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The following article reports findings concerning effects of a mentoring programme for advancing the capability of gifted and highly motivated students. This programme is part of an enrichment programme at "Salvatorkolleg", a grammar school in Bad Wutzach, Germany. This research has been guided by the theory of Personality-Systems-Interactions (PSI theory). The programme included a teacher-student mentoring procedure based on feedback of students' self-competencies assessed by the TOP-system (Training-Oriented-Personality Assessment) which was also used for evaluating the progiamme. Results reveal improvements in several self-competencies (e. g.: concentration, self-determined instead of competitive achievement motivation, initiative). Some of those improvements could be attributed to assessment-based counseling by teachers. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEs wird ein Mentoringprogramm zur Potenzialfordemng uberdurchschnittlich begabter und leistungsinteressierter Schiilerinnen und Schiiler im Rahmen eines Enrichmentangebotes des Gymnasiums SalvatorkoUeg (Bad Wutzach) dargestellt. Die theoretischen Grundlagen des Programms (Theorie der Persdnlichkeits-System-Intetaktionen: PSI-Theorie) und die diagnostische Begleitung durch das TOP-System (Trainingsbegleitende Osnabriicker Petsonlichkeitsdiagnosdk) werden edautert. Die berichteten Befiinde zur Evaluation des Projekts zeigen, dass vor allem die auf den individuellen diagnostischen Ergebnissen basietenden Feedbackgesprache verschiedene Selbstkompetenzen verbessern (z. B. Konzenttadon, selbstbestimmte statt konkurrenzorientierte Leistungsmotivadon, Initiative). Da diese Effekte beobachtet weiden, obwohl die Kompetenzentwicklung im Rahmen des mentoriellen Programms nicht direkt angesprochen wird, wird erortett, inwieweit sie durch eine entsprechende Haltung der Lehrkraft ermdglicht werden. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This paper provides empirical findings from four different sources that lend credence to the deep-and-wide (DAW) hypothesis (Wong, 2012) in accounting for giftedness and creativity. The DAW hypothesis posits that difficult experiences and negative emotions motivate individuals to dig deeper into their inner resources and explore wider their external resources to find a creative solution to their distressing problems. To the extent that these endeavors are reinforced in these individuals’ early developmental stages, they will develop the predisposition of persistence, resourcefulness, and creativity. Therefore, there are two potential contributing factors resulting from negative experiences: a history of reinforcement of creative persistence and current difficult circumstances. The DAW hypothesis is supported by (1) experimental evidence, (2) biographical research on traumatic life experiences in early stages of development, (3) awareness of aging and death, and (4) struggling with psychopathology and suffering. Applications of the DAW hypothesis are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

For over 70 years Annemarie Roeper was able to breathe new life into many aspects of giftedness and gifted education. Capturing the magic of such a charismatic and visionary leader is a challenge. However, stories and storytelling provide a pathway into the narrative of Annemarie’s life as it evolved from young adulthood to elderhood. This article provides the lessons learned during a long-standing friendship and insights into her multidimensional personality. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The aim of our research is to look into the diversity within gifted and talented students. This is important to better understand their complexity and thus offer a more appropriate educational programs. There are rather few empirical works which attempt to identify high abilities profiles (giftedness and talent) that actually exist beyond the theoretical level. The present work intends lo single out the different patterns or profiles resulting from the combination of the successful intelligence abilities (analytical, synthetic and practical), as defined by Stenberg. A total of 431 students from the Region of Murcia participated in this study. These students performed the Aurora Battery tasks (Chart, Grigorenko, Si Sternberg, 2008), designed to measure the analytical, practical and creative intelligence. Analytically gifted students ( n = 27), practically gifted ( n = 33) and creatively gifted ( n = 34) were identified, taking as criteria scores equal to or higher than 120 IQ on each intelligence. Different Q-factor analyses were carried out for the three groups of students, in such a way that students were grouped according to their similarities. A total of 10 profiles showing how successful intelligence abilities are combined were obtained, something that has made possible to support the theory put forward by Sternberg (2000): the analytical, practical and creative talent profiles, as well as the resulting combinations, the analytical-practical, analytical-creative, practical- creative profiles, along with the consummate balance talent (high performance in the three types of intelligence). (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The following piece of work serve as introduction to the monographic issue about giftedness and talented in the Annals of Psychology Journal. In it, the reasons to tackle this monographic are explained, and the contributions of authors are summarized, such contributions arc diverse and swing from the identification process using different procedures, the assessment of domain specific creativity in sciences, the study of the heterogeneity within the group of high ability students, the educational measures available, and lastly and study about these students' academic motivations. The work concludes extracting some general conclusions about what this monographic has contribute and it's meaning. