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Globalization in economy and in education has highlighted the importance of developing top students for global competition in various fields in Asian countries (Ibata-Arens, 2012). In response to the increasing demand for national talents, many Asian countries have actively moved to develop some form of gifted education. Generally, Western conceptions of giftedness, largely the Euro-American perspectives, provide the theoretical basis for the development of educational programs, procedures for the identification of gifted children, program delivery, and methods of instruction (Wu, Cho, & Munandar, 2000). However, Asian countries differ among themselves in the pace of gifted education development, and the policies and actual practices of gifted program provision. Globalization has also brought about the realization of the diversity of cultures and contexts, including the different cultural conceptions of giftedness. Although it is tempting to define a homogeneous Asian conception of giftedness, it soon becomes apparent that it is not possible nor is it desirable. Asians come from some 50 countries in five geographical regions: Central Asia, Eastern Asia, Southern Asia, Southeastern Asia, and Western Asia. Historically, each of these regions has pursued very different social and political paths, and countries in these regions are not necessarily homogenous ethnically. Although some countries, such as Japan and South Korea, are relatively homogeneous ethnically, others, such as India, Indonesia, Malaysia, and the Philippines, have several distinct ethnic groups. Despite the amazing diversity, when the development of gifted education is considered, attention has often been drawn to those countries where a period of sustained economic prosperity has brought about significant investment in education by their governments or the private sectors. These countries or regions include China, Hong Kong, Taiwan, Japan, and South Korea in Eastern Asia, and India, Indonesia, Malaysia, the Philippines, Singapore, and Thailand in Southern and Southeastern Asia. The focus of this chapter will be on the development of gifted education in these 11 Asian countries or regions, especially those in Eastern Asia. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

To understand giftedness, and particularly intellectual giftedness, one must understand intelligence. But what is intelligence? In 1921, when the editors of the Journal of Educational Psychology asked 14 famous psychologists that question, the responses varied, but generally embraced two themes. First, intelligence involves the capacity to learn from experience. Second, it involves the ability to adapt to the surrounding environment. Sixty-five years later, 24 cognitive psychologists with expertise in intelligence research were asked the same question (Sternberg & Detterman, 1986). They, too, underscored the importance of learning from experience and adapting to the environment. They also broadened the definition to emphasize the importance of metacognition—people’s understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture. They pointed out that what is considered intelligent in one culture may be considered less intelligent in another culture (Ang, Van Dyne, & Tan, 2011). To summarize, intelligence is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment; it may require different adaptations within different social and cultural contexts (Niu & Brass, 2011; Saklofske, van de Vijver, Oakland, Mpofu, & Suzuki, 2015; Sternberg, 2004). According to the Oxford English Dictionary, the word intelligence entered our language in about the 12th century. Today, we can look up intelligence in numerous dictionaries, but most of us still have our own implicit ideas about what it means to be smart. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, we focus on research that is most pertinent to gifted education. We begin with an overview of the constructs (organized within the three original pillars of positive psychology) relevant to youth, education, and gifted education. First, we offer a working definition of giftedness and gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: History and global perspectives on the gifted field and talent development; Theories and conceptions of giftedness and talent development; Gifted identification and assessment; Gifted education; Psychological considerations in understanding the gifted (e.g., the family, social and emotional considerations, friendships and peer relations); and Special issues facing the gifted (e.g., policy and legal issues; the twice exceptional learner; underachievement and the gifted; ADHD and the gifted; suicide; perfectionism; bullying). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: publicity materials)

