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Discusses aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to L. S. Vygotky's (1978) theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale, an ability-based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale. Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler-Binet stronghold, among them the Cognitive Assessment System (CAS). The CAS is based on the PASS theory, which centers on Planning, Attention, Simultaneous, an Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article the authors summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Qualitative narrative inquiry was used to explore identity formation in 4 college students (aged 18, 19, 22 yrs) who are gifted with learning disabilities. The themes that resulted from the analysis of the narratives fell under 2 categories: (a) contextual and (b) personal. Under the contextual category, 2 themes emerged in the data analysis as being integral to the identity formation of the participants: support systems in the way of family, teachers, mentors, and friends and involvement in extracurricular activities, volunteer work, and jobs. The life stories suggested 4 personal themes in identity formation: self-knowledge, self-acceptance, self-advocacy, and self-determination. Educational and psychological implications are discussed and recommendations suggested for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aim of these studies was to gain insight into math and physics teachers' implicit personality theories (IPTs) regarding gender-specific talent and motivation. The studies used C. S. Dweck's Motivation Process model for theoretic background. The goal of Study 1 was to explore the areas in which gender-role-specific thinking existed among 70 math teachers in a German Gymnasium, as well as the extent to which it existed. Study 2 replicated Study 1, with 44 physics teachers. The teachers, as expressed by their IPTs of intelligence and learning-goal orientation, saw no gender differences. However, physics teachers awarded boys a higher performance goal orientation but seemed to assume that this was accompanied by a strong work avoidance attitude. Contrary to expectations, no relationships could be substantiated between the teachers' perceptions of pupils' motivational orientations and their reference-norm orientation, for which also no gender-specific cognitions could be proven. Sometimes gender-related points of view appeared very distinctly in both the math teacher and physics teacher samples. Sometimes though, no attitudes of this type could be isolated and, in some areas, they were detected only in contradictory statements. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated creativity, coping strategies, and sense of humor in a group of children (aged 6–15 yrs) participating in a traditional summer camp organized by the Research Institute of Child Psychology and Pathopsychology. 8 children were intellectually gifted, 7 children had a physical handicap without evidence of psychological handicap, and 9 children did not seem to be exceptional according to standard evaluation methods used in the study. All the children underwent psychological examination focusing on intelligence, creativity, coping strategies, and sense of humor. Results suggest that creativity is more related to active coping strategies and sense of humor rather than to the so called "classical" intelligence, which is without a dominant relation to intellectual giftedness or physical handicap. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study directly follows the article published in the previous issue of this journal. It is concerned with group differences between intellectually gifted, so called average children, and children with a physical handicap. The results show that even the applied measures of classical intelligence do not represent an unambiguous differential criterion between intellectually gifted and other children, the handicapped ones, too. No significant differences were found between the variables of sense of humor and coping strategies, except for the active ones where children with physical handicap scored better. The figurative test of creativity did not enable children with cerebral palsy to fully manifest their creative potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses factors relevant to the transition from childhood giftedness to adult creative productiveness. The environmental conditions of creative producers result in responses that include the development of several key personality characteristics or coping strategies, such as a preference for time alone, an ability to cope with high levels of anxiety or tension, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs. Conditions in the environment often result from some kind of stress within the family, which is partly a function of characteristics of the family, characteristics of the broader context surrounding the family, and characteristics of the child. Individuals turn to achievement and creative productivity, rather than delinquency or mental illness, because they may be physically and psychologically able to withstand more stress. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This book review is one in a series of modified reviews provided by the Conceptual Foundations Division of the National Association for Gifted Children. This modified review series is an attempt to generate new thinking in the field by importing more insights from diverse disciplines and from the historical, theoretical, and philosophical dimensions of our own field. These modified book reviews attend less to evaluating books and more to drawing implications of borrowed constructs for practice, research, and theory development in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The study of expertise has along and textured history, and it continues to be an active area of research among researchers and practitioners interested in human performance, giftedness, and achievement. In this literature review, we explore the concept of expertise across disciplines to gain a better understanding of the common elements of expertise and its relevance to the counseling profession. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Unexcused absence form school is usually correlated with low intelligence and school failure. Truancy does, however, also occur among gifted students. The study presented here explore the phenotypes of school absenteeism in gifted adolescents. Data were drawn for a Swiss longitudinal study on school careers and success. Two types of school avoiders could be identified among the gifted students: The holiday-takers were students of high abilities whose extracurricular activities conflicted with structural aspects of school life, the dissociate students had irregular or even broken school careers, in come cases with manifest school aversion starting in the first school years. They resembled the risk group of truant students discussed in scientific and clinical literature. High intellectual abilities are here discussed as another element in the multi-factorial pattern of potential predictors of absenteeism. