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In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness ( p = 0.001, η² = 0.076), self-control ( p < 0.001, η² = 0.090), and generativity ( p = 0.025, η² = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Although attempts to describe HPCs exist, the large heterogeneity of this population makes it almost impossible to develop a list of characteristics that would be scientifically proven to be common to all high-potential children. In France, the identification of gifted children is often carried out in a context of school difficulties, including the adequacy between the observed results and the potential of the child. It is therefore important to evaluate the potential by measuring the cognitive abilities considered necessary for academic success. The identification of these children then needs the calculation of a score obtained in an intellectual efficiency test. Yet the definition of the intelligence, therefore the contents and the methods to measure it, varied according to the times and the authors. This article reviews the diversity of theories of intelligence and the tools attached to them. It also insists on the evolution of their contents and their structure according to the development of scientific knowledge. The Wechsler scales are a very good example. In France, if the threshold of an IQ greater than or equal to 130 is the subject of a consensus for the identification of intellectual gifted children, the large inter and intra differences observed in the individual scores profiles leads to ask about the information that would come from a single score such as IQ. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalBien que des tentatives de description des EHP existent, la grande hétérogénéité de cette population rend presque impossible l’élaboration d’une liste de caractéristiques dont ilseraitscientifiquement démontré qu’ellessont communes à tousles enfants à haut potentiel. En France, l’identification des enfants à haut potentiel (EHP) est souvent réalisée dans un contexte de problématiques scolaires, notamment celle de l’adéquation entre les résultats observés et le potentiel de l’enfant. Il est donc important d’évaluer ce dernier en mesurant les processus cognitifs considérés comme nécessaires à la réussite scolaire. Le repérage de ces enfants passe dès lors par le calcul d’un score obtenu à un test d’efficience intellectuelle. Pourtant la définition de l’intelligence, donc des contenus et des méthodes pour la mesurer, a varié selon les époques et les auteurs. Cet article revient sur la diversité des théories de l’intelligence et des outils qui leur sont attachés. Il insiste également sur l’évolution de leurs contenus et de leur structure en fonction du développement des connaissances scientifiques. Les échelles de Wechsler en sont un très bon exemple. En France, si le seuil d’un QI supérieur ou égal à environ 130 fait l’objet d’un consensus pour l’identification des EHP intellectuels, l’importante variabilité inter et intra individuelle observée dans les profils de scores amène à s’interroger sur l’information qu’apporterait un score unique tel que le QI. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

In response to concerns about the credibility of many published research findings, open science reforms such as preregistration, data sharing, and alternative forms of publication are being increasingly adopted across scientific communities. Although journals on giftedness and advanced academic research have already implemented several of these practices, they remain unfamiliar to some researchers. In this informal conversation, Kendal Smith and Matthew Makel discuss how they came to know and use open science practices, the values of open science, benefits and objections, and their future aspirations for open science practices in gifted education research. Their conversation aims to help make open science practices more understandable and actionable for both early career and established researchers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This study aimed to compare two types of measures (reasoning test and parent’s nomination) used in the assessment of intellectual giftedness. Accordingly, the Reasoning Test Battery (BPR-5) and the parents version of the Overexcitability Scales, more specifically the Intellectual Overexcitability scale (SEI) were applied with elementary school students ( n = 67) and their parents or guardians ( n = 67), respectively. When comparing the two measures, it was observed that students who performed better in the BPR-5 also tended to receive higher means in the SEI. Significant positive correlations, which ranged from weak to moderate, were obtained between the SEI, the general reasoning ability, and some types of reasoning (verbal, abstract, and numeric). The comparison and positive associations between the two instruments indicate that both investigate related constructs. However, the measures should be considered as complementary rather than substitutive. