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Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Building on the foundation of J. Galbraith's (see record 1986-31280-001) study of the 8 great gripes of gifted students, this article examined qualitative perspectives on giftedness among 85 7th–9th graders. Ss responded in writing to a probe (i.e., "What's it like to be gifted?") designed to elicit their spontaneous perspectives on their experience of giftedness. Results support Galbraith's indication that these children describe their experience in ways that reflect both positive and negative elements. Ss noted specific concerns about a sense of self-as-gifted, high performance demands, and the social consequences of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the literature on child prodigies and comments on the paucity of studies on giftedness in very young children. Despite the various shortcomings of IQ testing, published research overwhelmingly equates giftedness with high IQ scores, and these are the only data presented in the literature on symptoms of precocity among infants and toddlers. Given that giftedness develops through an array of unique efforts by a caretaker (e.g., parent) who cares for the child's special qualities and takes steps to accelerate their ripening, longitudinal research would make it possible to determine the staying power of early signs of excellence provided that caretaking practices could also be enriched and monitored systematically. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

When the term gifted is used in casual conversation, it generally is assumed the discussion is about someone under the age of eighteen. Yet the attributes and concerns of the gifted do not disappear in adulthood, and at certain junctures in an adult's lifespan can become critical to an individual's well-being. As adults proceed through various stages of development, they inevitably seek a clearer sense of identity, integration, and purpose. Such tasks are replete with difficulties, particularly for those gifted adults whose drive toward realization is obstructed by mistaken self-concepts. Especially challenging to the counseling psychologist are clients who were identified as gifted children, but now believe their special abilities have somehow expired, who never were appropriately identified as gifted or educated about what giftedness means, and who suffer from anxiety, depression or relationship problems that are unknowingly related to lack of information and support as a gifted person. To further understandings of the nature of giftedness across the lifespan, this article offers a glimpse into the clinical "aha" experience of under-recognized giftedness in adults, and suggests methods for exploring and supporting a reunion with the gifted self. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon – where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the concepts of adult giftedness in the context of domain achievement and questions whether giftedness in women is somehow unique. The seemingly inequitable eminence model standard of adult giftedness is juxtaposed against the "relative context" model in which one's achieved potential is compared with members sharing characteristics such as gender, ethnicity, SES, etc. The issues of the psychological needs and unique circumstances facing gifted women are focused upon as they enhance or inhibit their exceptional abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews a formal 2-stage model for dialectical psychology and shows its connection with many facets of Piagetian operations, especially in K. Riegel's (see record 1974-22691-001) formulation of the 5th stage of dialectical operations. In the latter, thought processes pass freely back and forth among those characteristic of the several Piagetian periods. The close connection with several dialectical views of the learning process is studied. Application is made to the enhanced cognitive abilities of the gifted intellect and to an exploration of gifted affect variables. Finally, the manner in which dialectical operations enter into gifted creativity is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a differing perspective on the nature of giftedness. It represents gifted people who do not necessarily excel by society's standards or fit neatly into our culture. Instead, it addresses the phenomenological reality of gifted people who are asynchronous and unusual in development. Topics discussed include adult characteristics of giftedness, the emotional impact of a gifted lifespan, talking about giftedness is taboo, and networking can help. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the child prodigy is a distinct form of giftedness that must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent 2 distinct evolutionary trends to maximize the likelihood of human survival. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relationship between metacognition and giftedness by (1) exploring alternative theoretical conceptions of giftedness and (2) reviewing experimental research and case studies of giftedness to search for empirical evidence. Theoretical perspectives and empirical investigations support the important role of metacognition in understanding and explaining giftedness. More well-designed research is needed to form a sound basis for developing instructional implications from this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents selected results of a 4-yr (Munich, Germany) longitudinal study of giftedness, and discusses the conceptual and theoretical problems of giftedness. Beginning with a large multiregional sample with 6 age cohorts of more than 26,000 students between 6–16 yrs, data were collected on highly gifted students (30% of original sample) during 3 periods between 1986 and 1988. The study was based on a multidimensional domain-specific concept of giftedness: intelligence, creativity, social competence, musical ability, and psychomotor ability (or practical intelligence). Areas studied included academic achievement and leisure activities, cognitive and motivational personality factors, and school and family socialization conditions. Developmental factors and achievement analyses of gifted and normal students aged 6–18 yrs were the central focus during the 2nd phase of the study. On the whole, results support the hypothesis of various types of giftedness, but definite characteristic clusters of the gifted were not found. Among other results discussed, sex difference results include the finding that girls' giftedness declined with increasing age. Consequences for the nurturing of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

There is evidence to support two contrasting views about the psychological well-being of gifted children: (1) that giftedness enhances resiliency in individuals, and (2) that giftedness increases vulnerability. There is empirical and theoretical evidence to support both views. It is clear that giftedness influences the psychological well-being of individuals. Whether the psychological outcomes for gifted children, adolescents, and adults are positive or negative seems to depend on at least three factors that interact synergistically: the type of giftedness, the educational fit, and one's personal characteristics. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aims of this research were to investigate the possibilities of developing the cognitive and creative abilities of recognized gifted children, and also of raising the development of "ordinary" children up to a level of giftedness. This experimental work, based on L. S. Vygotsky's Dynamic Theory of Giftedness, involved special procedures and an experimental curriculum designed to overcome children's psychological barriers to learning. Five school classes were involved: 3 experimental classes, 2 of these gifted, and 1 of average-ability children. Two control classes were taught by conventional methods. Comparative assessments were made for 6 yrs between all the children, regarding cognitive development, creativity, and social giftedness, revealing considerable undeveloped potential of ordinary children. Major factors influencing IQ changes included the differences in psychological mechanisms to overcome barriers to learning. Due to the experimental psychological curriculum, not only did all the children's cognitive abilities increase, but their creativity did, as well. Hence, these new diagnostic and developmental procedures were found to be effective, demonstrating the high practical value of the Dynamic Theory of Giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the possibility of differentiating between giftedness and talent in the context of the difference between a concept and a term. The use of both words (synonyms) for one psychological concept is common. Current views on this matter converge on understanding giftedness to mean a multidimensional phenomenon, a phenotypical characteristic of man, and even more frequently, every individual's own characteristic. The author sketches the most important areas on which giftedness research should concentrate (heredity, structure and types of talent, identification and development, social environment, education, development of giftedness, talents of the disabled and implicit theories). The author also discusses forms of education of gifted children (from integrated to segregated) and the mutual relationship between science and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Giftedness—defined in this article as intellectual precocity—is a topic imbued with many myths. This article explores giftedness within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations and self experience. Topics include the history of giftedness, the gifted infant and preschoolers, the gifted school age child, and giftedness in male and female adolescents. Interpretative sources include personal observation and published literature. A continuing theme is the importance of providing high expectations and stimulation with caring and support in both the home and school environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)