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). I applaud Gagné's meticulous effort to articulate a comprehensive model of talent development, which specifies components of the model and delineates the relationships of these components in an admirably clear way. The field needs clarity and precision if it is to move forward. However, I am also concerned that the attempt to pin down everything as pure and clean also comes at the cost of oversimplication. My comment will focus on the transformation metaphor in the model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although numerous studies have compared cognitive and motivational characteristics between gifted versus nongifted students, research comparing those characteristics among different types of gifted students has not kept up with the theoretical development that saw a transition from unidimensional to multidimensional conceptualizations of giftedness. This study compares cognitive and motivational characteristics of high school students who are academically gifted in math, creatively talented in math, and nongifted. Whereas no differences were found among the three groups in their beliefs about ability, most of the other characteristics examined in the study distinguished the three groups. Academically gifted female students reported expending more effort than did academically gifted male students. Creatively talented males put forth more effort than academically gifted males, and the creatively talented in general used more cognitive strategies than the academically gifted. Overall, students who were either academically gifted or creatively talented in mathematics perceived that they were self-efficacious in general, used cognitive strategies, perceived their math ability and math self-efficacy to be high, and valued learning math more so than their nongifted age peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this case study the author explored a teacher's beliefs about creativity and giftedness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi-structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are "free thinkers" and have "imaginative intelligence." The thin line between an academically gifted child and a creatively gifted child is built by "imagination," "emotional intensity," and "curiosity." In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Identifying giftedness makes some of children's apparently malajusted behaviours understandable. It thus precludes affective and cognitive disorders. A better awareness of their specific profile should help those clever but atypical children integrate as they are too often considered psychologically disturbed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

By examining a gifted magnet of an urban California high school as a racial project, this study contributes to our understanding of racial formation. The study analyzes the organizational and representational practices of this voluntary desegregation tool--a partial-site magnet program for "gifted" students--and its impact on students inside and outside the program. In doing so, the study reveals how, in contrast to its stated mission, this form of voluntary desegregation actually constitutes a form of resegregation. Based on ethnographic fieldwork, this research reveals a series of practices that have produced exclusionary access to the gifted program, limited the interaction between magnet and non-magnet students, and instituted an apparently color-blind discourse of the gifted as in need of protection, all contributing to a widespread though complex and contradictory notion of whiteness as giftedness. Such notions run counter to the original intent of the desegregation ruling in Brown v. Board of Education. Revealing the processes by which a desegregation instrument facilitates such contradictory outcomes provides critical insights into the dynamic nature of racial formation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device--temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school-labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps," "flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Young gifted children, although a diverse group within the population, demonstrate a number of distinctive characteristics particularly in the cognitive, social and emotional domains. This paper explores the nature of the young gifted child's thinking during the period of early childhood. The discussion is illustrated with examples provided by the families of young gifted children. The examples of children's conversations, drawings, and work samples from the study highlight the reality of the lived experience of young gifted children. They also challenge adult preconceptions of the young child and suggest the need to reconceptualize the roles and relationships within early childhood pedagogy. The notion of the "search for complexity and connection" is proposed as a useful construct to assist families and educators to understand and respond to the young gifted child's "kind of thinking." (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Language minority students, while often underrepresented in traditional gifted programs, can benefit from "heritage language" courses focused on developing academic proficiency and exploring challenging content in their home language. We describe how heritage language courses can provide an appropriate venue for the identification of gifted potential among language minority students, how such courses can enhance student motivation for learning, and what cognitive benefits may be associated with additive bilingualism developed through such courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents a bibliography of published books on creativity and problem solving. Some of the books included are "Creativity for teachers" by Tan Ai-Girl; "Creative business: Achieving your goals through creative thinking and action" by Tim Bills; "Kids' play-Igniting children's creative passion", by Michelle Cassou; "New thinking for the new millennium", by Edward De Bono; "Unlocking creativity: A teacher's guide to creativity across the curriculum", by Robert Fisher; "Beyond Knowledge: Extracognitive aspects of developing high ability", by Larisa V Shavinina; "Creativity and giftedness", by Donald J Treffinger, etc. (PsycINFO Database Record (c) 2016 APA, all rights reserved)