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Generalizations in the area of careers for the gifted must be made with caution as there are many individual differences. Some gifted children reach a realistic career decision early, while others have so many interests it is difficult for them to arrive at a single focus. Some gifted individuals change jobs every few years. Others derive their greatest satisfaction from part-time jobs or hobbies. Early identification of gifted children would help the situation as would the involvement of talented individuals in guidance programs for young gifted people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Administered 18 measures (including the California Achievement Tests, the California Test of Mental Maturity, and the Torrance Tests of Creative Thinking) to 2 5th grade classes. The top 5 students on each measure were selected for a hypothetical program for the gifted. 7 Ss were selected on the basis of a single criterion, 92% on 1 or more criteria, and none on all criteria. Depending on the criteria chosen, all but 5 Ss would have been included in the program. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes an enrichment program based on teaching attitude change. Over a 4-wk period, gifted children studied lives of handicapped and/or creative people. Once/wk, the pupils were visited by a guest speaker a creative person who also had a physical handicap. Responses of the children to this special program were solicited in essay form; they indicated that enrichment tasks that challenge the gifted learner can result in the changing or enhancement of positive attitudes toward giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examines facts and opinions in the literature concerning giftedness as affected by heredity and environment for their correctness, precision of formulation, and goal setting. It is suggested that the material lacks objectivity, replication, and clearness of thought. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reanalyzed data from a long-range predictive validity study of the Torrance Tests of Creative Thinking to explore a possible employment and promotion bias against gifted young people who make frequent job changes in the early stages of their careers. Data were obtained from 119 males and 117 females originally tested in 1959 when they were in grades 7-12. The number of post-high school job changes were positively and significantly related to the various creativity scales. It is suggested that job mobility during the early stages of a young person's career should not be a criterion for job selection and promotion, since such individuals are often among the most gifted and talented candidates for positions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines developmental creativity and stresses importance of continued environmental stimulation after, as well as before, physical maturity. Because the innovations of a few superior people in a culture later become the norm of that culture, the educational process should augment environmental creativity. It is suggested that the IQ level for intellectual giftedness be changed from 130 to 120 because below IQ of approximately 120, creativity and intelligence are highly correlated, while above that point there seems to be little correlation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Explores the utility of greek mythology in the education of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Suggests that educators abandon the notion that giftedness and creativity only characterize students with high iqs. Other methods exist for measuring these traits and for identifying children with these talents. Unfortunately, neglect for talented young people still exists, not only at the elementary and secondary levels but in colleges and universities as well. One hopeful sign is the effort made by some parent groups to stimulate talented children. Another is the emphasis on early learning which may assist in the identification of the gifted and creative. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Although the necessity of instruction in practical writing techniques is acknowledged, it is stressed that creative writing must also be a part of the curriculum. The approach for initiating projects is extremely open in that it is begun with a single word or picture and pupils are told to follow whatever thought impulses they receive. In addition to this technique, the capacities of the mind are stressed, and an attempt is made to convince pupils that any limitations they experience are self-imposed. Another of the goals is to get society to view writing for its own merit and not allow factors of the author's age or status to interfere. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A review of the accomplishments of Debby Clark as a world archery champion focuses attention on the present drawbacks in determining an individual's potential by the present criteria of achievement tests and course grades. Although Debby never demonstrated any outstanding abilities in the school milieu until she began her career in nursing, she feels her persistence, positive approach to challenges, and ceaseless practice brought her to her present eminent standing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Outlines a program for developing and utilizing special talents of exceptional individuals. Phase 1 is concerned with identifying the gifted. Not only should one concentrate on the giftedness magnitude quotient, which accounts for varying degrees of ability, but provisions for a talent reclamation stage should be included to salvage those who withdraw from educational programs. Phase 2 deals with educating the gifted and should offer diverse programs for different abilities. Phase 3 insures that society makes use of these creative individuals and places them in the leadership roles they merit. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

