcome barriers to that integration. The author argues that 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. Studies of children and adults with special gifts are more likely to influence mainstream theory if they are conceptualized, conducted, and reported so that their potential relevance for understanding other populations and general principles is apparent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an overview of the Munich Longitudinal Study of Giftedness (K. A. Heller, 1991), focusing on research related to the underlying multidimensional/typological giftedness model. 754 7th graders and 794 9th graders, representing 2 of the 6 cohorts of the original study, responded to tests that included the German Cognitive Abilities Tests (Heller et al, 1985), a questionnaire of social competence, and selected scales of the Munich Activities Inventory. Results suggest that cognitive abilities best predict academic achievements and spare time activities in science, while the creativity measures correlate with school marks in German, arts, and music, as well as with nonacademic achievements in literature, arts, music, and social activities. Attempts to find a giftedness typology were unsuccessful. (PsycINFO Database Record (c) 2016 APA, all rights reserved)