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directly confronts the problems inherent in defining giftedness and intelligence / characterizes two major threads in the modern study of giftedness: one, the neurophysiological, information-processing approach, which arises from the pioneering work of Galton, and the other, in the Binet tradition, focuses on the analytical and insight aspects of intelligence these two lines of work, in Grinder's view, are converging, and, in essence, both are searching for a general intelligence factor (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) giftedness and divinity [as civilizations emerged, individuals who performed outstanding deeds were thought to possess extraordinary power] / giftedness and neurosis / giftedness and mental test scores (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

sets forth an outline of the major components of the evolving systems approach to the study of giftedness / differentiates between the concept of giftedness, which is typically applied to children and represents precocity, and its adult counterparts, creativity and productive, innovative work through case studies of highly creative adults, Wallace attempts to understand the nature of giftedness and creativity and to trace the processes by which individuals come to live a creative life (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) discussed three issues in this chapter that can be extrapolated in order to examine gifted adolescents: first, creative work takes place in a context, and that context cannot be ignored / second, a phenomenological perspective is critical to understanding the developmental course of creative work / third, mapping a network of enterprise reveals a long-term organization of purpose (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

propose that students of giftedness have much to learn from past research with the retarded / issues of definition and assessment, conflict over the causes of differences in intellectual ability, and the role of socioemotional factors in atypical development are all of concern to investigators of retarded and gifted populations alike according to Zigler and Farber, recognizing the similarities in retarded and gifted groups may allow researchers who work with the gifted to resolve some troublesome questions and move ahead to study the truly unique aspects of giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) history and myths concerning giftedness and retardation / explanations for intellectual differences [developmental versus difference theories, nature versus nurture] the whole child [the age factor, coping strategies, educational philosophies] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

consider the growth of evidence showing intelligence testing to offer but a limited window on giftedness / describe the rise of creativity testing as an alternative that is expected to help elucidate giftedness where intelligence testing has shown itself to be limited / discussion of some widespread but dubious practices in the use of creativity tests that have arisen in the wake of their recent popularity suggest that a shift from creativity and intelligence testing toward discipline-centered or field-specific approaches for facilitating giftedness is currently taking place (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The chapters that this book comprises represent what is known about the gifted and the talented from a developmental perspective. As one author after the other stresses, this volume is equally a testament to what is not known. The chapters in this section [Part I] reflect the lack of agreement in past research over the nature of giftedness, but the authors raise similar questions for future investigations. These five chapters set forth major issues facing investigators in the field of giftedness. From the diverse points of view emerges one commonality: the call for prospective developmental research, guided by theory, to aid our understanding of the complex of factors that contribute to gifted performance. The authors of the chapters in this section [Part II] discuss giftedness in a social perspective and suggest areas in which research and innovative action might be most useful. In this section [Part III], authors explore approaches to studying the development of the gifted from diverse and innovative points of view. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

provide a framework for developing programs for the gifted, understanding research on the gifted, and planning future research / the account is a traditional one of the individual differences genre / it is a direct descendant of the factor theories initiated by Spearman (1904) and of the tests developed by Binet and Simon (1905) giftedness and the social structure (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) defines giftedness psychometrically, as being represented by the upper end of the intelligence continuum / giftedness is seen not as a fixed, unitary trait, but as a complex and dynamic repertoire that is subject to a variety of developmental influences in Humphreys' view, how gifted young people are educated is vitally important for the realization of intellectual potential / proposes an approach based on the homogeneous grouping of gifted students and individualized curriculum materials, combined with an increase in societal rewards in the form of scholarship aid to gifted students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The general goal of this book is to present a new, "triarchic" theory of human intelligence. I believe the theory goes beyond many previous theories in its scope and answers a broader array of questions about intelligence than has been answered in the past by most single theories, including my own former componential theory. Indeed, the theory is to some extent an outgrowth of the componential theory: That theory is now one of three subtheories that comprise the triarchic theory. The first subtheory, a contextual subtheory, specifies how intelligent behavior is defined in large part by the sociocultural context in which this behavior takes place. The second subtheory, an experiential subtheory, posits that for a given task or situation, contextually appropriate behavior is not equally "intelligent" at all points along the continuum of experience with that behavior or class of behaviors. . . . The same holds true for situations. The third subtheory, a componential subtheory, specifies the structures and mechanisms that underlie intelligent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

