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This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Replies to several comments made by the original authors (see record 2007-12554-002). Examines and comments upon the cumulative science involved with reproducibly superior aspects of giftedness. Relevant misunderstandings, agreements, and disagreements are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by Ericsson, Roring and Nandagopal (see record 2007-12554-002). This paper presented well the achievements of the expert performance approach. The 10-year rule of expertise is one of them, a very practical rule. For example, when I meet a new physician, my first question always is: 'How many years of practical experience do you have?' 'Do not send me a bunch of non-experts to see my baby. Send me a paediatrician who has at least 10 years of experience', I demanded the administration of the Children's Hospital in Ottawa and forbade non-experts to enter my room. They promised to send me their best expert. The following morning Dr. Johnson came, saying that he had five years of experience and he thought that he was an expert. You can imagine my disappointment. However, the expert performance approach does not answer some important questions directly arising out of its main statements. The author expands upon these issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Different cultures have different conceptions of what it means to be gifted. But in identifying children as gifted, we often use only our own conception, ignoring the cultural context in which the children grew up. Such identification is inadequate and fails to do justice to the richness of the world's cultures. It also misses children who are gifted and may identify as gifted children those who are not. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on article by Ericsson, Roring and Nandagopal (see record 2007-12554-002) regarding the authors' failure to adequately explain the remarkableness of giftedness with respect to neurophysiological substrates. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on article by Ericsson, Roring and Nandagopal (see record 2007-12554-002) regarding the three challenges faced by giftedness researchers. Questions are posed for the original authors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This issue of Gifted Child Quarterly includes five excellent articles on a variety of topics including underachievement, the implications of a conceptual model of giftedness for educational practice, gifted teachers’ attitudes toward technology, longitudinal outcomes of participation in an early college entrance program, and the role of honors’ colleges in the talent development of gifted individuals. Collectively, the articles address several important issues regarding the social and emotional development of gifted children and the impact of educational interventions on the lives and achievement of talented young people. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Nowadays an approach to researches of creativity matches the Vygotsky's ideas to a greater degree. L.S. Vygotsky reasons that analytical methods connected to elements' analysis makes evident the necessity of synthetic study of creative abilities and giftedness. Psychology had been moving towards this approach for the XIX—XX centuries. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

School counselors, when serving as consultants and assuming consultee roles, can contribute significantly to the well-being of gifted students at all school levels. This article summarizes pertinent current training of school counselors, social and emotional concerns of gifted children and adolescents, and the practice of consultation as it relates to school counseling. In addition, brief narratives describe consultations related to peer relations, underachievement, college and career decisions, assistance to classroom teachers and parents, small-group work, potential misdiagnosis, alternative and affective curriculum, and diversity. (PsycINFO Database Record (c) 2016 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)

Special cognitive structure, persistent and obsessive practice, commitment and a lack of social skills are all phenomena often mentioned in connection with people of outstanding giftedness. In most cases, these arise as a result of a cerebral structure that differs significantly from the usual. Among the specially gifted, atypical cerebral structure is more the rule than the exception. It is not only the highly intelligent who display special cerebral structure; many of the great creators, irrespective of their level of intelligence, show atypical cerebral structure, which is usually associated with some kind of disfunction. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Purpose is an internal compass that integrates engagement in activities that affect others, self-awareness of one's reasons, and the intention to continue these activities. We argue that purpose represents giftedness in intrapersonal intelligence, which processes information related to self, identity, self-regulation, and one's place in the world. Purpose is an extraordinary achievement. It is an ideal that young people are expected to accomplish by the end of high school, yet in our mixed methods study, only 26% of our sample overall (N=270 youth age 12-22) expressed a purpose. Still, purpose can be achieved precociously. Some youth achieve purpose much earlier than the norm: 11 6th graders in our sample showed a purpose. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Is there an ethical giftedness, and if so, what does it look like? In this article, I consider why ethical behavior is much harder to come by than one would expect. Ethically gifted individuals are able to complete a series of eight steps to action, the failure of any one of which may result in a person, even one who is ethically well trained, to act in a manner that lacks the translation of ethical knowledge into action. Wise people are those who use their abilities for a common good as determined by positive ethical values. Many people identified as gifted through traditional means are nevertheless lacking in ethical gifts, in part because socialization may not reward them for the development of ethical patterns of behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The purpose of this article is to discuss the unique personal and psychosocial characteristics of twice-exceptional individuals (a person who has a disability and is regarded as gifted or talented). This article focuses on the description of those characteristics which relate to psychosocial adaptation and attitudes toward disabilities and giftedness. Emphasis is placed on rehabilitation professionals' awareness and knowledge of such characteristics. This knowledge is needed to skillfully develop tailored interventions that will lead into positive education, counseling, or employment outcomes for these individuals. Implications for rehabilitation education, practice, and research are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There is a fallacy about identifying gifted and talented children and youth that refuses to go away: It is the notion that a single score is sufficient for determining giftedness (see Treffinger, 1982). In the following paragraphs, I address briefly several reasons for the longevity and ubiquity of this myth, as well as the data that call the myth into question. These include (a) the predictive validity of test scores, (b) the belief that ability is fixed, and (c) the lack of attention to and evidence for other explanations for outstanding achievement. The focus of this article is on the academic domains and IQ, as there are few who argue that a single score predicts performance in the visual and performing arts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In the study of neural activity underlying task performance, neuroscientists have discovered that different neural states arise in low and high performers on the same cognitive tasks. What then sets the high performer apart? This article discusses the various neural mechanisms advanced to account for differences between gifted and non-gifted performers. Is there a gender association? Do 'talents' have access to more neural resources? Or do they just use their resources more efficiently? And what is the role of practice and motivation in achieving expertise? (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The inclusive school responding to the students differences and to the opportunities' equality should consider the education of the gifted and talented students. In this work, we take curricular adaptation and curricular differentiation as the main intervention points centered on individual differences. We also defend the complementary use of the educational practices (acceleration, grouping and enrichment) explaining each one of them and presenting some studies about their efficacy. We briefly describe the practices for gifted studentes in Portugal and highlight the importance of the school staff sensitivity to understand giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)