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Comments on Sternberg's discussion of WICS as a model for giftedness (see record 2004-10570-002) and discusses whether the WICS model can accurately predict who will develop into an elite level athlete. The current authors agree that the concepts presented in the WICS model are important factors in explaining giftedness across a wide range of domains, however, evaluating a person's wisdom, intelligence, and creativity as the sole indicators of 'giftedness' is problematic because this approach does not consider two more significant factors in attaining high achievement, access to essential resources and commitment. They make the claim that regardless of the level of wisdom, intelligence and/or creativity a person has, if they are not properly committed to perform the thousands of hours of training required to refine their skills, they will not achieve 'greatness', and suggest that further development is required before the WIGS model can be seen as a model of giftedness that can be applied to sport. (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 examines the reasons for the fact that complex models of giftedness seem to be en vogue at the start of this new millennium, and discusses whether the WICS model can offer new insights regarding the nature of giftedness from a cross-cultural perspective. He suggests that if Sternberg is able to theoretically and empirically confirm the three components intelligence, creativity, and wisdom not only with respect to their complementary relationships, but also regarding their different levels of complexity (with wisdom as inclusive, encompassing, and the highest level of complexity), he may accomplish-similar to the coup made by the hierarchical model of intelligence prominent in the English school during the middle of the last century-a 'Quantum leap' in giftedness research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present study examined an implicit theory of giftedness among service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 yrs) from China Central Teachers' University. Participants responded to inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross-validate two of the five criteria in the pentagonal model. Results indicate that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Individual and age-related factors are closely linked in the phenomenon of giftedness in children. The author introduces the notions of age-related factors of giftedness and age-related giftedness, and focuses on the difficulties of diagnosis and prognosis. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored the relationships among IQ, perceptions of giftedness, and self-concepts in a sample of 116 Chinese junior secondary school students (aged 12-16 yrs) in Hong Kong. These students, nominated by their schools to join the university gifted programs, were assessed on their IQ, global and domain-specific self-concepts, as well as their perceptions of their own giftedness in terms of their concern for feeling different, their critical attitude in evaluating their own performance, and their experience of high expectation to achieve from their parents. The findings indicated that in general the ways students perceived their giftedness affected differentially global self-worth and specific self-concept domains. While difference concern and critical evaluation affected students' specific self-concepts adversely, high parental expectation had a more positive influence. Self-concept domains related to social acceptance and friendship issues were most strongly and adversely affected. Implications of the findings for interventions to enhance the self-esteem of gifted students through restructuring their perceptions of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Investigations viewed mostly the intellectual aspects in the study of giftedness. Psychological researches focused on talents, which are measurable with intelligence tests. Many researches focused on the normal development of different abilities, but the development of children with prominent talents and performances, their special characteristics and needs are still not widely known. Only recent studies are interested in abilities and performances, as those are not measurable with intelligence tests. Giftedness can be separated from creative activity or scientific activity. This article below presents the giftedness in the visual arts, music and mathematics and their developmental issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The author defines giftedness (or talent) as a complex of properties responsible for regulating man's activities. He then differentiates between impairment of psychic, physiological and anotomical structures, disorders of the function (health impairment), and handicap (social disadvantage). He goes on to show that giftedness and handicap, as also giftedness and impairment are reciprocally independent and may occur in any combination. He supports this thesis with case histories from his own practice. Finally, he summarizes recommendations for identifying and promoting talent in handicapped children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and %ADHD% as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with ADHD (aged 8–10 yrs) and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and ADHD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with ADHD rather than serve a protective function. The findings suggested that ADHD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study was an attempt at furthering previous broad-based analyses of intellectual giftedness and at extending our knowledge and understanding of giftedness, achievement and intelligence in general as well as the youth developmental process and differences for males and females. To do this, 6 groups of 10th grade students were selected from distributions of a large stratified random sample of 1,000 American high schools. Groups were selected based on scores on a highly reliable composite of general intelligence. Samples were created by selecting the top 5%, the top 20%, and the lower 80% of male and female distributions. Indices assessed in the base year (10th grade) as well as 4 yrs following high school graduation were examined. Measures of high school experiences, family characteristics, study habits, social attitudes, future plans, post-graduation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results are discussed with respect to their implications for American youth achievement levels, manpower planning, and possible educational interventions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Describes a largely neglected kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article presents an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a way of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

