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Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews a formal 2-stage model for dialectical psychology and shows its connection with many facets of Piagetian operations, especially in K. Riegel's (see record 1974-22691-001) formulation of the 5th stage of dialectical operations. In the latter, thought processes pass freely back and forth among those characteristic of the several Piagetian periods. The close connection with several dialectical views of the learning process is studied. Application is made to the enhanced cognitive abilities of the gifted intellect and to an exploration of gifted affect variables. Finally, the manner in which dialectical operations enter into gifted creativity is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Presents a differing perspective on the nature of giftedness. It represents gifted people who do not necessarily excel by society's standards or fit neatly into our culture. Instead, it addresses the phenomenological reality of gifted people who are asynchronous and unusual in development. Topics discussed include adult characteristics of giftedness, the emotional impact of a gifted lifespan, talking about giftedness is taboo, and networking can help. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses the personality trait approach in the psychology of giftedness and creativity. The personality trait approach can be defined as concentrating on the identification, measurement and description of noncognitive personality characteristics of gifted, creative and talented individuals (e.g., motivation, emotion, and character). It is argued that further fruitful investigations of the nature of intellectually creative giftedness require a certain change in researchers' attitudes to the topic. This change would be connected with a fundamental re-examination of the basic question of the nature of giftedness. It is argued that psychologists should seek the answer, not to the question, "What is giftedness?" (the essence of the personality trait approach), but to the question, "What is giftedness as a fundamental psychological property underlying observable traits?" (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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