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Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The National Association for Gifted Children (NAGC) periodically issues position papers that deal with issues, policies, and practices that have an impact on the education of gifted and talented students. When a need for clarification arises on a particular issue, policy, or practice, NAGC assembles a task force of experts, which in this case was the Gifted Terminology Task Force. This task force was formed in 2008 and collaborated to craft a position paper to represent the official convictions of the NAGC organization and to provide guidance for individuals working with gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of exploratory and confirmatory factor analyses conducted on the HOPE Scale, a 13-item teacher-rating instrument designed to identify academic and social components of giftedness in elementary-aged students. Participants included 349 teachers who completed HOPE Scales on 5,995 ethnically and economically diverse students from three rural and two metropolitan school districts in the Midwest. Multigroup confirmatory factor analysis was also used to evaluate measurement invariance between income groups. Findings suggest a two-factor model represents good fit for the data while remaining loyal to the latent constructs of academic and social giftedness. Although showing some legitimate mean differences, invariance test results suggested equivalence of model form, factor loading, and factor variances across income groups. Putting the Research to Use: This research has important implications for practice. Frequently, traditional measures of achievement or aptitude under-identify children from low-income families. Concerns exist about the usefulness of teacher-ratings forms or scales in gifted and talented student identification. However, when given specific items or descriptors, teachers can provide useful information concerning student performance. The HOPE Scale provides items that teachers can use to rate specific social and academic behaviors of their students. Findings from this study revealed that teaches can effectively nominate low-income students for gifted programs. Further, items on the HOPE Scale were not biased against low-income students as rated by their teachers, meaning that the social and academic scales provided similar information concerning students in either income group. However, mean scores for student from low-income families on both scales were lower than their non-low income peers, providing evidence that instruments need to be normed on the specific groups for which their use is intended. Practitioners, should not shy away from using teacher nomination instruments, but they should consider the psychometric information available concerning the use of these instruments or rating forms as used with students in demographic groups of intended use. The HOPE Scale, as developed with indicated revisions, will provide educators and researchers with a simple, psychometrically sound instrument to help with identification of underrepresented student for gifted education services. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The history of Olympics of the mind in the former USSR, now Russia, can be connected to the entire system of identifying and fostering giftedness within the country. The development of educational opportunities for the gifted has reflected the country's practical needs in stimulating research and advancing technologically, as well as for major ideological requirements. A research done on over 800 participants in the final round of a Moscow intellectual competition is reported. Tests assessing intelligence, creativity, and personality were administered. The consistency of Olympics' results scales is found to be weak. The APM score correlation with Olympics' results, even in mathematics, did not exceed the value of r = .30. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author’s laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquiry-driven teaching and learning, and illustrates how these strands can come together for the benefit of all students—albeit sometimes in different ways. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Background: This article presents the results of two studies related to successful learning at school. Successful passing from pre-school to school activities depends on the mental maturity of children. Peculiarity of the development of the attention is important to successful learning at primary school. Aims and methods: The first study was aimed for evaluation of differences of learning different educational contents, and the Control Drawing Observation method was used. The second study had the aim to investigate the characteristics of attention of primary schoolchildren using the Black-Red Numbers Table method and interview with teachers. Results: Pupils learning different educational contents had the same mental maturity levels. But higher mental maturity level was related to concentration ability and work self-sustaining. There were found no gender or school motivation relationship with mental maturity, but girls and boys differed in school motivation. The main problems for pre-school-aged children were related to the memorization and carrying out of instructions. It was found that intensity, concentration and displacement of attention and both ability to stand from the outside stimulus and the ability to listen and follow verbal instructions were significantly related to respondents’ age. The intensity and concentration was also related to the level of progressiveness at school. The results didn’t confirm the hypothesis that concentration of attention is related to the educational content. Conclusions: The mental maturity level is not related to the educational content. The progressiveness at school is connected to the intensity and concentration of the attention. All its features (intensity, concentration and displacement) develop according to the age of primary pupils. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Attitudes influence the teaching-learning process. The purpose of this study was to determine the attitudes of undergraduate-elementary education majors at a small, rural south-central U.S. university toward gifted students. Gagne's and Nadeau's (Gagne, 1991) opinions about the gifted and their education was used. The respondents held attitudes toward gifted children, which were contradictory and unsupportive of practices that would provide support, such as being resistant to objectives, ability grouping, and acceleration. Respondents need to acquire knowledge about within-class acceleration and differentiation strategies. Without such knowledge, their ability to formulate sound cognitive beliefs about gifted learners is hindered, and classroom interaction between teachers and gifted children is impacted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

