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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)

relate the issues of definition and identification [of giftedness] to the issue of psychological development triadic interdependence: a multi-factorial model of giftedness / provisions for gifted pupils / homogeneous versus heterogeneous grouping / Montessori education and the very able child (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[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 theory of co-incidence attempts to identify the major sets of forces that participate in the process of development and to comprehend how they work / the theory will be successful to the extent that it identifies critical facets of the process of change, specifies how these facets interplay to catalyze developmental or positive change and explains all known situations, including the most extreme ones such as the [child] prodigy and the prodigious savant use the theory of co-incidence to try to organize some of what is known about Mozart so that we may better comprehend him (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the results of analyses of current trends in research on giftedness in contributions to the World Conference on Gifted and Talented Children (WCGT) Conferences published in 8 volumes of proceedings from 1975 to 1989. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Explores whether individual differences in cognitive abilities are controlled by genetic factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) genetics of cognitive abilities in rats / genetics of human cognitive abilities / the role of the environment in the expression of genes / effects of rearing conditions on brain development (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

provides a more or less representative picture of current research on giftedness and talent in Germany conducted at university and research institutes international state of giftedness research / deficits in the identification and support of talented children and adolescents / organisational measures or improving the structure of the support for the gifted in Germany / perspectives of an all-German responsibility for the future support of the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses the two aspects of theory and practice in the Netherlands: first, the nature of giftedness, and second, the practical effects of these considerations and definitions on the identification [and education] of gifted pupils in Dutch schools (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

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)

analyzes a number of information sources [on research and nurturing of gifted children in Europe] and gives advice on obtaining literature and on the effective design of literature reviews (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe some trends in the research on giftedness in the countries of Middle East Europe as well as selected information concerning specific practical actions for the benefit of exceptionally gifted children / focus on the work of Polish scholars dealing with the subject of giftedness and discuss the aspects of this work which are also found in other countries of Middle East Europe educational developments in Poland / the issue of the gifted disabled (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[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)

review the literature on individual differences in cognition or intelligence with an emphasis on the literature derived from the study of gifted individuals the chapter is divided into six sections / set the stage by briefly tracing the concept of giftedness from a historical perspective / discussion borrows heavily from the work of Grinder (1985) / consider giftedness from four current perspectives: the psychometric perspective, the cognitive components perspective, the cognitive correlates perspective, and finally the neuropsychological perspective / most of [the authors'] work has been conducted within the cognitive correlates perspective / draw some "general" conclusions [in the final section] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

the importance of proper test administration [of the WISC-III (Wechsler Intelligence Scale for Children)] cannot be overstated, as the results of the most carefully constructed tests are only valid under proper testing conditions / to safeguard proper testing conditions and administration, an effective examiner should be especially concerned with the following: (1) establishing rapport, (2) physical and psychological considerations, (3) proper management of children, (4) observation of behavior, and (5) influence of the examiner / these . . . are summarized interpreting a child's performance on the WISC-III requires a synthesis of the following data: (1) test scores, (2) background information, and (3) observation (interpretation) of the child's behavior during the administration of the test to interpret the WISC-III, it is necessary to be aware of the major cognitive functions measured by each subtest / discusses the abilities measured, factors influencing performance, and possible meaning of high or low scores [discusses] the use of the WISC-III in the diagnosis of . . . LD [learning disability], EMR [educable mental retardation], and giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[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)

[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

review research on the genetics of general cognitive ability that converges on the conclusion that this dimension of behavior shows considerable genetic influence / describe a recent study which is the first to show that genetic factors are important, not only for the normal range of variation in cognitive ability, but also for high cognitive ability / genetic research on this basic question of the impact of genetics on cognitive ability also raises interesting issues about the environment / in addition, genetic research on cognitive ability has begun to go beyond the basic nature–nurture question concerning the relative effects of genetic and environmental influences to ask more sophisticated questions such as developmental and multivariate questions / the most exciting recent advance is that the power of molecular genetic techniques is beginning to be harnessed in order to identify specific genes responsible for genetic influence on cognitive ability (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explore thinking processes as an important component of a contemporary conception of giftedness and its development / address four issues related to thinking processes and giftedness: first, some of the principal ways in which the thinking processes of gifted persons differ from those of other people, with a focus on recent and ongoing research into cognitive processes; second, . . . evidence to link the intellectual performance of very young children to the higher level thinking observed in older children and in adults; third, and briefly, the nature and success of programs intended to train people to think in these ways and thereby to enhance their intellectual abilities; and fourth, some concluding thoughts about broader educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the influence of parents and families on fostering giftedness in children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) individual differences within families [direct family and parental influences, use of language, interaction, imitation, roles, promotion of motivation, self-efficacy and motivation, improving motivation through feedback, social cognition] / evidence of family influence on giftedness from longitudinal research [family effects, gender, family progress, effects of pressure, disadvantage, being gifted and different] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)