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The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Traditional conceptions of giftedness assume that only talented individuals possess the necessary gifts required to reach the highest levels of performance. This article describes an alternative view that expert performance results from acquired cognitive and physiological adaptations due to extended deliberate practice. A review of evidence, such as historical increases in performance, the requirement of years of daily deliberate practice, and structural changes in the mediating mechanisms, questions the existence of individual differences that impose innate limits on performance attainable with deliberate practice. The proposed framework describes how the processes mediating normal development of ability and everyday skill acquisition differ from the extended acquisition of reproducibly superior (expert) performance and how perceived "giftedness" gives children access to superior training resources, resulting in developmental advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self-management processes; (b) environmental (E) catalysts, like socio-demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5-level metric-based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic 'top 10 per cent' threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: 'What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?'. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). The target article presents a theory based on the development of natural abilities during ontogeny. This process of transforming natural gifts into developed skills is under the influence of factors, which are presented as catalysts. As the author claimed that DMGT clearly identifies every significant etiological factor of talent emergence, I dare to submit the following comments. Complex understanding of giftedness could not be reached without interdisciplinary cooperation and an interdisciplinary approach to the topic. Psychology as a research field studying social as well as the environmental factors in the long-lasting process of mind formation cannot stand apart from the biological processes that influence the structure and function of brain tissue and consequently enhance or inhibit development in a specific domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). Gagné has offered a most impressive synthesis of the developmental literature regarding the giftedness and talent. Given the comprehensiveness of the treatment, it would seem difficult that any commentator would be able to do anything more that tinker with some tangential feature of the model. Nonetheless, I would like to suggest that in future, elaborations of the model should be devoted to the specification of developmental trajectories-how participating factors, components and processes change over time. Especially crucial would be the explicit recognition that these trajectories may assume a far more complex form than specified in unidimensional and monotonic maturation models. Two examples are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author suggests that while the world would undoubtedly be better if some gifted schools and fellowship and scholarship programmes adopted WICS, the world would not be improved if they all accepted Sternberg's proposal to adopt WICS or any common model of giftedness. The proposal is unrealistic, morally questionable, and undesirable. A world in which wise, intelligence, and creative people, however conceived, encourage the development of many types of gifted persons (including emotionally and spiritually gifted and even the gifted who seem bad bets) is more likely to produce a vigorous, interesting, and healthy future than one that follows Sternberg's monocultural proposal. A world with equal investment in everyone's development is even better. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents the case of Geoffrey, a prolific 5-year-old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age-based comparable rather than as an adult-based predictor, consistent with Jackson's (2000) domain-specific developmental theory of giftedness. Geoffrey demonstrated highly precocious writing, both in production and in sophistication, and he demonstrated these abilities across a range and variety of content topics. The convergence of contributing influences evident in Geoffrey's life supports a growing literature on the coalescence factor within precocity. This implies that parents and educators have to carefully consider their influences. Suggestions are made concerning how developmental models of giftedness may need to expand to accommodate precocious writers. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Asperger's Syndrome is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors or interests. It is observed in some gifted children. The author proposes that gifted children with Asperger's Syndrome may not be identified because their unusual behaviors may be wrongly attributed to either their giftedness or to a learning disability. This article discusses ways in which Asperger's Syndrome might be missed in gifted children and proposes guidelines for differentiating characteristics of giftedness from characteristics of Asperger's Syndrome. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Notes that one hundred years ago, William James' study of religious experience was based on reports of spiritually gifted adults. However, modern investigators found that when adults were asked about a spiritual experience of lasting significance in their lives, many described an event from childhood. This paper provides excerpts from investigations of adults who had spiritual experiences as children. These reports show that children are capable of authentic spiritual experiences of divine presence—God-in-everything, energy shimmering in living things, all-embracing unity and oneness, and much more, comparable to experiences of the great mystics. Moreover, the author contends that some children on their own have discovered techniques for entering the joyful state of heightened consciousness. It is argued that recently advanced arguments for spiritual intelligence prepare the ground for recognition of spiritual giftedness, as distinct from other facets of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aim of the study was to examine whether there are differences in depression between children who differ in giftedness-status, school performance, age and sex. The study was carried out on students in grades 7 and 8 of 5 elementary schools, who were subjected to a process of identification of gifted children when they were in 3rd grade. The sample consisted of 75 children who had been identified as gifted and 75 children randomly assigned to a