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The field of developmental psychology is itself developing, growing and changing at a rapid rate. The chapters in this volume attest to the diversity of domains with which developmental psychologists are concerned and to the notion of development as a life long process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) The contributions in this volume reflect the high level of research currently underway in many parts of the world in the area of developmental psychology, with ten countries from five continents represented in the book. The volume shows the extent to which theorizing and research is currently focused on different portions of the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: publicity materials)

The primary objectives of "Intelligence and Giftedness" are: to demonstrate that—even though human intelligence is primarily a function of heredity—the quality of children's educational environments during infancy and toddlerhood can make a dramatic and lasting difference in their measured intelligence; to identify those features in the early home environment that affect intellectual development, with a particular emphasis on those that are of the greatest importance in normal- and above-average-IQ populations; to detail the nature of highly successful IQ-raising programs begun in infancy and toddlerhood; to interrelate information about the major stages of brain and behavioral development and to use this knowledge to suggest a rationale for effective stage-dependent "infant and toddler lessons"; to provide organized, integrated, and well-documented summaries of the literature that relates human intelligence to familial, prenatal, and early environmental variables; [and] to offer an alternative to certain widely held beliefs concerning the nature and pace of human intellectual evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

This text concerns the clinical assessment of the intelligence of adolescents and adults. In addition to the Wechsler Adults Intelligence Scale (WAIS-R), other instruments are also integrated with the WAIS-R to aid clinicians in assessing individuals with brain damage (Chapters 9, 10, 11, 12, 17), learning disabilities (Chapters 13 & 16), mental retardation (Chapter 15), Alzheimer's disease (Chapters 13 & 17), psychiatric disorders (Chapter 9), and a variety of neuropsychiatric disabilities (Chapter 14). The main question faced by most examiners is not whether to give the WAIS-R, but what instruments should be used to supplement the WAIS-R. Memory tests? Other cognitive tasks? Achievement batteries? Adaptive behavior inventories? Tests of creativity? Thorough neuropsychological batteries? Virtually every important test for the 12+ age range that was designed to measure intelligence or closely related skill areas is described and evaluated. Coverage includes tests that have recently been published (Wechsler Memory Scale-Revised) and some that were not yet available when this book went to press (Peabody Individual Achievement Test-Revised, Woodcock-Johnson Psycho-Educational Battery-Revised). This text is intended for graduate students and professionals in clinical psychology, school psychology, neuropsychology, counseling, special education, educational psychology, developmental psychology, psychometrics, psychiatry, and gerontology. It is appropriate for students who are learning to administer tests for the first time as well as advanced students taking practica or internships. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

The bulk of the book is a detailed description of the UAG (Underachieving Gifted) program design—its philosophy and rationale, goals, differentiated instruction, restructured environment, and parent involvement. The book presents a successful, low-cost K-8 program, designed and implemented specifically for the gifted underachiever. Part I opens by establishing a theoretical framework for the reader as well as a definition of giftedness and the gifted underachiever. The author goes on to describe the causes and influences of underachievement and to provide a useful review of the literature. Part II presents the program design, its philosophy, rationale, and goals. A step-by-step approach to implementing such a program in your own school is given, along with the process of identifying the gifted underachiever, a description of start-up tasks, and the possible pitfalls and solutions to resolve them. Part III offers help in the day-to-day practice of teaching in the program and is complete with curricula, materials, a lesson plan, and instructional strategies. "Reaching the Gifted Underachiever" is a must for all practitioners working with K-8 gifted and gifted underachievers. It will also be useful as a supplemental text in courses in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)

"Playdancing" is a creative movement program developed to foster confidence, creativity, and problem-solving skills in children ages three to eight. The book is written primarily for teachers in the classroom and discusses the developmental stages of early childhood and the specific skills necessary for creativity to flourish. Lesson plans and examples are then outlined for each stage of development. Each activity listed includes an objective, materials needed, suggestions for working it into the curriculum, and a description. There are also activities designed to increase self-awareness and improve language ability and interpersonal skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

