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Based on data from a sample of 106 students in grades 2 through 8, we explored the psychometric integrity of the Universal Academic, Cognitive, Creativity, Emotion Screening Scale (Universal ACCESS; R. S. McCallum & B. A. Bracken, in press). We obtained Cronbach's alphas ranging from .95 to .98 across the eight scales of the Universal ACCESS. Concurrent validity, based on comparisons of the eight scales with “like” constructs from the Gifted Rating Scales (S. I. Pfeiffer & T. Jarosewich, 2003), the Bar-On Emotional Quotient Inventory: Youth Version (J. D. Bar-On & R. Parker, 2000), and the Terra Nova Comprehensive Test of Basic Skills (CTB, 1996), produced correlations ranging from .46 to .85 ( p < .001). All Universal ACCESS scale means were significantly higher ( p < .001) for 53 students participating in a gifted and talented program than for matched nongifted peers. We discuss implications for screening gifted students using an instrument that deemphasizes language abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article focuses on the underrepresentation of African American males in gifted and talented programs, and offers a number of key recommendations to practitioners and researchers who seek viable strategies to circumvent this problem. Beyond the focus on underrepresentation, several additional topics for discussion are excogitated to provide a clear perspective on the challenges these students experience in school; namely, (a) definitions of giftedness, (b) identity development, (c) student Millennial culture, and (d) how gifted African American Millennial males in school contexts are treated. Additionally, data collected from a recent study of a large Midwestern school district will be presented to further highlight the topics under investigation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This piece is a poetic and narrative inquiry (Leggo, 2004) into the conceptual, physical, and emotional underpinnings of research methodology in the field of gifted education. First, the author explores the metaphorical possibility of swimming rather than standing in the field of inquiry and how relationships to self, environment, and other would shift in ways potentially commensurate with the task of researching giftedness. Then, responses to a questionnaire asking researchers about their understandings, hopes, and fears in the use of “nontraditional” methodologies in the field of gifted education are explored through the creation of poetic aphorisms. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper explores the unique mind of the twentieth-century American artist Joseph Cornell, known for his boxes and collages made with "found" materials. The author interpolates reflections upon Cornell with vignettes from the treatment of a young child, speculating that certain individuals may possess a constellation of vulnerabilities/sensitivities that constitute what is referred to as a "cosmic" sensibility. It is suggested that such an orientation can lead variously to anxieties and separation problems, as well as (or in addition to) intellectual and/or artistic giftedness. The outcome of such dynamics would depend on a complex interplay of temperament, circumstance, and relational attunement. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This reflection relates to the passage between childhood and adolescence, and postulates that the experience of puberty troubles the defensive intellectual overinvestment of the latency period. I suspect that in the gifted adolescent, giftedness, which is founded upon still-active infantile depression, does not enable construction of the psychical dams freud speaks of; it is only a narcissistic show which collapses at the appearance of pubertary emergences. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted intelligence is underpinned by those aspects of neural function that enable an enhanced facility to engage in fluid analogizing: a cognitive-level construct that describes intermodule information articulation within the brain. Evidence for this claim comes from a program of neuroimaging investigations of the neural underpinnings and IQ correlates of fluid analogizing coupled with theoretical modeling of high creative intelligence that contextualizes fluid analogizing within related executive neural functions. In particular, a gifted person's high ability at fluid analogizing as a cognitive process enables his or her more efficacious working memory, the most critical consequence of high-level prefrontal cortical functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The articles in this issue span from investigating relationships between brain structure and human intelligence, neuropsychological profiles of savants, functional brain patterns of mathematical processing in gifted adolescents, and functional brain patterns of fluid analogizing to a proposed, expanded model for locating studies of twice-exceptional individuals within medical models of disability. Each of these articles represents one or more important pieces of work that comment on the biological nature of ability and performance. While the number of individuals who could contribute to this topic from a primary source point of view are few, there is much ground to cover in this emerging field. Imaging methods themselves are highly technical and sophisticated yet still yield very rudimentary knowledge about the brain contingent upon narrow and conditional contexts for interpretation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Michael W. O'boyle, is professor in the Department of Human Development and Family Studies, Texas Tech University, and Adjunct Professor of Pharmacology and Neuroscience, School of Medicine, Texas Tech University Health Sciences Center. His research has been pushing back the frontiers of giftedness by revealing intriguing connections between neuroscientific investigations and mathematical high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students--one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor--poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored the relationships among giftedness, adjustment problems, and psychological distress in a sample of 215 Chinese junior secondary school students (aged 12-15 yrs) in Hong Kong. These students, nominated by their schools to join the university gifted programs, were assessed on their giftedness as reflected in scores of nonverbal reasoning and divergent thinking, on their adjustment problems in 6 areas, and on their psychological distress in terms of 5 specific symptom areas. The findings indicated that divergent thinking, unlike nonverbal reasoning, had a notable influence on specific psychological symptoms. Students' concerns with interpersonal relationships, as well as the recognition of their abilities, and their concerns for being different emerged as the 2 most important adjustment problems predicting specific psychological symptoms. The implications of the findings for preventive interventions to help gifted students in the promotion of their psychological well-being are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Research has indicated that gifted adolescents use a variety of measurable social coping strategies to mitigate perceived negative social effects of being identified as gifted in school. The precocious development of gifted children suggests that similar strategies also might be used by gifted elementary school students. Two studies of gifted 3rd through 7th graders who enrolled in a summer academic program explored the possibility that social coping strategies can be adequately measured among gifted