comparison group. There was a similar number of girls (n=70) and boys (n=80), as well as of students from 7th (n=77) and 8th (n=73) grades. According to school performance, the children were divided into two groups: the group of highly successful students (n=71), and the group of less successful children (n=79). Identification of gifted children was based on the results on the Raven's Standard Progressive Matrices, the PROFNAD scale and the PRONAD-U scale (Koren, 1989). Depression was assessed with the self-rating scale. Results of the ANOVA in which giftedness, school performance, sex of the child and age were used as independent variables, while scores on the depression scale had the status of dependant variable showed that the older students were more depressive than the younger, with the difference especially pronounced among girls. Gifted and non-gifted children did not differ in their depression. However, the interaction between giftedness and school performance was significant, showing that the group of less successful gifted children was the most depressive one, while the group of very successful gifted children was the least depressive one. The results are discussed in terms of the importance of investigating factors related to depression in children and adolescents, as well as of recognizing subgroups of children who are at risk for developing depression. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty-four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi-square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current authors focus on how to avoid selecting the "Denny's" of the world, referring to to a former gifted student who seemed primed for success-but then committed suicide. They argue that gifted education programmes, and especially those for younger students, should focus on finding all students of high ability and helping them develop their talents. In doing so we also hope the number of Denny's in the world might be reduced-not by excluding them from gifted programmes, but by including them and better preparing them to deal both with the positive and negative consequences of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Six hundred and thirty-nine Chinese primary and secondary gifted students were assessed on their adjustment problems using the revised Student Adjustment Problems Inventory (SAPI-24). Students' responses indicated that intense involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations could be relatively common problems among gifted students. Less salient was the problem of poor interpersonal relationships. While the notion linking giftedness and vulnerability to adjustment problems was not borne out by the data with traditional IQ measure, specific adjustment problems were found to be associated with specific intelligences, which conferred both increased and reduced vulnerability dependent on the adjustment problems involved. Implications of the findings for future research into the complex relationships between adjustment problems and giftedness or multiple intelligences are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Compared the social status of 42 highly gifted and 86 moderately gifted students (aged 12–16 yrs) across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self-concept, and to age relative to the peer group. These findings are examined in light of other research on giftedness and social status. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. The seven patterns are the Analyzer, the Creator, the Practitioner, the Analytical Creator the Analytical Practitioner, the Creative Practitioner, and the Consummate Balancer. Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recent articles on the gifted self are characterized by theoretical confusion and lack of definitional clarity. This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning, the maintenance of which is crucial to normal functioning. Interactions with others are a formative part of the self experience. It is argued that traits of giftedness, and the reactions of others to these, contribute to the gifted self experience. The author contends that social and emotional problems of giftedness, such as those that arise with asynchronous development and perfectionism, are based on a compromised sense of cohesion and unity of the self experience. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Gifted children and their families may be considered a population with unique needs. In this column, the characteristics of gifted children and the impact of giftedness on the family are presented. Family therapists are encouraged to examine their own attitudes toward giftedness and to enhance their sensitivity in working with gifted families. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N=499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Following an introductory definition of 'scientific ability and creativity', product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two research strategies complement each other in describing and explaining scientific ability and creativity in the field of science and technology. Whereas psychometric studies seem to be essential for diagnostic and prognostic purposes, cognitive psychological studies help to explain the development of individual competencies and excellent performances. In the last two decades, another research paradigm has arisen that has been characterized as 'giftedness as developing expertise'. The so-called 'expert-novice paradigm' is based on a dynamic concept of giftedness in which creativity and motivation play an indispensable role. As an example of this approach, the Munich Dynamic Ability Achievement Model (MDAAM)--an extended version of the Munich Model of Giftedness (MMG)--will be discussed in greater detail. Furthermore, empirical data from the author's studies of scientific ability and technical creativity will be presented and their theoretical context described. Finally, various possibilities for nurturing scientifically and creatively talented adolescents and adults are discussed, with sex-related problems being touched upon. Generally, the hypothetical construct 'scientific ability' can be defined as scientific thinking potential or as a special talent for excellence in (natural) sciences. Similar to this definition, 'scientific creativity' or 'technical creativity' can be conceptualized as individual and social capacities for solving complex scientific and technical problems in an innovative and productive way. Both descriptive and explanatory terms are necessary for a theoretically and practically efficient definition. This further necessitates different research strategies, which will be demonstrated with respect to several study examples. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)