REPORTS A FOLLOW-UP STUDY OF 69 STUDENTS IDENTIFIED AS GIFTED IN A PROGRAM FOR GIFTED ELEMENTARY SCHOOL PUPILS. 4 YR. LATER, AT THE HIGH SCHOOL LEVEL, MANY OF THE SS WERE WORKING FAR BELOW EXPECTATION, AND GROUP ABILITY TEST RESULTS WERE NOT REFLECTING EARLY "GIFTED" STATUS. MOST SS STILL MAINTAINING "A" AVERAGES WERE FROM THE LOWER ABILITY SECTION OF THE ORIGINAL GROUP. SS ORIGINALLY IDENTIFIED AS CREATIVE IN ELEMENTARY SCHOOL WERE STILL RECEIVING SUCH RATINGS IN HIGH SCHOOL. THEIR GENERALLY POOR HIGH SCHOOL SHOWING IS ATTRIBUTED TO THE HIGH SCHOOLS' FAILURE TO NURTURE THEIR CAPACITIES. (16 REF.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

ARGUES THAT TASK PROFICIENCY AND INNOVATIVE BEHAVIOR, WHICH IS BASED ON PROFICIENCY, MUST BE DIFFERENTIATED IN ANY OPERATIONAL DEFINITION OF GIFTEDNESS. SUCH A DEFINITION MUST ALSO TAKE COGNIZANCE OF CULTURALLY DETERMINED VALUES WHICH SERVE AS DETERMINANTS OF THE BOUNDARIES OF HIGH AND LOW RISK FOR THE MANIFESTATION OF GIFTED BEHAVIOR. THIS WILL ASSIST THOSE WHO ARE CONCERNED IN ESTABLISHING SUITABLE PROTECTION TO INSURE THE RECOGNITION OF GIFTED BEHAVIOR WHICH MUST BE CONSERVED IN THE BEST INTEREST OF SOCIETY. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

REVIEWS MAJOR STUDIES OF GIFTEDNESS AND INTELLIGENCE TESTING OF ETHNIC GROUPS, TO ASCERTAIN IF CERTAIN GROUPS APPEAR MORE FREQUENTLY THAN OTHERS AND, IF SO, WHICH ONES ARE REPORTED AND HOW CONSISTENTLY THEY RECEIVE MENTION. (23 REF.) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The algebraic sum of the results of the recent spirited controversy about the quality of American education is probably a substantial plus. But further improvement is needed. This article points out an unfortunate administrative arrangement which hampers attempts at improvement. The concern for quality has led to an honest appraisal by educators and psychologists of the opportunities available for each child, with considerable attention paid to the particular needs of the exceptional child. It seems likely that the school psychologists’ competence in appraising the special abilities of the exceptional child could be greatly enhanced by a clarification of terms. When special education for the gifted is subsumed under Special Education, the gifted suffer. Improved administrative arrangements cannot, of course, solve all educational problems. But an organizational system, however traditional or convenient, which hampers improvement should be changed. Better instruction of both the handicapped and the gifted should result from the simple device of removing the administrative responsibility for training the gifted from the Special Education organizational structure. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

An examination of several studies shows that scores on intelligence tests can be influenced by the interaction between examiner (E) and S. The reaction of E to S is as important a variable as the reaction of S to E. The influence of E-S interaction is greater for children at higher intellectual levels and for certain types of tests (e.g., projective techniques). The influence of E upon S is greater with younger children. Other important factors that are reflected in the final scores include ego involvement, the experiencing of success, warm social relationships, and cues furnished by the test directions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

90 mathematically gifted high school students selected on the basis of aptitude and interest in mathematics were compared with 63 unselected college preparatory high school students in the same general ability range. A principal-component method of factor analysis was used to determine the minimum number of independent dimensions needed to account for the variance in the correlational matrix. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed a preschool gifted behavioral checklist by providing 44 statements about giftedness to 13 directors of preschool programs, 28 preschool teachers, and 245 parents of preschool children. About half of the items were rated by 1 of the 3 groups as important in the identification of gifted preschool children. Suggestions for the provision of an enriching environment for young children are included. (27 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the concept of giftedness and the identification of exceptionally able children. Gifted children may include those of high intelligence or academic aptitude, or who show outstanding ability in a specific area. Identification of gifted children requires initial recognition of the presence of exceptional ability or aptitude, and administration of intelligence tests and evaluation by educational psychologists. Research supports the need for procedures for identification of gifted children as part of standard monitoring of individual differences throughout children's school careers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)