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo teve como objetivo comparar dois tipos de medidas (Teste de Raciocínio e Nomeação por Pais) utilizadas na avaliação de dotação intelectual. Para tanto, aplicaram-se a Bateria de Provas de Raciocínio (BPR-5) e a versão para pais das Escalas de Sobre-Excitabilidade, mais especificamente a escala de Sobre-Excitabilidade Intelectual (SEI), em alunos do ensino fundamental ( n = 67) e em seus pais ou responsáveis ( n = 67), respectivamente. Ao comparar as duas medidas, observou-se que os estudantes que apresentaram melhor desempenho no escore geral da BPR-5 também tenderam a apresentar médias mais altas na SEI. Foram obtidas correlações positivas, significativas, que variaram de fracas a moderadas, entre a SEI, a capacidade cognitiva geral e alguns tipos de raciocínio (verbal, abstrato e numérico). A comparação e as associações positivas entre os dois instrumentos permitem sugerir que ambos investigam construtos correlatos. Entretanto, as medidas devem ser consideradas como complementares e não substitutivas. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio tuvo como objetivo comparar dos tipos de medidas (prueba de raciocinio y nombramiento por padres) utilizadas en la evaluación de dotación intelectual. Razón por la cual, se aplicaron la Batería de Pruebas de Razonamiento (BPR-5) y la versión para padres de las Escalas de Sobreexcitabilidad, más específicamente se aplicó la Escala de Sobreexcitabilidad Intelectual (SEI) en alumnos de la enseñanza básica ( n = 67) y en sus padres o responsables ( n = 67). Al comparar las dos medidas, se observó que los estudiantes que presentan mejor desempeño en la BPR-5, también tienden en presentar medias más altas en la SEI. Se obtuvo correlaciones positivas, significativas y débiles entre la SEI y la capacidad general de razonamiento. La SEI también se correlacionó positiva y significativamente con algunos tipos de razonamiento (Verbal, Abstracto y Numérico). La comparación y las asociaciones positivas entre los dos instrumentos permiten sugerir que ambos investigan constructos relacionados. Con todo, las medidas deben ser consideradas como complementarias y no substitutivas. Palabras clave: sobreexcitabilidad; superdotación; evaluación psicológica. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Interest in the place accorded to gifted adults in our society and the socio-occupational integration difficulties they have to deal with has grown over the last few years. Despite their intelligence, gifted people have certain vulnerabilities and do not always enjoy working conditions that would allow them to develop to their full potential. However, public policies, be they European or national, are paying more attention to their place in socio-productive organizations. Given the importance of promoting diversity and quality of work life, a collective investment in this issue would undoubtedly be beneficial to society and allow it to better integrate the myriad resources of human intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalSujet émergent depuis quelques années, la question des adultes doués et de la place qui leur est faite au sein de notre société met en évidence les difficultés d’intégration socio-professionnelle auxquelles ces derniers sont exposés. Bénéficiant d’une intelligence à laquelle sont cependant corrélées certaines vulnérabilités, les personnes douées ne bénéficient pas toujours de conditions favorables au développement de leur plein potentiel. Pourtant, les politiques publiques, qu’elles soient européennes ou nationales, tendraient à ce qu’une attention particulière leur soit accordée au sein des organisations socio-productives – prise en charge par la collectivité qui, à n’en pas douter et au regard des enjeux que recouvre la promotion de la diversité et de la qualité de vie au travail, ne peut que leur être profitable tant elle leur permettrait d’intégrer toutes les ressources de l’intelligence humaine. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed. (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces a set of open science practices that can increase the rigor and trustworthiness of gifted education’s scientific findings: preregistration, open data and open materials, registered reports, and preprints. Readers are directed to Internet resources for facilitating open science. To model these practices, a pre peer-review preprint of this article is available at https://psyarxiv.com/nhuv3/. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The current study aims first, to compare mean performance data of intellectually gifted individuals on the WAIS-IV with a matched comparison group; second, to revalidate the CHC five-factor structure of the WAIS-IV within this special group. 157 Italian Mensa members (125 males) were administered the full battery (i.e., both 10 standard and 5 supplementary subtests). The individuals were aged 18-60 years and had a mean age of 33.97 years (SD = 10.22). Results showed that i) Mensa members’ IQ mean was approximately in the gifted range; moreover, they had the highest performances in visual perceptual reasoning, while they were relatively weak on processing speed; ii) CHC factor structure suggested by Pezzuti et al. (2017) was confirmed; Perceptual Reasoning Index grouped two different broad abilities, i.e. Fluid Reasoning (with Arithmetic loaded on it stronger than on Short Term Memory) and Visual Processing. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio ha avuto due obiettivi: primo, comparare le prestazioni dei soggetti plusdotati alla WAIS-IV con un campione di controllo appaiato per genere, età e livello di istruzione; secondo, rivalidare la struttura CHC a 5 fattori della WAIS-IV all’interno di questa popolazione speciale. Per questo, è stata somministrata l’intera batteria (cioè, i 10 subtest standard e i 5 supplementari) ad un campione di 157 membri del Mensa Italia (125 maschi). Entrambi i gruppi avevano un’età compresa tra 18-60 anni e avevano un’età media di 33.97 anni (DS = 10.22). I risultati hanno mostrato che: i) il QI medio dei membri del Mensa si collocava a ridosso del range dei soggetti plusdotati; inoltre, i soggetti plusdotati avevano prestazioni migliori nei compiti di ragionamento visuopercettivo e una debolezza relativa nella velocità di elaborazione; ii) la struttura fattoriale CHC suggerita da Pezzuti et al. (2018) è stata confermata. L’Indice di Ragionamento visuo-percettivo raggruppava due abilità ampie distinte: Ragionamento Fluido (con Ragionamento aritmetico che mostrava una maggiore saturazione su di esso rispetto all’abilità di Memoria a breve termine) ed Elaborazione Visiva. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Following debate over the use of the WAIS-IV Canadian adult norms that has been suitably addressed, this study examines the normative differences in the WISC-V child and adolescent data in three ways: (a) presenting a comparison of country normative data across subtest and composite scores for demographically matched and unmatched samples, (b) providing a review of Canadian-U.S. standard FSIQ score differences across ability level, and (c) comparing the case detection accuracy of the WISC-V CDN versus U.S. norms for children with intellectual disability and giftedness. Results demonstrate small mean differences overall in the WISC-V norms when comparing the standardization samples in the two countries; however, there are significant observable differences in the sensitivity of the norms in identifying case status. This is vital for accurate identification, and supports the use of Canadian norms in clinical and gifted decision making. These results support the use of Canadian norms when assessing these exceptional children following best clinical assessment practices and testing guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalÀ la suite du débat concernant l’utilisation des normes adultes canadiennes WAIS-IV, lequel a a été relativement bien adressé, la présente étude examine les écarts normatifs au niveau des données sur les enfants et les adolescents de la WISC-V de trois façons : (a) en présentant une comparaison des données normatives par pays sur un ensemble de scores de sous-tests et composites pour des échantillons appariés et non-appariés sur le plan démographique, (b) en fournissant un examen des écarts de scores FSIQ standard entre le Canada et les É.-U. sur l’ensemble des niveaux de capacités, et (c) en comparant la précision en ce qui a trait à la détection des cas de la WISC-V par rapport aux normes américaines chez les enfants atteints de déficience intellectuelle et de douance. Les résultats montrent de faibles écarts moyens dans l’ensemble au niveau des normes WISC-V lorsque l’on compare les échantillons de normalisation dans les deux pays; or, il existe des différences notables dans la sensibilité des normes en ce qui a trait à l’identification de l’état des cas. Cela s’avère capital pour une identification adéquate et soutient l’utilisation des normes canadiennes pour la prise de décisions cliniques et celles de personnes douées. Ces résultats appuient l’utilisation des normes canadiennes dans l’évaluation de ces enfants exceptionnels conformément aux pratiques d’évaluation clinique exemplaires et aux lignes directrices de mise à l’essai. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance Statement—Intelligence assessments are used by psychologists in health and education settings every day to assist in the identification of strengths and weaknesses in cognitive abilities, including the identification of giftedness and diagnosis of intellectual disability. It is important that these assessments have representative population norms so that children are accurately diagnosed/identified and can receive appropriate support. This article reviews the need for and importance of distinct Canadian norms when using the Canadian edition of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-VCDN), for making important clinical decisions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study investigated the life projects of 40 adolescents with high abilities/giftedness, equally divided by sex and type of giftedness (schoolhouse or creative production). The clinical method proposed by Piaget was used to ask assess the youths’ life projectsand their justifications. Results indicated that 229 projections