School counselors facilitated group guidance for children from low-income families and assisted in classrooms with a full economic range during a summer academic program for young gifted children in order to increase knowledge about giftedness. This qualitative study explored how the counselors experienced being immersed with gifted children. The main theme in their language was that they had not expected such differentness. They viewed the children in new ways and considered how school counselors could support them. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study characterizes the differences and similarities in the repertoire of social skills of children from 12 different categories of special educational needs: autism, hearing impairment, mild intellectual disabilities, moderate intellectual disabilities, visual impairment, phonological disorder, learning disabilities, giftedness and talent, externalizing behavior problems, internalizing behavior problems, internalizing and externalizing behavior problems and attention deficit hyperactivity disorder. Teachers of 120 students in regular and special schools, aged between 6 and 14 years old, from four Brazilian states, responded to the Social Skills Rating System. Children with ADHD, autism, internalizing and externalizing behavior problems and externalizing behavior problems presented comparatively lower frequency of social skills. The intervention needs of each evaluated category are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Self-efficacy defined as one of the mechanisms of self-regulation plays, in the context of socio-cognitive approach, a major role in an individual's achievement through its impact on thoughts, emotions, motivation, and activities. The influence of self-efficacy on an individual's achievement can be evaluated also from the perspective of its formation on the basis of achievement motivation that can be its potential source. In the present contribution, the authors attempted to identify the potential relationships of self-efficacy and achievement motivation, especially in the context of the development of the students' giftedness during adolescence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial presents the summary of the papers which were featured in this special issue of Psychological Test and Assessment Modeling. The papers in this special issue share the aim of assessing - and, indeed, understanding - giftedness in some of its manifestations. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Exceptional cases such as Michael Jackson and Mozart illustrate the concepts of high potential, talent and precocity. If their musical worlds are distant, at least by a few centuries, their environment (notably the family environment), developmental path and personality show notable similarities. Studying these two cases of exceptional musical talent sheds light on a multidimensional approach to intelligence, which is not limited to academic abilities, allows a better understanding of the process leading a gift to be transformed into talent, and fosters the examination of asynchronies observed in great musicians between extreme talent and impaired socio-affective development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Differentiated Model of Giftedness and Talent (MDDT) is a broad theory of talent development in academics, arts, science, and sports. At its core is a clear distinction between outstanding aptitudes (the gifts or G) and outstanding achievements (the talents or T). Talent development (the D component) represents the progressive transformation of specific gifts into outstanding competencies (knowledge and skills) in a given field of human activity. Apart from this basic trio of dynamically linked components, the DMGT includes two additional components, called catalysts: intrapersonal (I) catalysts (e.g., temperament, needs, interests, will power) and environmental (E) catalysts (e.g., social and family environments, significant persons, enrichment provisions). The DMGT represents a psychosocial model of talent development. But, all the components have their roots in biological and genetic underpinnings that contribute significantly to their development. Complex interactions between the G, D, I, E, and T components, as well as the positive or negative influence of chance, will determine to what extent high aptitudes—the gifts—will eventually be realized as talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The proposal of Subotnik, Olszewski-Kubilius, and Worrell (see record 2012-24309-002) on rethinking giftedness and gifted education has a number of implications from an occupational/career decision-making perspective. In this examination of their ideas, consideration is given to the literature in vocational psychology/career development, the emerging findings on the occupational/career decisions of gifted adolescents, and the existing research in gifted education. The new model represents a timely platform and impetus for a constructive discussion and debate on rethinking and advancing the field of gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

We were thrilled to see an article focusing on giftedness, written by such thoughtful and well-respected researchers as Subotnik, Olszewski-Kubilius, and Worrell (see record 2012-24309-002). The expansive scope of their synthesis is so impressive that it could serve as a crash course introduction to gifted education. In our commentary, we focus specifically on the perspective of education service delivery. From this perspective, we review their guiding principles, chief goal, and provide some follow-up questions for further clarification as well as an implementation option also based on talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comment on Subotnik et al.'s article (see record 2012-24309-002). The talent development approach to the conceptualization of giftedness has historical precedent in the field. Examples of large-scale and longitudinal research studies from previous decades guided by the talent development approach are provided as illustrations. The implications of focusing on domain-specific talents in academics, the arts and sport, their individual patterns of development, and the use of eminence as a goal for programs and services in gifted education are discussed. The importance of linking theoretical debates and research with the realities of policies, resource allocation, and advocacy is emphasized. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this article, the authors respond to the eight commentaries, J. Y. Jung (see record 2012-24309-003); A. Ziegler, H. Stoeger and W. Vialle (see record 2012-24309-004); M. C. Makel, M. Puttalaz and J. Wai (see record 2012-24309-005); A. Robinson (see record 2012-24309-006); A. N. Rinn (see record 2012-24309-007); M. T. McBee et al. (see record 2012-24309-008); T. C. Grantham (see record 2012-24309-009) and J. A. Plucker (see record 2012-24309-010) , on the original article “Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science” (see record 2012-24309-002), using several themes to organize their response. These themes include ability, developmental trajectories, effort and opportunity, psychosocial factors, eminence, and equity. The authors reaffirm the contention that eminence is an appropriate standard for assigning the gifted label in individuals with well-developed talents. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite numerous calls for research on parents of gifted learners, researchers have given only cursory treatment to the topic. In this article, the authors review and synthesize 53 sources, published since 1983, on parents of gifted learners. Existing research on parents of gifted learners may be categorized into three thematic areas that include (a) parent influence, (b) parent perceptions of giftedness and ability, and (c) parent satisfaction with gifted programming. Theory-driven research is conspicuously absent from this body of work, and study designs emphasize self-report measures and lack control groups. The analysis of this literature reveals gaps in the research record and offers recommendations about where future research should be focused. These areas include attitudes, values, and expectations of families of underserved gifted children; relationships between parents and schools; parents’ understanding of giftedness; parents of gifted underachievers; and how parents support and influence their children at home. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

For a full personal development, the planning of curricula tailored to individual capabilities is essential. This argument regards all individuals, including those who are characterized by exceptional skills. Enhancing everyone's talents is a factor of social development empowering human capital, especially when gifted people are targeted. An overview of the European context makes it imperative not to delay the empowerment of giftedness in the school. Thus it is useful to provide school professionals with instruments for its assessment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)