This editorial provides an introduction to the special issue focusing on current international research on character education and giftedness. The first two articles are discussion articles by experienced experts in the fields of giftedness and character education. The purpose of these articles is to direct and stimulate the future empirical research in these areas. The four articles that follow are research-based empirical studies. The editor concludes by challenging all the authors, as well as our readers, to further explore new horizons in the fields of character education and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Fostering creativity among gifted students has become forefront as an important element in Korea’s future economic prosperity. Since the passage of a gifted education act in 2002, all K-12 schools have been developing gifted programs. The first of two studies examines Koreans’ concept of giftedness based on the implicit theory. Three hundred twenty-eight Koreans including scientists, parents, teachers, and college students described their concept of giftedness, which includes intelligence, task commitment, creativity, interpersonal relationship, moral sense, and artistic talent. The second study explores self-reported characteristics of Korean students identified as gifted and whether identification criteria for giftedness miss creative students by emphasizing IQ and achievement scores. One thousand one hundred fifty-four students (469 gifted in sciences, 285 gifted in humanities, and 400 regular students) answered a questionnaire developed from the first study. The results indicate that students identified as gifted tend to have higher intelligence and task commitment than regular students, but tend not to differ from regular students in creativity when compared to Renzulli’s three rings concept of giftedness—above average ability, task commitment, and creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to replicate and extend Hartnett, Nelson, and Rinn's (2004) study using a sample of preservice teachers in order to examine the potential for the misdiagnosis of giftedness and ADHD. Participants included 132 preservice teachers enrolled in a comprehensive university in the South. A chi-square analysis indicated the suggestion of giftedness influenced the diagnosis of behaviors that can be typical of both giftedness and ADHD, as found in Hartnett et al. Conclusions and implications are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Classroom teachers play an important role in the identification of gifted students through teacher recommendations and referrals. This study is an investigation of teachers' theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories. Comparisons of teachers with greater and fewer hours of training in gifted education showed no significant differences between the groups. However, there was also little consistency among the teachers in their graphic representations of their theories, suggesting that not all elementary classroom teachers define common characteristics of giftedness in the same way. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on the reconceptualization of giftedness. Five papers explore how we define, identify, research, and support gifts and talents. As guest editors, this has been a very exciting project. It began as a symposium at the Canadian Society for the Study of Education in 2008. Our passion for challenging the status quo, questioning what is 'inside the lines' of current definitions of and research into giftedness, and doing so in forms that are themselves 'outside the lines' prompted further exploration and writing. The last two decades of the 20 th century were characterized by efforts designed to encourage the reconsideration and expansion of our definitions of giftedness to allow for the multiple ways in which one can be competent. Now, more attention is directed to cultural influences on valued competencies, factors important to extraordinary competence that move "beyond knowledge" and the role of rich, complex environments in the determination and support of competent behaviors. Intelligence is situated in context, demanding multiple views of giftedness consonant with our pluralistic society and global community, recognition and support of "nontraditional" talents, and multiple representations of what it means to realize and understand competence. One of the issue in this issue paper presents a powerful metaphor for research in gifted education. The experience of swimming 'past buoy lines' provides a poetic basis for understanding how we position ourselves as researchers and how we conceptualize and relate to the constructs which we purport to investigate. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Del Siegle presents his presidential address to the National Association for Gifted Children. In his address, he makes several recommendations for members of the field of gifted and talented education to stand up for gifted education. The recommendations are to do a better job of defining giftedness, talking with children about their giftedness and to be cautious in trying to predict future giftedness. He suggests that it is less difficult to identify students with exceptional skills and talents and provide learning opportunities for them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)