elementary students. Study 1 provided a good replication of results from studies of gifted adolescents, and Study 2 replicated Study 1. Six social coping strategies, very similar to those identified in studies of gifted adolescents, were identified: denying giftedness, minimizing focus on popularity, social interaction, humor, conformity, and denying an impact of giftedness on peer acceptance. The last two scales were unreliable with young students, however. No consistent gender differences in social coping were found, but comparisons by grade level indicated that older students are more focused on popularity than are younger students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study sought to assess the viability of the use of a self-report checklist identifying different aspects of giftedness in a sample of 192 Chinese secondary students (aged 12–18 yrs old) from a multiple intelligences perspective. For comparison, IQ, creativity, and leadership characteristics of these students were also assessed using conventional standardized measures. Data on academic achievement in Chinese language, English language, and mathematics were obtained from school records. While students perceived the 7 intelligences as relatively distinct abilities, these self-estimates of the 7 intelligences did not generally predict the conventional measures, suggesting that the 7 intelligences and the conventional measures provided independent and possibly complementary information on aspects of giftedness. The implications of the development of a profile of strengths and weaknesses of students from a multiple intelligences perspective for subsequent identification and programming are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Critical issues and practices in gifted education: What the research says edited by Jonathan A. Plucker and Carolyn M. Callahan (see record 2008-01728-000). Over the years, gifted education has received substantial criticism in and beyond the research literature (e.g., Grant, 2002; Sapon-Shevin, 1993). Criticisms have fallen into several camps. One group of critics describes gifted education as elitist and suggests that there should not be special programs for high-achieving students. Others criticize how giftedness is defined and more frequently how gifted students are identified, and even suggest that gifted education is responsible for maintaining the achievement gap. Some critics comment on the programming choices available for students who are identified, and others criticize the field of gifted education for making decisions based on fads and myths rather than empirical evidence. This context provides a backdrop for the publication of Critical issues and practices in gifted education: What the research says. In this book, the authors have attempted to bring together research that addresses almost all of the aforementioned issues. Their goal is aptly stated in the book’s introduction: “Despite a century of research on giftedness, the enthusiasm and rhetoric surrounding...services offered to gifted students often exceeds the level of available empirical support—or even contradicts the available evidence” (Plucker & Callahan, 2008b, pp. 1). The editors go on to state that their goal is to be inclusive, but brief. Thus, they included chapters across several domains—conceptual and foundational issues, curriculum, cognition, affect, programming, issues related to teacher and parents, and special populations—that are synopses rather than comprehensive reviews of the empirical literature in the field. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth-grade students were administered a battery of self-report instruments, designed to measure learning motivation, school environment, self-efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Gifted children report a higher academic self-concept compared with children of average talents. To test this hypothesis we examined by a quasi-experimental design the academic self-concept and global self-esteem of primary school children with different intelligence scores but all nominated by teachers as gifted. Wigfield & Eccles (2000) emphasized the evaluations of others as a mediatonale variable on students self-concept as on their achievement. So parents and teachers also rated their children's abilities and self-esteem. Independent of students' intelligence scores, children with teacher nominations as gifted expressed a higher academic self-concept and received better evaluations than the control students. The identification of giftedness by psychometric testing did not influence parents' nor teachers' descriptions of gifted behaviour characteristics of the children. The results illustrate the significance of evaluative labeling by significant others to the development of self-concept and also to die nomination of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Traditionally, in giftedness research, the intelligence quotient has been presumed to be the best predictor of high achievement levels. From the perspective of the Actiotope Model of Giftedness, however, it is merely one indicator among several on the effectiveness of the academic action repertoire. In this model, learning is considered to be more important than personal traits for attaining high levels of achievement. This is confirmed with three studies conducted with pupils in grades 8 through 11. In Study 1 it was shown that high achieving pupils in the subject of mathematics can be differentiated from other pupils according to the learning orientation of their subjective action space. High achievement can be better predicted over a temporal distance of six months through the learning orientation of the subjective action space than through intelligence. This finding was replicated in Study 2 for the scholastic subject of biology. In Study 3, an investigation was undertaken to determine whether the performance enhancing effect of a learning oriented subjective action space is also beneficial in coming to terms with experiences of failure. This premise could also be confirmed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study examined the relationships between components of leadership giftedness and multiple intelligences among 510 Chinese gifted students in Hong Kong. These students perceived their strengths in intrapersonal, interpersonal and verbal-linguistic intelligences, and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also rated themselves higher on leadership flexibility and goal orientation than on leadership self-efficacy. In predicting the three leadership components, intrapersonal and verbal-linguistic intelligences emerged as common and significant predictors, suggesting that self-reflection and self-management skills as well as a good command of language use were important in leadership. Other significant predictors such as logical-mathematical intelligence for leadership self-efficacy as well as goal orientation and interpersonal intelligence for leadership flexibility suggested that critical thinking might be important for the sense of confidence or efficacy and the vision of goals, whereas relational or people skills might be important for the openness to different options. Students who were classified high on both verbal-linguistic intelligence and personal intelligences, high on one and low on the other, and low on both were found to be generally high, medium and low on all three leadership components, respectively. Implications of the findings for inferring different levels of components of leadership giftedness from specific intelligences and for developing leadership training programs are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)