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integrate key research findings into a framework for understanding giftedness in a familial context / issues particular to parents of gifted students are highlighted / principles for encouraging more collaborative relationships [between school and family] are offered / challenges to a collaborative relationship were discussed, and principles for enhancing a school-home partnership were presented (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

single-subject research examines the causal relationship between the treatment and the behavior / in the field of gifted education, creativity has been extensively researched using this design alternative discuss key issues and describe major tactics for conducting single-subject research / discussions will include the following: a brief bit of orthodoxy; the major designs with examples drawn from studies . . . with gifted persons; the principles of single-subject research; issues in the study of behaviors that have limited accessibility; criteria for the studies; and criteria for evaluating the research conclude with a discussion of the implications for future research and the role of research in the total effort to expand the body of knowledge necessary to develop the study of giftedness as a discipline (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

discuss the types of experiences and interpersonal relationships necessary for the achievement of eminence and trace the developmental paths most likely to lead to eminence in the different domains of giftedness chapter is based upon my [the author's] research and that of others on how exceptional giftedness may be stimulated and facilitated during the first 10 to 15 years so that a gifted child may select and pursue a significant, satisfying, and productive career basic concepts related to the phenomenon of achieved eminence are presented / a number of basic personality issues in career choice are discussed, specifically identity, ego ideals, and narcissism / deals with the importance of focal relationships and crystallizing experiences / [discusses] the basic developmental paths to eminence through the interaction of personality, family, third-party experiences, and the specific domain of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

presents eight fictional portraits of intelligent and creative children / all are drawn from 20th-century literature and were selected because of their diverse characteristics: they differ in age, ability patterns, interests, race, class and national origin the stories provide a coherent view of the diverse experiences of each gifted child / focus on the overall pattern and meaning of the experiences and coping behavior of these children these stories . . . will supply teachers, counselors, and parents with insight into the intricate interactions of the intellectual abilities and personality traits of the child with the influences of family, school, and community / these interactions determine in the final analysis whether and in what ways gifted and talented children realize their gifts and talents (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

Discusses issues related to special education for talented and gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definition [early themes, systematic studies, multi-factor components, federal definition of giftedness, Renzulli's three-ringed definition, Tannenbaum's five-factor definition, Sternberg's triarchic theory of intellectual giftedness, trends] / estimates of prevalence / etiology / characteristics [cognitive, affective, intuitive, physical (sensation), societal] assessment procedures [assessing intelligence, assessing achievement and specific aptitude, assessing creativity, leadership ability, visual and performing arts] / instructional and curriculum considerations [service delivery models, curriculum implications, curriculum models, educational strategies] special issues and concerns [vocational preparation, counseling needs of gifted children, culturally diverse gifted, gifted handicapped, gifted females, underachievement, teacher training] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

in the present study, I [the author] decided to examine the performance of children who were at the upper end of the IQ spectrum three groups of gifted children [aged 6 years] were studied: those with extremely high scores on both the verbal and nonverbal subscales of a standard intelligence test; those with an extremely high score on only the verbal subscale; and those with an extremely high score on only the nonverbal subscale / by comparing the performance of these three groups to that of a normal population, I hoped to maximize the chances of finding children with asymmetrical developmental profiles, and to evaluate the magnitude and frequency of these asymmetries (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

address the following questions: 1. what relationships, if any, exist among [college] students' belief in giftedness, their apprehension about writing, and their self-assessments of their writing ability / 2. what relationships, if any, exist between students' belief in giftedness and their confidence in achieving proficiency in specific writing activities and genres / 3. what relationships, if any, exist between students' belief in giftedness and their prior experiences in writing classrooms / 4. what relationships, if any, exist between students' belief in giftedness and their perceptions of the purpose for writing (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

[provides] an account of the state of the art [of the study of giftedness] / he feels that it is too early to draw definitive conclusions from reported research, but the outcomes are exciting enough to warrant replication and further study / his description of young prodigies raises some intriguing questions concerning popular beliefs about the nature of giftedness and how to identify it in children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

examine the ways in which the development of moral reasoning may be encouraged and its relation to ultimate behavior [in gifted children] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Examines the relationship between test anxiety and academic performance in 140 Israeli fourth grade students administered screening tests for giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

discuss the central characteristics, advantages and problems of the two basic approaches of research [on the determinants of outstanding academic achievement and the development of giftedness]: cross-sectional and longitudinal studies / on the example of a combined cross-sectional and longitudinal study which is being carried out at [the Institute für Test- and Begabungs-forschung, Bonn, Germany] and which includes both highly gifted persons and a nationally representative sample I will illustrate the respective research designs (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[discusses] the problems and issues associated with the identification of [hidden] gifted students / the term hidden gifted applies to numerous subgroups, variously referred to in the literature as gifted/LD [learning disabled], gifted handicapped, at-risk gifted, culturally different gifted, rural gifted, gifted underachievers, and gifted females (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter) Describes a study currently in progress consisting of screening, in-depth assessment, and intervention with students in grades 4, 7, and 10 in fifteen schools in a Canadian city in an effort to ameliorate many of the limitations of traditional research in the identification of hidden giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

propose that precocious reading is a phenomenon worth considering both because it is an important form of giftedness in young children and because analyses of precocious reading can contribute to the development of general theories of cognitive development, giftedness, and reading acquisition origins of precocious reading ability [family characteristics; parents' attitudes and behaviors; parent–child interaction patterns; books, toys, and television; gender; cognitive and personality characteristics; effects of early formal instruction] / structure: what reading skills do precocious readers have / predictive significance of precocious reading achievement (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

does giftedness only exist in the classroom / if not, then in our African context how can we establish a bridge between giftedness both outside and inside the school context / indicated the problem that many [studies and programs] on the gifted child center around cognitive abilities of children, completely ignoring the affective and other areas of giftedness—or aren't there other areas besides the cognitive [presents] a case study of one education system, the Ghana education system (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

is infancy a developmental period when we might hope to make a reliable identification / are there reasons to think that the preschool period after infancy is better / how long a "developmental view" might one take about the identification of gifted and talented individuals and fostering their development / how do issues of identification relate to a developmental view that is informed by a life-span perspective / can giftedness manifest itself and develop at any age, or is its emergence restricted to a particular age or ages / does early identification mean we can reliably predict later development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Borrows from the field of cognitive psychology to illustrate the use of protocols to understand giftedness and high level thinking during problem solving in an advanced secondary school physics course, and in how mothers interacted with their preschoolers in ways that might help build on their problem solving skills while carrying out a building task with blocks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

thesis is that in our planning for high ability students, certainly we must enable them to acquire the knowledge, understandings, skills and insights needed for superior performance but, just as important, we must facilitate their dealing with their beliefs, feelings, motives, values, and attitudes as these relate to self-actualization and productive performance / we need to systematically develop and nurture talent potential to the highest degree possible from cognitive, social and affective perspectives (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the research findings relating temperament characteristics to intelligence and giftedness in children and adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)