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Recent functional neuroimaging studies have shown differences in brain activation between mathematically gifted adolescents and controls. The aim of this study was to investigate the relationship between mathematical giftedness, intelligent quotient (IQ), and the microstructure of white matter tracts in a sample composed of math-gifted adolescents and aged-matched controls. Math-gifted subjects were selected through a national program based on detecting enhanced visuospatial abilities and creative thinking. We used diffusion tensor imaging to assess white matter microstructure in neuroanatomical connectivity. The processing included voxel-wise and region of interest-based analyses of the fractional anisotropy (FA), a parameter which is purportedly related to white matter microstructure. In a whole-sample analysis, IQ showed a significant positive correlation with FA, mainly in the corpus callosum, supporting the idea that efficient information transfer between hemispheres is crucial for higher intellectual capabilities. In addition, math-gifted adolescents showed increased FA (adjusted for IQ) in white matter tracts connecting frontal lobes with basal ganglia and parietal regions. The enhanced anatomical connectivity observed in the forceps minor and splenium may underlie the greater fluid reasoning, visuospatial working memory, and creative capabilities of these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This contribution presents the design of a theoretically grounded assessment Heuristic concerning students with (suspicion of) the coexistence of Intellectual Giftedness and an Autism Spectrum Disorder (IG + ASD). This Heuristic focuses at various cognitive and psycho-social Strengths and Weaknesses (S&Ws) and is called the S&W Heuristic. It deals with the discrepancy between the lack of a theoretically grounded coherent view on assessment and intervention issues concerning students with (suspicion of) IG + ASD and the concomitant problem of biased diagnoses in psycho-educational practice. It aims at a systematic connection between assessment and intervention-indications, by way of systematic dimensional needs-based assessment. One of its merits is that the assessment departs from IG + ASD characteristics, instead of IG-characteristics apart from ASD-symptoms, so that camouflage and underachievement might be detected more easily. The S&W Heuristic is explorative in nature and serves as a point of departure in theory-development and psycho-educational praxis concerning IG+ASD and may be Twice-Exceptionalities in general. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the moderating factors proposed in the MMG are discussed and categorized. The environmental moderators are interpolated as to incorporate not only “school-settings” but also “work-settings”. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This editorial introduces the current issue of the Roeper Review: A Journal on Gifted Education. The papers featured in this issue explore a critical thinking program in a Chinese context, the dynamics of over-excitability in the arts and athletics, some additional nuances in the always difficult process of identifying giftedness and talent, and some systemic-contextual influences on the development of mathematical ability. The issue also includes interesting interviews with a prominent champion of the gifted and with domain-specific experts who discover and develop “lost prizes." (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The author illustrates how the child who will become an artist is immediately gifted (and more so than a normal child) with a remarkable, heightened sensory sensitivity in relation to his/her mother's body. This sensitivity is transferred, during the course of development, to collective alternates, thus initiating a sort of love affair with the world that will push the person to high-level creation. Particularly significant are all those sensations of vigour and awe characteristic of the phallic phase of libidind development that are described with a special intensity by some particularly gifted individuals: they are connected to artistic inspiration. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The release of the Marland Report in 1972 is often described as a watershed moment in the field of gifted education and remains a touchstone for the field today. The report presented the federal government’s formal definition of giftedness and outlined the unique learning needs of gifted students and the challenges faced by these students in U.S. schools. This article presents an examination of the goals and outcomes set forth in the Marland Report, the context within which the report evolved, and lessons learned, which can lead to an improved understanding of this legislation and the state of the field today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although the use of multiple criteria and informants is one of the most universally agreed on practices in the identification of gifted children, few studies to