emphasized ‘academic education’, ‘professional activity’ and ‘loving relationship’. The justifications were mainly of the ‘self-centered’ type, suggesting that most of the projections did not present the moral and ethical perspective, since they marked the individual interests without the moral values. We hope that the results will help psychopedagogical actions that motivate the creation of ethical life projects aimed at building a society based on morality and ethics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCette étude a étudié les projets de vie de 40 adolescents avec des signes de haute potentiel/douance, également divisés en sexe et type de douance (scolaire ou créative-productive). Pour ce faire, nous avons demandé, à travers la méthode clinique piagétienne, quels étaient les projets de vie des jeunes et les justifications de chacune des projections. Au total, 229 projets ont été présentés, en mettant l’accent sur la “formation académique”, “l’activité professionnelle” et la “relation affective”. Les justifications étaient, principalement, de type “égocentrique”, suggérant que la majorité des projections ne présentaient pas la perspective morale et éthique, puisqu’elles désignaient des intérêts individuels, dépourvus de valeurs morales. Nous espérons que les résultats aideront les actions psychopédagogiques qui motivent la création de projets de vie éthiques pour la construction d’une société basée sur la morale et l’éthique. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo investigou os projetos de vida de 40 adolescentes com indícios de altas habilidades/ superdotação, divididos igualmente quanto ao sexo e tipo de superdotação (escolar ou criativo-produtiva). Para tanto, perguntamos, através do método clínico piagetiano, quais eram os projetos de vida dos jovens e as justificativas para cada uma das projeções. Foram apresentados 229 projetos, com ênfase para ‘formação acadêmica’, ‘atividade profissional’, e ‘relacionamento afetivo’. As justificativas foram, principalmente, do tipo ‘autocentrado’, sugerindo que a maioria das projeções não apresentou a perspectiva moral e ética, pois assinalaram os interesses individuais, desprovidos dos valores morais. Esperamos que os resultados auxiliem ações psicopedagógicas que motivem a criação de projetos de vida éticos visando à construção de uma sociedade pautada na moral e na ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio investigó los proyectos de vida de 40 adolescentes con indicios de altas habilidades/ superdotación, divididos igualmente en cuanto al sexo y tipo de superdotación (escolar o creativo-productiva). Para ello, preguntamos, a través del método clínico piagetiano, cuáles eran los proyectos de vida de los jóvenes y las justificaciones para cada una de las proyecciones. Se presentaron 229 proyectos, con énfasis para ‘formación académica’, ‘actividad profesional’, y ‘relación afectiva’. Las justificaciones fueron, principalmente, del tipo ‘autocentrado’, sugiriendo que la mayoría de las proyecciones no presentó la perspectiva moral y ética, pues señalaron los intereses individuales, desprovistos de los valores morales. Esperamos que los resultados ayuden a las acciones psicopedagógicas que motiven la creación de proyectos de vida éticos para la construcción de una sociedad pautada en la moral y la ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The exploratory study searches to evaluate the question on how knowledge about gifted education—as a topic still underrepresented in the legislation and educational research in Italy—is spread within a population of either school teachers and students studying to become school teachers. Therefore, this work marks an important step towards the goal of improving the knowledge of teaching methods, and emphasizes strategies of inclusion by exploring different approaches in order to facilitate the recognition of the special educational needs of gifted children. In this research participated 70 third and fourth semester university students following the courses SDE (Scienze dell’ Educazione), EPC (Educatore Professionale di Comunità) and SFP (Scienze della Formazione Primaria) during the academic year 2016/17, and 35 teachers of primary and secondary schools. The results indicate that gifted education has been widely excluded from special and inclusive education practices, and bring into focus the need to reflect critically on service and preservice teaching preparation. In order to eventually increase the quality of education, and to outline the operating practices towards gifted education, it seems inevitable to deepen this approach with further qualitative and quantitative research. Therefore, the present study confirms the key role of the inclusive teacher towards fulfilling the special educational needs of a student with high cognitive potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl contributo descrive una ricerca a carattere esplorativo volta a individuare le rappresentazioni dei futuri insegnanti e degli insegnanti in servizio nei confronti della plusdotazione, un costrutto che nel nostro Paese ottiene una limitata attenzione sia da parte