take the perspective that individual talents develop in domains of practice encouraged by sociocultural contexts varying in what skills are valued and hence fostered and honored / stress the relationship that exists between the development of specific talents and the sociocultural experience of the individual / argue that the assumption of context-free generality in skills is misleading psychometric testing of giftedness / concerns about the tests for giftedness a cultural perspective on talent [relation between cultural belief systems and valued skills, relation between culturally central domains of experience and talents] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This volume of "Adolescent Psychiatry" reflects the fulfillment of the prediction that new subgroups or segments within the Society [American Society for Adolescent Psychiatry] would emerge, emphasizing a wider range of clinical and research issues. The arrival at psychological manhood, after thirteen years of presenting an overview of the best clinical and research studies on adolescence, reflects the segmenting and branching foreseen. The volume represents a panoramic display of the many vicissitudes of adolescent development: normative and pathological; family reactions and supports; cultural aspects; creativity; regression; contributions and hindrances to diagnosis; and treatment whether inpatient or outpatient. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

explores the literature on gifted and creative children / reviews the development of intelligence testing and attempts to measure creativity; psychoanalytic perspectives, including constitutional, developmental, and parenting influences; and the studies of lives of creative geniuses / cites some specific case examples—Mozart, Schubert, Mendelssohn, Raffaelo, Bernini, Picasso, and Chatterton concludes that the early flowering of creative genius in adolescence is favored by an intense supportive relationship and identification with the father figure / practical suggestions for psychiatric help with the gifted and creative are discussed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

definitions and examples of base knowledge, strategies, metacognitive understanding, and executive routines review research on superordinate cognition of categorically different children, and . . . identify methodological problems in this literature highlight interactions among subordinate and superordinate cognition, and suggest a theoretical integration of hypotheses about base knowledge, strategies, metacognitive understanding, and executive processes (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

This book is about the similarities and differences in the cognitive processes that characterize children at the extremes of human talent. Its purpose is twofold: (1) to assess the adequacy with which theories derived for normal children also account for performance and processes variability among retarded, learning disabled, and gifted children; and (2) to advance the analysis of quantitative versus qualitative differences in cognition by focusing on more extreme contrasts than have traditionally been examined in the developmental literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

theories of child development: Localized or general classifying special children / defining mental retardation / defining learning disability / defining giftedness comparative approaches to cognitive development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In original essays developed for this volume, a variety of theories and recently accumulated empirical knowledge about the origins and characteristics of scientific excellence are examined, including: the allocation of resources and rewards in science; how role performance is assessed; a look at the formation of scientific elites; the traits shared by productive researchers; the development and distribution of giftedness; and the sociopsychological contexts that foster (or discourage) superior scientific performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: jacket)

individual differences in processes that influence the manipulation and storage of information in short-term, or working, memory processes related to the retention of verbal material ways in which individual differences in working memory can, or cannot, account for differences between individuals on tasks that have ecological importance in everyday living (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

structure and process in semantic memory episodic memory and ability rival hypotheses about strategies and knowledge semantic processing deficits in learning-disabled children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

three types of problem-solving tasks / transformation / inducing structure / arrangement problem-solving and mental retardation problem-solving and intellectual giftedness problem-solving and learning disabilities (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

my goal in the essay is to propose a general theory of intelligence that can explain, at some level and within a single conceptual framework, the psychological phenomena of retardation, disability and giftedness the remainder of the essay is divided into three parts / first, I shall seek to define the constructs for which an explanation is sought / second, I will present the rudiments of my "triarchic" theory of human intelligence, describing at each step of the presentation how the theory can be used to account for the various kinds of exceptional intelligence / finally, I will summarize and integrate the material in the earlier parts of the paper, and draw some conclusions about the nature of intellectual exceptionality (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

evidence from a variety of cognitive tasks for individuals differing in intelligence and reading ability has been examined common sources of differences in the speed and efficiency of elementary cognitive processes among retarded, gifted, and reading-disabled people (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)