date have examined the convergent validity of multiple informants and objective ability tests in gifted identification. In this study, we illustrate the use of the correlated traits–correlated (methods—1) or CT–C(M—1) model (Eid, Lischetzke, Nussbeck, & Trierweiler, 2003) to examine the convergent validity of self, parent, and teacher ratings relative to objective cognitive ability tests in a sample of 145 4th to 6th graders. The CT–C(M—1) analyses revealed that teacher ratings showed the highest convergence with the objective assessments, whereas self-ratings had the lowest reliabilities and insufficient validity. Parent ratings were more reliable and valid than self-reports, but were outperformed by teacher ratings for most abilities. Overall, the CT–C(M – 1) analyses showed that the convergent validity of the ratings relative to the objective test battery was highest for numerical and lowest for creative abilities. Furthermore, whereas part of the shared variance between parent and teacher ratings reflected true convergent validity, agreement between parent and self-reports was entirely due to a shared rater variance. Our analyses demonstrate the usefulness and proper interpretation of the CT–C(M—1) approach for examining convergent validity and method effects in multitrait–multimethod data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Human intelligence (also called general intelligence, g, or Spearman’s g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and practitioners to reincorporate modern human intelligence theory (as expressed in Cattell–Horn–Carroll, or CHC, theory) and research into their work on gifted children. There are five reasons to make intelligence part of gifted education research: (a) intelligence is one of the best studied constructs in psychology; (b) educators know more about how to adjust educational plans in response to intelligence than many other traits; (c) grounding research in CHC theory strengthens the links between gifted education and psychology, making gifted education more relevant to “outsiders”; (d) intelligence is an excellent predictor of long-term general life outcomes; and (e) many issues in gifted education (such as curriculum planning and underidentification) are best understood if considered in relation to intelligence and related cognitive abilities. The article ends with some caveats that gifted education researchers should keep in mind when integrating human intelligence research and CHC theory into their work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This research explores the manifestation of dual exceptionality, regarding self-image and the experiences students have had with classmates and teachers. The sample was comprised of four students ages 8 to 15 that exhibited ADHD with giftedness and ASD with giftedness. In-depth interviews were conducted with the students. Results showed that students who had a notion of their discrepancies were motivated towards learning, but became bored when tasks were not challenging. They also had good relationships with their teachers and peers. However, meaningful social interactions had a negative connotation for the gifted/ASD group. Implications for research and practice are discussed further. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEsta pesquisa explora a manifestação da dupla excepcionalidade referente à construção da autoimagem e o tipo de experiências com colegas e professores. Os casos de quatro (4) estudantes de 8 a 15 anos que apresentavam transtorno do déficit de atenção (TDAH) com alta capacidade e transtornos do espectro autista (TEA) com alta capacidade, foram anali-sados. Os resultados indicam que os estudantes tinham uma noção da discrepância de sua condição, apesar de ignorá-la. Eles estavam motivados a aprender, mas ficavam entediados com tarefas pouco desafiantes ou repetitivas. Além disso, apresentavam boas relações com colegas e professores, no entanto, para o grupo de alunos com TEA e alta capacidade, esta relação tinha uma conotação negativa. As implicações para a pesquisa e a prática educativa, são discutidas. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discu-ten implicancias para la investigación y práctica educativa. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Artificial neural networks have a wide use in the prediction and classification of different variables, but their application in the area of educational psychology is still relatively rare. The aim of this study was to examine the accuracy of artificial neural networks in predicting students’ general giftedness. The participants were 221 fourth grade students from one Croatian elementary school. The input variables for artificial neural networks were teachers’ and peers’ nominations, school grades, earlier school readiness assessment and parents’ education. The output variable was the result on the Standard Progressive Matrices (Raven, 1994), according to which students were classified as gifted or non-gifted. We tested two artificial neural networks’ algorithms: multilayer perception and radial basis function. Within each algorithm, a number of different types of activation functions were tested. 