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focus specifically on factors relating to educational/vocational choice, exceptional educational/vocational achievements and gender differences within the gifted population / our research . . . is also aimed at program experimentation and refinement of well-known educational interventions draw on the longitudinal findings from SMPY [Study of Mathematically Precocious Youth] to illustrate key antecedents to gender differences in the physical sciences / describe the design of our study and its theoretical framework / [discuss] gender differences in actual achievement among the mathematically talented and some empirical findings involving gender differences on familiar as well as underappreciated variables critical for choosing to excel in math/science domains (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the primary question in developmental research on the gifted is no longer whether nature or nurture is the most basic, but rather what kind of interaction between the two occurs, and how does this influence development / in other words, what results from the interaction of specific individual traits and experiences in a given social and cultural environment / human development is generally regarded as a process of interaction between individual characteristics and environmental opportunities describe and discuss prevailing developmental theories / the diversity of definitions of giftedness will be outlined / it will become evident that some versions of the nature vs nurture controversy remain / existing and ongoing research demonstrates that only longitudinal studies can provide evidence about the relative contribution of nature and nurture to the development of gifted individuals / instructional and educational provisions will be discussed from a developmental perspective (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

review the research on three groups of extremely gifted individuals: (a) investigations of the childhood and adolescence of individuals who as adults developed as "exemplary producers"; (b) early studies of children whose cognitive development, as indicated by their academic achievements, seemed remarkably beyond the norm of their age; and (c) studies since the 1920s of children whose scores on tests of cognitive ability placed them in the exceptionally gifted range of IQ 160+, regardless of whether or not these students were able to achieve their remarkable potential / the primary focus, however, will be on this latter group of studies and will present the key research, from the last 70 years, on this population of students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

presents a pentagonal implicit theory of giftedness and a set of data testing the theory / discuss what an implicit theory is and why such theories are important / describe the pentagonal theory, specifying 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labelled as gifted [excellence, rarity, productivity, demonstrability, and value criteria] / consider the relation of the pentagonal theory to explicit theories of giftedness / present data supporting the theory / discuss some implications of the pentagonal theory for gifted education (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

summarize many years of research on gifted individuals and on the creative process / focus is on the role of motivation in supporting the development of talent, and on how families facilitate the development of creative motivation / the conclusions are based primarily on 3 studies: (a) a longitudinal study of 290 artists begun in 1963 and continued to the present, which used tests, interviews, naturalistic observations and content analysis of creative work / (b) a 5-yr (1985–1990) longitudinal study of 210 talented teenagers [13–17 yrs old] which used questionnaires, interviews and the experience sampling method / (c) an ongoing study of 75 elderly creative individuals (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

discuss 5 issues that are important to keep in mind when attempting to account for exceptional achievement restricted range and test insensitivity [outstanding persons come from an extremely restricted range of ability] / theories of intelligence / difference in correlations across the range of ability [the structure of intellectual ability is not the same for all persons across the range of ability] / differences in heritability / achievement and intelligence are different (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The outstandingly high abilities shown by certain individuals are a valuable human resource. Despite much talk of maximizing human potential, there have been few systematic efforts to increase the number of people capable of exceptional accomplishments, and many questions have yet to be answered fully. How does high ability arise, and how and why does it develop? How can early talents best be identified, and what conditions are most likely to facilitate the development of exceptional children into high-achieving adults? Are a child's commitment to improving his or her abilities and the encouragement of this by parents and teachers the cause or the result of the child's talents? Must one be a highly able child to become a highly able adult? Can any motivated, 'ordinary' individual who makes sufficient efforts at improvement reach heights of ability normally regarded as indicative of inherent exceptionality, or is a certain genetic constitution a prerequisite? Psychologists and educational specialists address these and other questions from a variety of perspectives. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

4 possible relations between early and late achievement are explored here / the analysis draws upon 2 lines of evidence: (1) a new theoretical approach that posits the existence of multiple intelligences and examines the important role of the domains and fields in which individuals work; (2) case studies of 7 highly creative individuals who lived at the turn of the century [and who represent a range of human intelligence] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Explored estimates of the percentage of gifted and talented persons in the population. 341 adults were asked their estimates; for half of them the target concept was "gifted" persons, while the other half were questioned about "talented" persons. Ss also indicated if they perceived a difference between being gifted and being talented, and if so what was the nature of that difference. Estimates varied greatly between Ss for both concepts; the average estimate was almost twice as large for talented persons (36%) as for gifted persons (17%); the perceived discrepancy was the same even for those Ss (20%) who judged the 2 concepts to be synonymous. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews V. Weiss's article (1993) on the genetic basis of general intelligence and its implications for the structure of the educational system. It is argued that Weiss's definition of general intelligence as the result of a gene locus with 2 alleles is not supported by empirical evidence. Moreover, Weiss's definition of intelligence represents a simplistic explanation of a complex phenomenon. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Presents results of a previously published study (1982) by the present author on the hereditary components of general intelligence, and discusses implications for the development of a system for the selection and education of highly gifted students. Results revealing 3 specific genotypes of general intelligence with distinct performance differences suggest that integrated instruction is not appropriate. While human genetics does not offer arguments for or against a certain type of school system, the differences in general intelligence should be considered in the development of educational policies. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined variability of prevalence data for the category of gifted and talented with respect to 2 alternative explanations: definitional differences and differences in the application of definitions. State-adopted definitions (from 45 states) of giftedness were analyzed, as were guidelines for student identification procedures. Statistical analyses used in previous comparisons of prevalence data for learning disabilities, behavior disorders, and educable mental retardation were applied to the gifted and talented. This category was found to be no less, if not more, variable than the disability conditions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a discrepancy model for the behavioral assessment of gifted children that focuses on the target student's general academic ability, specialized aptitude, academic performance, learning environment, manifestation of gifted behavior, and social-emotional status. Aptitude is assessed with standardized tests of intelligence and achievement and measures of academic performance. This assessment provides data on ecobehavioral variables that maintain and promote the behavior of gifted students; educational decision making regarding the identification of giftedness and placement in specialized services can be based on the student's assessment profile. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied 217 gifted young artists (aged 4, 6, 8, or 10 yrs) from a cognitive-developmental perspective and found that, in ability to render perspective, there are age-related trends that are similar to those of children with average ability. Flexible and elaborate use of these perspectival abilities is apparent in the work of the gifted Ss. Artistic abilities other than perspective appeared to be less influenced by development, showing advancement for some gifted Ss. Individual differences in manifestations of giftedness were also found. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated 3 issues: whether gifted and nongifted children differ in their self-concepts, the effects on the self-concept of labeling the child as gifted, and effects on self-concept of placing a child in special programs for the gifted. The authors discuss theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the 3 issues. Two types of studies are reviewed: (1) cases where gifted and average students are compared in terms of the self-concept and (2) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. (PsycINFO Database Record (c) 2016 APA, all rights reserved)