del legislatore, sia per quanto riguarda la ricerca in ambito scolastico. La finalità sottesa all’indagine è stata quella di esplorare possibili modalità per migliorare il riconoscimento dei bisogni educativi speciali degli studenti plusdotati, soprattutto per quanto riguarda la conoscenza delle strategie didattiche per garantirne l’inclusione. Complessivamente hanno partecipato alla ricerca 35 insegnanti di scuola primaria e di scuola secondaria di primo grado (in servizio nell’anno scolastico 2016/17) e 70 studenti universitari frequentanti nell’a.a. 2016/17 la seconda annualità dei corsi di laurea SDE (Scienze dell’Educazione), EPC (Educatore Professionale di Comunità) e SFP (Scienze della Formazione Primaria). Le loro rappresentazioni hanno messo in evidenza una estromissione della plusdotazione dall’ambito della «special and inclusive education». Un dato che ha permesso di problematizzare criticamente la formazione iniziale e in servizio degli insegnanti e degli educatori, e di tratteggiare percorsi operativi a favore della «Gifted education», da approfondire con ulteriori indagini di tipo quali-quanitativo. Nell’ottica che valorizza il ruolo essenziale dei docenti nella realizzazione dell’inclusione, il presente lavoro conferma la tendenza che affida agli insegnanti inclusivi e competenti un ruolo essenziale nel soddisfare e valorizzare i bisogni educativi speciali dello studente con alto potenziale cognitivo. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness as a function of gifted status and gender are explored. Results indicate that boys experience greater feelings of hopelessness than girls, regardless of their gifted status, and students identified as gifted have lower levels of hopelessness than their peers not identified as gifted. These latter differences are particularly pronounced during early adolescence (age 10 years) but decline over time and largely disappear by later adolescence (age 18 years). Results suggest that boys may be particularly vulnerable to declining effects of gifted classification as a protector against hopelessness across age and that disadvantaged students who are identified as gifted may benefit from gifted programs that continue at an intense level through their high school years. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted at risk: Poetic portraits by Jean Sunde Peterson (2009). In this book, Peterson utilizes subjective personal introspection, or autoethnography, to render poems and essays about her years in gifted education and in counseling gifted students. As complementary constructions, each one of Peterson’s reflections about a particular case includes a poem and an essay. As arts-based research in education, each entry is from Peterson’s own impressions and memories about a specific gifted student, whom she taught or counseled. For anyone who works with adolescents and emerging adults who are gifted, Peterson’s book will be an informative resource. It does not stand alone as a textbook to introduce topics about giftedness, as it lacks explicit definitions, citations, and references. However, together with one or two more thorough treatments of giftedness research, it will do well. Counselors will come back to its pages numerous times as they work with gifted students. It will be a resource for them to reflect about the struggles and triumphs of gifted life—with highs and lows being realistically recounted. Its coverage—from moving toward good decisions, to suicide attempts and suffering abuse, to an eye toward “developmental task accomplishment”, is broad. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The study brings first empirical experience with the diagnostic use of the Czech adaptation of the international method called Woodcock-Johnson International Edition (WJ IE COG, Ruef, Furman, Muñoz-Sandoval, 2006). It is a first standardised cognitive battery in the Czech Republic that has adopted Cattell-Horn-Carroll new internationally acknowledged hierarchical model of cognitive abilities. The method was applied to a research sample (N =118) of extraordinarily gifted individuals with and without dyslexia. The authors point out some important findings concerning especially issues of determining an appropriate criterion to identify giftedness in a group of gifted students and students with dyslexia. It shows that in case of this group of individuals it is impossible to derive the giftedness criterion only from the global IQ but it is necessary to analyse also wider factors of abilities or also abilities measured by the method themselves. themselves. Primary diagnostic attention needs to be paid particularly to the Thinking ability factor and Verbal ability factor. Performance in the so-called Cognitive efficiency factor may be significantly harmed by a learning disability. Moreover, the study also tries to compare the achieved performance profile in the given method in the examined groups of gifted probands with a performance profile of intellectually gifted students obtained by administering a more extensive American version of the test published recently. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)