80% of the sample was used for training the network and the remaining 20% to test the network. For a criterion according to which students were classified as gifted if their result on the Standard Progressive Matrices was in the 95 th centile or above, the best model was obtained by the hyperbolic tangent multilayer perception, which had a high accuracy of 100% of correctly classified non-gifted students and 75% correctly classified gifted students in the test sample. When the criterion was the 90 th centile or above, the best model was also obtained by the hyperbolic tangent multilayer perception, but the accuracy was lower: 94.7% in the classification of non-gifted students and 66.7% in the classification of gifted students. The study has shown artificial neural networks’ potential in this area, which should be further explored. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalUmjetne neuronske mreže imaju široku upotrebu u predikciji i klasifikaciji različitih varijabli, no njihova primjena u području psihologije obrazovanja je još uvijek relativno rijetka. Cilj ovog istraživanja bio je ispitati točnost umjetnih neuronskih mreža u predviđanju nadarenosti učenika. U ispitivanju je sudjelovao 221 učenik 4. razreda jedne hrvatske osnovne škole. Kao ulazne varijable za umjetne neuronske mreže korištene su nominacije učitelja i drugih učenika, ocjene, ranija procjena spremnosti učenika za školu i obrazovanje roditelja. Kao izlazna varijabla korišten je rezultat učenika na Standardnim progresivnim matricama (Raven, 1994), prema kojem su učenici svrstani u darovite ili nedarovite. Testirali smo dva algoritma umjetnih neuronskih mreža: mrežu s radijalno zasnovanom funkcijom i višeslojni perceptron. Unutar svakog algoritma, testirano je više aktivacijskih funkcija. 80% uzorka korišteno je za uvježbavanje mreža, 20% za testiranje njihove uspješnosti. Za kriterij prema kojem su u darovite učenike svrstani oni koji postižu rezultat na Standardnim progresivnim matricama u 95. centilu ili više, najuspješnijom se pokazala mreža višeslojnog perceptrona s funkcijom tangens hiperbolni, koja je na testnom uzorku postigla visoku točnost od 100% u klasifikaciji nedarovitih učenika i 75% u klasifikaciji darovitih učenika. Kada je kriterij bio rezultat u 90. centilu ili više, najuspješnija je bila također mreža višeslojnog perceptrona s funkcijom tangens hiperbolni, no točnost je bila niža: 94,7% u klasifikaciji nedarovitih učenika i 66,7% u klasifikaciji darovitih učenika. Istraživanje je pokazalo potencijal umjetnih neuronskih mreža u ovom području, koji treba dalje istražiti. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Programs designed for teachers’ training should prepare them to attend to the needs of talented/gifted students in their classrooms. The purpose of this study was to investigate whether future teachers had sufficient knowledge to attend the talented/gifted students. The sample consisted of 170 undergraduate students (145 women, 25 men), who were enrolled in teachers’ preparation courses in 2 private and 3 state universities in Brazil. A questionnaire with six open questions about talent/giftedness was administered in a group setting, and answers were classified by content analysis. The results indicated that teachers have several doubts about these concepts and question if they are responsible or the school administrators are responsible to attend to these students. In conclusion, future teachers are not receiving adequate preparation to guide talented/gifted students in their classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA formação dos professores brasileiros em estudos do nível de graduação, deveria prepara-lhes para o ensino de alunos talentosos e superdotados. Esta pesquisa teve por objetivo conhecer se os futuros professores contavam com conhecimentos para atender estes alunos em suas salas de aula. A amostra foi composta por 170 participantes (145 mulheres, 25 homens), estudantes do último ano da graduação em educação/pedagogia em 2 universidades privadas e 3 universidades estaduais no Brasil. Um questionário com 6 perguntas abertas sobre talento e superdotação foi administrado coletivamente e as respostas obtidas foram classificadas pela técnica de análise de conteúdo. Os resultados mostram que os professores possuem bastantes dúvidas sobre os conceitos de talento e superdotação, mesmo questionando se cabe a eles ou não à gestão escolar e o atendimento para estes estudantes. Conclui-se que os futuros professores não estão adequadamente preparados para ensinar alunos talentosos e superdotados em suas salas de aula. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa formación de los profesores brasileños a nivel de pregrado debe prepararlos para ense-ñar a los estudiantes talentosos/dotados. Este estudio tuvo como objetivo investigar si estos futuros maestros tienen conocimientos para enseñar estos estudiantes en sus aulas. La muestra consistió en 170 individuos (145 mujeres, 25 hombres), estudiantes de último año de pregrado en dos universidades privadas brasileñas y tres estaduales. Un cuestionario con seis preguntas abiertas sobre talento/superdotación fue administrado colectivamente y las respuestas fueron clasificadas por el análisis de contenido. Los resultados indicaron que los maestros tienen varias dudas sobre estos conceptos y cuestionan si son responsables o la administración de la escuela por atender a estos alumnos. La conclusión es que los futuros docentes no están adecuadamente preparados para enseñar a los estudiantes talentosos/sobredotados en sus aulas. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Objective: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. Methods: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven’s Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self- Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). Results: In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This editorial presents an overview of the present issue of the Roeper Review. This collection of articles includes more exploration of dual exceptionality, big-picture frameworks, and practical interventions for the gifted in two nations and some deep probing into domain-specific expertise. Finally, to add some interdisciplinary flavor to each issue of the journal, the editor provides an insight from one or more "foreign" disciplines to help us think more expansively about giftedness, talent development, and creativity. These insights take the form of very brief summaries of work done in the social sciences, the humanities, and the natural sciences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Several studies question the usefulness of the Wechsler Intelligence Scale for Children (WISC-IV) in determining giftedness due to the importance of speed in some of its subtests, which may penalize children of high intellectual level. This study analyzes the factor structure of the WISC-IV of gifted children based on confirmatory factor analysis. Participants were eighty-seven gifted children from Spain (6–13 years old). Score discrepancies were also examined for the main indexes: Verbal Comprehension, Processing Speed, Working Memory and Perceptual Organization. Results pointed out four models with a good fit from the five models analyzed: a two-factor model according to GAI subscales (RMSEA = .001, p = .84), a four-factor first-order model including main indexes (RMSEA = .05, p = .19), a four-factor model with g as a direct factor (RMSEA = .001, p = .84) and a four-factor model with g as an indirect higher-order factor (RMSEA = .05, p = .13). Discrepancies were found between Verbal Comprehension and Processing Speed, and between Perceptual Organization and Processing Speed. Verbal Comprehension yielded the highest score, whereas the lowest scores were obtained in Processing Speed and Working Memory. These results support the use of this scale in the assessment and diagnosis of Spanish children with a high intellectual level. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Giftedness in mathematics has been characterized by exceptional attributes including strong mathematical memory, formalizing perception, generalization, curtailment, flexibility, and elegance. Focusing on the last attribute, this study examined the following: (a) the criteria which expert mathematicians and mathematically gifted students fleshed out to identify their own most preferred mathematics problem-solving approaches and (b) the extent to which students perceived expert mathematicians’ preferences for one approach over the others as aesthetically pleasing. The findings suggested that: (a) unlike expert mathematicians who saw beauty in mathematics as an exhaustive consequence of simplicity and originality, mathematically gifted students found mathematical elegance only in approaches that were efficient in terms of time and number of steps to solve the problems and (b) although expert mathematicians considered mathematically gifted students’ most preferred approaches to be the least “beautiful,” mathematically gifted students, showing no enthusiasm, considered expert mathematicians’ most preferred approaches to be no more attractive than their own approaches. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The aim of this study was to compare personal and contextual factors and learning experiences that can contribute to the career choice among students with and without characteristics of giftedness and talent (G&T). Participants were 275 high school students who completed a questionnaire and instruments that assess interests, outcome expectations/values, occupational self-efficacy and career choice. Adolescents with G&T (9.1%) showed higher levels in some dimensions of these variables. However, when analyzing each grade, the groups were equivalent in the third year of high school for the first two variables, and in the first year in the scale of values. It was concluded that students with G&T need professional guidance as much as their peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)