"Understanding the Gifted Adolescent: Educational, Developmental, and Multicultural Issues" is a seminal volume whose purpose is to fill a void in the literature that until now has focused exclusively on younger gifted children. It deals not only with the educational but also the psychological issues that impact gifted learners as they make the arduous transition from children to adulthood. Topics covered include career decision making, spiritual and moral development, sexuality, and problems such as eating, anxiety, and stress disorders that may result from psychosocial maladjustment and the often self-imposed pressure of perfectionism. Three chapters are devoted to the doubly difficult task of the minority student, who must come to terms with these developmental issues while battling racist attitudes that consistently work to undermine self-esteem and cultural pride. This volume emphasizes that teachers, counselors, and parents play a key role in helping gifted adolescents solidify their personal beliefs and objectives. It makes clear that the internal conflicts that characterize adolescence need not keep gifted students from realizing their potential. Rather, from these conflicts, leadership skills and a solid sense of individuality can be born. This text will be a valuable resource for preservice and inservice teachers, counselors, program administrators, and district coordinators of gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This book is designed to give counselors, regular classroom teachers, gifted education specialists, and parents an understanding of the academic and personal-social needs of gifted and talented students, awareness of ways that they themselves may help these children, and an introduction to the available guidance strategies and materials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This volume had its origins in two theoretical developments, both of which took place in the early 1980s. The first of these was the attempt on the part of a number of psychologists with an interest in Piaget's theory of intellectual development, to rework his classic system in the light of recent developments in learning theory and information science (e.g., Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone & Goodman, 1979). The second was the attempt on the part of a number of psychologists with an interest in Chomsky's theory of language, to rework the same classic Piagetian system in terms of recent developments in linguistics and in neuroscience (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984). As might be expected, the new theories that resulted from these two endeavors were quite different. The view of the mind that resulted from the first enterprise was that of a general or all-purpose computing device, whose basic capacities undergo periodic changes in the course of development. . . . The second endeavor gave rise to another view, which also utilized the computational metaphor. However, in this case the mind was seen as a modular computing device, each of whose modules has its own unique capacities and structures. During the early 1980s, these two research programs proceeded independently, with relatively little contact between them. As the decade wore on, however, it became apparent that each program was making important conceptual progress. Thus, a number of attempts were made to bring the two programs closer together, and to stimulate some sort of productive exchange between them. The project that is reported in this volume was an indirect result of these encounters. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Whatever their shortcomings, all the articles in this collection are exemplary, in that they illustrate what it means to address genuine problems in the discipline of rhetoric with care and intelligence, and they set a standard of competence for those learning the methods of empirical research. In this collection of articles, we have provided a sampling of the methods now commonly used in rhetorical research: case studies, naturalistic observation, surveys, protocol studies, correlational studies, experiments, [and] historical studies. Hence this book, which is designed primarily to serve as a text in graduate English programs that offer instruction in rhetoric and composition. The book has two basic purposes: 1. to provide models and critical methods designed to improve the reading of scientific discourse, and 2. to provide models of effective research designs and projects appropriate to those learning to do empirical research in rhetoric. Preceding each of the articles is a short critical analysis by the editors. The analyses are intended to help the reader see relationships among the articles, limitations and potentials of conventional designs and methods, and possible alternatives to the interpretation of the data discussed in the study. The analyses are also intended to illustrate various strategies for critical reading. Each of the articles in the collection is followed by a short statement by the author describing how the article came about, that is, what set the inquiry in motion. Then comes a brief bibliography for the reader who wants more detailed discussions of the methods and other issues exemplified in the articles. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

[reports on] two matched grown-up samples . . . [of] gifted children: 100 of the more successful men and 100 of the least successful men, all with exceptionally high IQs / findings highlight how both groups experienced very different home environments when they were growing up and the consequences / several of the main influences in their differing degrees of success were the amount of schooling for both of their parents, the occupational status of fathers, [and] the incidence of parental death and divorce (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Discusses differences between two types of giftedness, "schoolhouse giftedness" and "creative-productive giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / characteristics of gifted performance [elementary information processes, operations on the products of elementary information processes, analyses of rules and strategies] / implications for educational practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Eminence is more than mere recognition and if persons within the same epochs, schools, socioeconomic statuses, traditions, fields of interest, or even closer, similar careers achieve different degrees of eminence, isn't it likely that there are significant albeit subtle differences among them? If so, there are two important questions that research in eminence should ask: just what are these differences and upon what contingent factors and developments are they based? These two questions form the boundaries of this book. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) The book clearly reflects a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research on family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes bring the book up-to-date and give a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