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This study compared gifted and non-gifted students with respect to the perception of classroom climate for creativity, family environment, and motivation to learn. The participants were 107 4 th grade students. Among them, 41 attended a program for gifted students. Three instruments were administered: the Classroom Climate for Creativity Scale, the Evaluation of Elementary School Students’ Motivation to Learn Scale, and Quality of Family Interaction Scales. Differences between gifted and non-gifted students were noted regarding the perception of classroom climate for creativity and motivation to learn. Both groups evaluated positively the family environment. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo comparou alunos superdotados e não superdotados em relação à percepção do clima de sala de aula para criatividade, do ambiente familiar e motivação para aprender. Participaram 107 alunos de 4 a série do Ensino Fundamental. Entre eles, 41 frequentavam um programa de atendimento ao aluno superdotado. Três instrumentos foram empregados: Escala sobre Clima para a Criatividade em Sala de Aula, Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Fundamental e Escalas de Qualidade de Interação Familiar. Diferenças entre os alunos superdotados e não superdotados foram observadas no que diz respeito à percepção do clima de sala de aula e à motivação para aprender. Ambos os grupos avaliaram satisfatoriamente o ambiente familiar. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This article offers a critical rereading of gifted education in the United States using a genealogical framework as defined by postcolonial theory. Using genealogy is appropriate because it sets the education profession within a family research tradition, implies the close connection between past and present, and enables us to systematically trace the evolution of exclusionary practices. The purpose of this article is to (a) demonstrate the utility of using historical research to undergird justice work in education, (b) show how gifted education policies and practices in the United States operate under a global context of whiteness and colonization, and (c) foster dialogue around ways educators can begin to disrupt taken-for-granted assumptions and work toward establishing more equitable schooling processes and outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This Editorial presents seven original contributions from authors around the globe which are not only interesting for researchers, but also for practitioners. In the first contribution authors introduce what they call a universal model of giftedness. It is a hybrid approach that combines strengths of previous models into a promising new model. It will be interesting to see how well is received in the scientific communtity and if it will be used by practitioners to guide their development of gifted education provisions. In line with this trend authors pose the important question if being gifted is always an advantage? In particular, they were interested in differences with regard to social accceptance and self-concept. Their empirical study shows a generally positive situation of gifted adolscents, however, individual differences are substantial. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT ( N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and stigma theory. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness ( p = 0.001, η² = 0.076), self-control ( p < 0.001, η² = 0.090), and generativity ( p = 0.025, η² = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Although attempts to describe HPCs exist, the large heterogeneity of this population makes it almost impossible to develop a list of characteristics that would be scientifically proven to be common to all high-potential children. In France, the identification of gifted children is often carried out in a context of school difficulties, including the adequacy between the observed results and the potential of the child. It is therefore important to evaluate the potential by measuring the cognitive abilities considered necessary for academic success. The identification of these children then needs the calculation of a score obtained in an intellectual efficiency test. Yet the definition of the intelligence, therefore the contents and the methods to measure it, varied according to the times and the authors. This article reviews the diversity of theories of intelligence and the tools attached to them. It also insists on the evolution of their contents and their structure according to the development of scientific knowledge. The Wechsler scales are a very good example. In France, if the threshold of an IQ greater than or equal to 130 is the subject of a consensus for the identification of intellectual gifted children, the large inter and intra differences observed in the individual scores profiles leads to ask about the information that would come from a single score such as IQ. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalBien que des tentatives de description des EHP existent, la grande hétérogénéité de cette population rend presque impossible l’élaboration d’une liste de caractéristiques dont ilseraitscientifiquement démontré qu’ellessont communes à tousles enfants à haut potentiel. En France, l’identification des enfants à haut potentiel (EHP) est souvent réalisée dans un contexte de problématiques scolaires, notamment celle de l’adéquation entre les résultats observés et le potentiel de l’enfant. Il est donc important d’évaluer ce dernier en mesurant les processus cognitifs considérés comme nécessaires à la réussite scolaire. Le repérage de ces enfants passe dès lors par le calcul d’un score obtenu à un test d’efficience intellectuelle. Pourtant la définition de l’intelligence, donc des contenus et des méthodes pour la mesurer, a varié selon les époques et les auteurs. Cet article revient sur la diversité des théories de l’intelligence et des outils qui leur sont attachés. Il insiste également sur l’évolution de leurs contenus et de leur structure en fonction du développement des connaissances scientifiques. Les échelles de Wechsler en sont un très bon exemple. En France, si le seuil d’un QI supérieur ou égal à environ 130 fait l’objet d’un consensus pour l’identification des EHP intellectuels, l’importante variabilité inter et intra individuelle observée dans les profils de scores amène à s’interroger sur l’information qu’apporterait un score unique tel que le QI. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

