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Introduces the special issue of the 2015 Asia Pacific Education Review, the first issue covering themes on creativity, giftedness, and talent development. The issue consists of 16 articles authored by internationally leading scholars in education and psychology. About half of the manuscripts were invited specially for this issue, and the other half were based on invited presentations at the 2014 International Conference on Education Research, which was sponsored by the Education Research Institute of Seoul National University under the theme of "Leading Creative Minds: Talent Development and Convergence Education." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study adds to the existing literature on the ability to understand irony of typically developing versus gifted students (aged 12–15). In addition to the canonical condition of polarized statements applied to oppositely polarized situations, we also considered the case of intermediate statements and situations. The results showed a significant difference between the two groups of participants. Both groups recognized an ironic interpretation in the more usual condition of a polarized statement applied to a clearly oppositely polarized situation and they also grasped the idea that the bigger the contrast, the more ironic the message. However, gifted students demonstrated greater mastery, with regard to both polarized and intermediate statements. They also demonstrated greater ability compared with their non-gifted peers in the task which required them to explain the “rule” underlying the conditions which applied to the comments they had judged as ironic and to then produce ironic stories demonstrating the specificity of irony (not to be confused with generic humor). (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This commentary is focused on Robert Sternberg’s (see record 2018-07419-003) new Active Concerned Citizenship and Ethical Leadership (ACCEL) model. The new model is well conceived and goes far beyond existing models. It is especially attractive in that the emphasis is on ethics. Now more than ever before there is a clear need for education to support ethical reasoning and behavior, and if this is coupled with active and concerned citizenship, as Sternberg proposes, we may find talents that are as of yet untapped and enormously useful for society. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The author investigated the capability of aesthetic perceptual judgment of music in male children diagnosed with autism spectrum disorder (ASD) when compared to age-matched typically developing (TD) male children. Nineteen boys between 4 and 7 years of age with ASD were compared to 28 TD boys while listening to musical stimuli of different aesthetic levels. The results from two musical experiments using the above participants, are described here. In the first study, responses to a Mozart minuet and a dissonant altered version of the same Mozart minuet were compared. In this first study, the results indicated that both ASD and TD males preferred listening to the original consonant version of the minuet over the altered dissonant version. With the same participants, the second experiment included musical stimuli from four renowned composers: Mozart and Bach’s musical works, both considered consonant in their harmonic structure, were compared with music from Schoenberg and Albinoni, two composers who wrote musical works considered exceedingly harmonically dissonant. In the second study, when the stimuli included consonant or dissonant musical stimuli from different composers, the children with ASD showed greater preference for the aesthetic quality of the highly dissonant music compared to the TD children. While children in both of the groups listened to the consonant stimuli of Mozart and Bach music for the same amount of time, the children with ASD listened to the dissonant music of Schoenberg and Albinoni longer than the TD children. As preferring dissonant music is more aesthetically demanding perceptually, these results suggest that ASD male children demonstrate an enhanced capability of aesthetic judgment of music. Subsidiary data collected after the completion of the experiment revealed that absolute pitch ability was prevalent only in the children with ASD, some of whom also possessed extraordinary musical memory. The implications of these results are discussed with reference to the broader notion of neurodiversity, a term coined to capture potentially gifted qualities in individuals diagnosed with ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this response to Sternberg’s (see record 2018-07419-003) article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Purpose: The purpose of this study was to examine rare vocabulary produced in the spoken narratives of school-age African American children. Method: Forty-three children from general and gifted classrooms produced 2 narratives: a personal story and a fictional story that was based on the wordless book Frog, Where Are You? (Mayer, 1969). The Wordlist for Expressive Rare Vocabulary Evaluation (Mahurin-Smith, DeThorne, & Petrill, 2015) was used to tally number and type of uncommon words produced in these narratives. The authors used t tests and logistic regressions to explore classroom- and narrative-type differences in rare vocabulary production. Correlational analysis determined the relationship between dialect variation and rare vocabulary production. Results: Findings indicated that tallies of rare-word types were higher in fictional narratives, whereas rare-word density—a measure that controls for narrative length—was greater in personal narratives. Rare-word density distinguished children in general classrooms from those in gifted classrooms. There was no correlation between dialect variation and rare-word density. Conclusion: Examining school-age African American children’s facility with rare vocabulary production appears to be a dialectneutral way to measure their narrative language and to distinguish gifted children from typically developing children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

It has been argued that there may be a higher proportion of exceptional intelligence profiles and giftedness among children with learning disorders (LD) than among typically developing (TD) children, but this impression is only based on anecdotal evidence concerning famous individuals. In a large dataset of 1413 intellectual profiles of children with a diagnosis of LD (assessed with the WISC-IV scale), the proportion of children with an overall intelligence quotient higher than 130 was <1%, well below the proportion expected in the typical population (2.28%). It has been claimed, however, that the WISC-IV general ability index (GAI) may better represent the central aspects of intelligence, particularly in the case of children with LD, and using the GAI criterion, the gifted children amounted to 3.75% of the LD population analyzed. Aspects relating to working memory and processing speed, as measured by the WISC-IV, were also examined, and gifted children with LD had higher scores in both components than the other children with LD, but lower scores than equally “gifted” TD children. The various aspects of intelligence revealed significantly different age-related growth trajectories: at a younger age, gifted children with LD resembled gifted TD children in terms of working memory phonological aspects, but the former fell behind the latter as they grew older; the opposite was true of the processing speed aspects of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) for strength and weakness patterns of students with G&LD in higher and lower level thinking skills by comparing G&LD students ( n = 196) with academically gifted (GT; n = 69) and specific learning disability (SLD) students ( n = 90). Several one-way MANCOVAs were conducted with subtest error factor scores as dependent variables and grouping variable (G&LD, GT, or SLD) as the independent variable. The G&LD means scores across subtests were in between the two control groups. On many higher level thinking tasks, the G&LD group scored similar to the gifted group. The results support the use of error analysis to gain further understanding into the profile of students with G&LD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In order to achieve the present study’s goal—to understand better the phenomenon of mathematical giftedness—we performed a multidimensional examination of the mental processing in students who exhibited mathematical expertise (EM) at the secondary school level. The study included participants from the three groups: students who excelled in school mathematics but were not identified as generally gifted (NG-EM), generally gifted excelling in mathematics (G-EM) students, and students with superior performance in mathematics (S-MG). The research integrated three salient dimensions of mental processing: domain-general cognitive traits, domain-specific (mathematical) creativity, and neuro-cognitive functioning expressed in event-related potentials (ERPs) when solving mathematical problems. In the three study dimensions, we found four types of characteristics of S-MG students: accumulative, G-related, unique and unraveling. This paper defines and exemplifies the characteristics of the four types. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Mathematically gifted children/adolescents have demonstrated exceptional abilities and traits in logical reasoning, mental imagery, and creative thinking. In the field of cognitive neuroscience, the past studies on mathematically gifted brains have concentrated on investigating event-related brain activation regions, cerebral laterality of cognitive functions, functional specialization that is uniquely dedicated for specific cognitive purposes, and functional interactions among discrete brain regions. From structural and functional perspectives, these studies have witnessed both “general” and “unique” neural characteristics of mathematically gifted brains. In this article, the theoretical background, empirical studies, and neurocognitive mechanisms of mathematically gifted children/adolescents are reviewed. Based on the integration of the findings, some potential directions for the future research are identified and discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

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)