In "More Ways than One," Professor Cropley offers a scholarly—but highly pragmatic—view of creativity and its cultivation. Cropley reviews and evaluates a great deal of research, and carefully explores the numerous practical implications of that work. The research spans 50 years, and includes Cropley's own work—and he has been producing sound contributions on this topic since the 1960s. The topics in "More Ways than One" are all relevant to education, but not limited to conventional academic concerns. Cropley covers giftedness, educational equality, and play, for example, but also offers discussions of creativity and health, "blocks within society," and the value of creativity for society. This monograph is also good reading in that Cropley presents the research and his views in a variety of ways: he reviews and evaluates research; he shares personal experiences and anecdotes; he presents case studies; and here and there he offers concepts which are quite provocative as well as useful. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword) This book introduces a broader understanding of intellectual giftedness and encourages teachers to value a more varied set of skills, concentrating particularly on innovation, novelty, discovery, and the like. Techniques and approaches for fostering venturesome and inventive thinking in the classroom are suggested. It is also important, and perhaps especially important for creativity, that teachers become explicitly aware of the emotional and motivational basis of learning and thinking so that they do not concentrate only on its cognitive aspects. Consequently, it is hoped that the book will encourage a fuller understanding of the broad range of classroom factors that affect both conventional and creative thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: book)

"To Be Young and Gifted" offers new insights into the intellectual and emotional development of exceptional children. Contributors from throughout the world explore the nature of giftedness and how to recognize it in youngsters; the complexities of the creative process; standardized tests and their effectiveness in assessing potential; and developmental theories and how they relate to the identification of gifted children. Several chapters also examine young prodigies and the diversity of personalities and talents that exist among the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

[This book] includes a selection of contributions to the Ninth World Conference on Gifted and Talented Children held in The Hague (Netherlands) in 1991. . . . Part I contains the presentations of all keynote speakers. Part II contains a selection of papers which were presented in workshops, symposia or in lecture sessions. . . . [The variety of contributions range] from developmental aspects to computer use, specific programs, personality characteristics, educational provisions and advocacy. All contributions have in common that they contribute to the aim of the conference: social and personality development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

The workshop on gifted children held in Nijmegen (The Netherlands) is one of the educational research meetings that have been instrumental in the programme of the Council for Cultural Cooperation of the Council of Europe since 1975. This book gives a general introduction to the subject, a selection of the papers presented at the workshop, the final report, bibliographical references, an overview of finding places of literature and studies on gifted children and the addresses of the people who attended the workshop. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

[This book offers] a representative sample of the most significant theory and practice on the subject of gifted education. It gives appropriate attention to such subjects on the gifted and talented as (1) their special abilities, (2) their developmental characteristics, (3) the problems they face and how they may be assisted to overcome them, (4) the nature of their intellectual processes, (5) methods that have been successfully tried to nurture them towards more effective productivity, (6) various educational models designed for better learning, and (7) motivational approaches and their relevance for gifted education. The components of the book have been organized into a holistic model of education. The five parameters of the model consist of environment, individual, intervention, outcome, and communication. These are interconnected to the multitudinous details and complex nature of the subject of giftedness. The book is designed for graduate and undergraduate students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

[This book] investigates the most recent methods being utilized in assessing children's knowledge and aptitude. Valuable case studies, anecdotes, and research reports . . . provide up-to-date information in the field of intelligence testing. This lucid explanation of the principles of children's intelligence assessment and diagnostic practice offers in-depth coverage of a wide variety of tests. It explains step-by-step methods to be utilized when interpreting them. A uniform interpretative system that can be applied to all measures of intelligence is provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

It seemed to the editors that the field of gifted education could profit from a comprehensive handbook designed to provide a synthesis and critical review of the significant theory and research dealing with all aspects of giftedness, one which included contributors from the many nations where such research and program development was occurring. We viewed the undertaking with 80 contributors from 18 countries on six continents as a kind of international stock-taking. While the contributors provide a broad base for an international information exchange, they also provide insights into research deficits and research needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

This decade has seen the emergence of two powerful concepts that influence curriculum and instruction: (1) learning style—the understanding that individuals master difficult information or skills in different ways and (2) multidimensional giftedness—the recognition that individuals may express their giftedness in different ways and at different levels. In addition, we are becoming increasingly aware of the unique impact of culture on intellectual and personal-social development, in general, and on giftedness and learning style, in particular. This book is designed to give teachers, counselors, gifted education specialists, and parents in each country an understanding of the specific learning style components that characterize gifted adolescents in their culture. It has particular value for teachers in the US in their efforts to individualize instruction for culturally diverse school populations. Part One [presents] the broad theoretical background of the concepts of giftedness and learning style. In Part Two, data on the learning styles of gifted and talented learners [Grades 7 through 12] in seven countries are presented in detail. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)