In response to concerns about the credibility of many published research findings, open science reforms such as preregistration, data sharing, and alternative forms of publication are being increasingly adopted across scientific communities. Although journals on giftedness and advanced academic research have already implemented several of these practices, they remain unfamiliar to some researchers. In this informal conversation, Kendal Smith and Matthew Makel discuss how they came to know and use open science practices, the values of open science, benefits and objections, and their future aspirations for open science practices in gifted education research. Their conversation aims to help make open science practices more understandable and actionable for both early career and established researchers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This study aimed to compare two types of measures (reasoning test and parent’s nomination) used in the assessment of intellectual giftedness. Accordingly, the Reasoning Test Battery (BPR-5) and the parents version of the Overexcitability Scales, more specifically the Intellectual Overexcitability scale (SEI) were applied with elementary school students ( n = 67) and their parents or guardians ( n = 67), respectively. When comparing the two measures, it was observed that students who performed better in the BPR-5 also tended to receive higher means in the SEI. Significant positive correlations, which ranged from weak to moderate, were obtained between the SEI, the general reasoning ability, and some types of reasoning (verbal, abstract, and numeric). The comparison and positive associations between the two instruments indicate that both investigate related constructs. However, the measures should be considered as complementary rather than substitutive. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo teve como objetivo comparar dois tipos de medidas (Teste de Raciocínio e Nomeação por Pais) utilizadas na avaliação de dotação intelectual. Para tanto, aplicaram-se a Bateria de Provas de Raciocínio (BPR-5) e a versão para pais das Escalas de Sobre-Excitabilidade, mais especificamente a escala de Sobre-Excitabilidade Intelectual (SEI), em alunos do ensino fundamental ( n = 67) e em seus pais ou responsáveis ( n = 67), respectivamente. Ao comparar as duas medidas, observou-se que os estudantes que apresentaram melhor desempenho no escore geral da BPR-5 também tenderam a apresentar médias mais altas na SEI. Foram obtidas correlações positivas, significativas, que variaram de fracas a moderadas, entre a SEI, a capacidade cognitiva geral e alguns tipos de raciocínio (verbal, abstrato e numérico). A comparação e as associações positivas entre os dois instrumentos permitem sugerir que ambos investigam construtos correlatos. Entretanto, as medidas devem ser consideradas como complementares e não substitutivas. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio tuvo como objetivo comparar dos tipos de medidas (prueba de raciocinio y nombramiento por padres) utilizadas en la evaluación de dotación intelectual. Razón por la cual, se aplicaron la Batería de Pruebas de Razonamiento (BPR-5) y la versión para padres de las Escalas de Sobreexcitabilidad, más específicamente se aplicó la Escala de Sobreexcitabilidad Intelectual (SEI) en alumnos de la enseñanza básica ( n = 67) y en sus padres o responsables ( n = 67). Al comparar las dos medidas, se observó que los estudiantes que presentan mejor desempeño en la BPR-5, también tienden en presentar medias más altas en la SEI. Se obtuvo correlaciones positivas, significativas y débiles entre la SEI y la capacidad general de razonamiento. La SEI también se correlacionó positiva y significativamente con algunos tipos de razonamiento (Verbal, Abstracto y Numérico). La comparación y las asociaciones positivas entre los dos instrumentos permiten sugerir que ambos investigan constructos relacionados. Con todo, las medidas deben ser consideradas como complementarias y no substitutivas. Palabras clave: sobreexcitabilidad; superdotación; evaluación psicológica. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Interest in the place accorded to gifted adults in our society and the socio-occupational integration difficulties they have to deal with has grown over the last few years. Despite their intelligence, gifted people have certain vulnerabilities and do not always enjoy working conditions that would allow them to develop to their full potential. However, public policies, be they European or national, are paying more attention to their place in socio-productive organizations. Given the importance of promoting diversity and quality of work life, a collective investment in this issue would undoubtedly be beneficial to society and allow it to better integrate the myriad resources of human intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalSujet émergent depuis quelques années, la question des adultes doués et de la place qui leur est faite au sein de notre société met en évidence les difficultés d’intégration socio-professionnelle auxquelles ces derniers sont exposés. Bénéficiant d’une intelligence à laquelle sont cependant corrélées certaines vulnérabilités, les personnes douées ne bénéficient pas toujours de conditions favorables au développement de leur plein potentiel. Pourtant, les politiques publiques, qu’elles soient européennes ou nationales, tendraient à ce qu’une attention particulière leur soit accordée au sein des organisations socio-productives – prise en charge par la collectivité qui, à n’en pas douter et au regard des enjeux que recouvre la promotion de la diversité et de la qualité de vie au travail, ne peut que leur être profitable tant elle leur permettrait d’intégrer toutes les ressources de l’intelligence humaine. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed. (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces a set of open science practices that can increase the rigor and trustworthiness of gifted education’s scientific findings: preregistration, open data and open materials, registered reports, and preprints. Readers are directed to Internet resources for facilitating open science. To model these practices, a pre peer-review preprint of this article is available at https://psyarxiv.com/nhuv3/. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The current study aims first, to compare mean performance data of intellectually gifted individuals on the WAIS-IV with a matched comparison group; second, to revalidate the CHC five-factor structure of the WAIS-IV within this special group. 157 Italian Mensa members (125 males) were administered the full battery (i.e., both 10 standard and 5 supplementary subtests). The individuals were aged 18-60 years and had a mean age of 33.97 years (SD = 10.22). Results showed that i) Mensa members’ IQ mean was approximately in the gifted range; moreover, they had the highest performances in visual perceptual reasoning, while they were relatively weak on processing speed; ii) CHC factor structure suggested by Pezzuti et al. (2017) was confirmed; Perceptual Reasoning Index grouped two different broad abilities, i.e. Fluid Reasoning (with Arithmetic loaded on it stronger than on Short Term Memory) and Visual Processing. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio ha avuto due obiettivi: primo, comparare le prestazioni dei soggetti plusdotati alla WAIS-IV con un campione di controllo appaiato per genere, età e livello di istruzione; secondo, rivalidare la struttura CHC a 5 fattori della WAIS-IV all’interno di questa popolazione speciale. Per questo, è stata somministrata l’intera batteria (cioè, i 10 subtest standard e i 5 supplementari) ad un campione di 157 membri del Mensa Italia (125 maschi). Entrambi i gruppi avevano un’età compresa tra 18-60 anni e avevano un’età media di 33.97 anni (DS = 10.22). I risultati hanno mostrato che: i) il QI medio dei membri del Mensa si collocava a ridosso del range dei soggetti plusdotati; inoltre, i soggetti plusdotati avevano prestazioni migliori nei compiti di ragionamento visuopercettivo e una debolezza relativa nella velocità di elaborazione; ii) la struttura fattoriale CHC suggerita da Pezzuti et al. (2018) è stata confermata. L’Indice di Ragionamento visuo-percettivo raggruppava due abilità ampie distinte: Ragionamento Fluido (con Ragionamento aritmetico che mostrava una maggiore saturazione su di esso rispetto all’abilità di Memoria a breve termine) ed Elaborazione Visiva. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Following debate over the use of the WAIS-IV Canadian adult norms that has been suitably addressed, this study examines the normative differences in the WISC-V child and adolescent data in three ways: (a) presenting a comparison of country normative data across subtest and composite scores for demographically matched and unmatched samples, (b) providing a review of Canadian-U.S. standard FSIQ score differences across ability level, and (c) comparing the case detection accuracy of the WISC-V CDN versus U.S. norms for children with intellectual disability and giftedness. Results demonstrate small mean differences overall in the WISC-V norms when comparing the standardization samples in the two countries; however, there are significant observable differences in the sensitivity of the norms in identifying case status. This is vital for accurate identification, and supports the use of Canadian norms in clinical and gifted decision making. These results support the use of Canadian norms when assessing these exceptional children following best clinical assessment practices and testing guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalÀ la suite du débat concernant l’utilisation des normes adultes canadiennes WAIS-IV, lequel a a été relativement bien adressé, la présente étude examine les écarts normatifs au niveau des données sur les enfants et les adolescents de la WISC-V de trois façons : (a) en présentant une comparaison des données normatives par pays sur un ensemble de scores de sous-tests et composites pour des échantillons appariés et non-appariés sur le plan démographique, (b) en fournissant un examen des écarts de scores FSIQ standard entre le Canada et les É.-U. sur l’ensemble des niveaux de capacités, et (c) en comparant la précision en ce qui a trait à la détection des cas de la WISC-V par rapport aux normes américaines chez les enfants atteints de déficience intellectuelle et de douance. Les résultats montrent de faibles écarts moyens dans l’ensemble au niveau des normes WISC-V lorsque l’on compare les échantillons de normalisation dans les deux pays; or, il existe des différences notables dans la sensibilité des normes en ce qui a trait à l’identification de l’état des cas. Cela s’avère capital pour une identification adéquate et soutient l’utilisation des normes canadiennes pour la prise de décisions cliniques et celles de personnes douées. Ces résultats appuient l’utilisation des normes canadiennes dans l’évaluation de ces enfants exceptionnels conformément aux pratiques d’évaluation clinique exemplaires et aux lignes directrices de mise à l’essai. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance Statement—Intelligence assessments are used by psychologists in health and education settings every day to assist in the identification of strengths and weaknesses in cognitive abilities, including the identification of giftedness and diagnosis of intellectual disability. It is important that these assessments have representative population norms so that children are accurately diagnosed/identified and can receive appropriate support. This article reviews the need for and importance of distinct Canadian norms when using the Canadian edition of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-VCDN), for making important clinical decisions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)