Considerations in designing and developing curriculum for gifted students is a dynamic enterprise, influenced by many factors in the larger environment of education and the field of gifted education itself. Standards debates, ethics infractions, the development of new models, methods, and materials all influence how we view curriculum for gifted students and its essential components. This chapter addresses considerations considered universal and timeless, as well as newer considerations on the basis of contemporary topics. The context is aimed at K–12 educational landscapes, although the ideas have salience for college experiences at the undergraduate level as well. The chapter lays out the considerations for development of a specialized curriculum for gifted students, and the features of designing such curriculum. It concludes with a checklist that may be used for purposes of development and design on the basis of the commentary provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter discusses key aspects of instructional practices and teaching strategies that allow teachers to respond to the needs of gifted students and to promote effective learning for this population. It begins with a discussion of some of the foundations and support structures that underscore instruction appropriate for gifted learners, as well as some of the essential components of that instruction. Several instructional approaches and strategies prevalent in the gifted education literature also are outlined. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Perfectionism frequently emerges as a concern for parents, educators, and counselors of intellectually gifted students. For those whose achievement is not commensurate with their ability, or for those who indicate psychological distress through stress, anxiety, or depression, the possibility of perfectionism as a contributing factor is frequently explored. Consequently, a considerable body of literature has developed over the past two decades as professionals have attempted to construct a thorough understanding of perfectionism in the gifted population. Theoretical contributions and research studies examining perfectionism in gifted individuals center on four broad themes: development, with a focus on identifying antecedent factors that shape the type, degree, and incidence of perfectionism; typologies, with a focus on understanding different “types” of perfectionism primarily through cluster analyses; incidence, with a focus on determining if perfectionism (and if, what types) may be more prevalent among the gifted than the general population, or within the gifted population depending on cultural group, grade level, gender, or birth order; and outcomes with a focus on understanding how perfectionism may relate to psychological and educational outcomes. The purpose of this chapter is twofold. The first goal is to provide a synthesis and analysis of the current body of literature according to these four themes. A second goal is to outline recommendations for future research that both addresses current gaps in the literature and effectively situates the study of giftedness and perfectionism within the broader context of current perfectionism research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, we apply personality systems interactions (PSI) theory to educational sciences. PSI theory does not only provide a rich theoretical basis but also manifold diagnostic tools for the assessment of self-competencies. A thorough diagnostic of self-competencies is useful for exploring developmental and promotional possibilities of children. Furthermore, assessing the self-competencies of pedagogues has the potential of enriching and partly redirecting many areas of educational sciences that deal with the personality and motivation of the stakeholder. According to PSI theory, pedagogues need to strengthen their own self-competencies to develop an authentic professional stance. Only pedagogues who are authentic in their pedagogic stance (e.g., on topics of inclusion) are able to successfully promote the development of children’s self-competencies in nurseries, kindergartens, and schools. A basic assumption and central finding of PSI theory is that self-competencies are developed in "good relationships.” We functionally explain this notion on the basis of PSI theory. Furthermore, we elaborate on trainings for the development of self-competencies. Taken together, our application of PSI theory to educational sciences highlights three important agendas: (a) individualization: taking into account the child’s individual personality, (b) teacher personality: including teacher personality in didactic considerations, and (c) development orientation: rethinking teaching and learning methods against the background of potential development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, the authors go beyond twice exceptional (2e) by taking into account the intersection of giftedness, disability, and cultural identities that can significantly shape the experience of students in school. The authors illustrate the importance of this intersection through a case study of a high-ability African American student with a learning disability, and they discuss the academic, personal/social, and career implications for bringing out the best in culturally diverse 2e students. The authors also offer practical solutions and strategies for teachers and school counselors to collaborate with families to promote the student success of 2e students with multiple identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author discusses attention deficit hyperactivity disorder (ADHD) in this chapter. The author argues that educators should view ADHD through a new lens—as ADHG (attention divergent hyperactive gifted)—and he discusses the implications of this approach for educators as they create classrooms environments to foster creativity. The author believes that such a paradigm shift in our conceptualization of ADHD would shift the focus from remediation to the motivation, strengths, perseverance, and resilience that make students with ADHD so special. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This book is an attempt to present the most up-to-date review of the science of supporting twice exceptional (2e) children, written by the leaders of the field. But which children fall within the purview of 2e? I wanted to give autonomy to the experts in this volume to define 2e as they wished (as long as they explicitly defined it somewhere) and to present their own perspectives on the identification and/ or support of 2e. Nevertheless, for the sake of a coherent structure to the book, I present a modified version of a definition that reached consensus among 26 organizations that support the research and educational needs of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

In this chapter, the author dives deeply into the issue of misdiagnosis and presents evidence suggesting that ADHD-related characteristics, such as inattention, hyperactivity, and impulsivity, are not more common among high-ability children (focusing particularly on high-IQ children). Instead, the author argues that certain “overexcitabilities” are really the source of the issue and should not be conflated with traits and behaviors that look like ADHD. She also reviews the evidence on the link between high ability and the risk for developing a mental disorder and argues some best practices in the identification of high-ability students to determine both strengths and weaknesses for academic, social, and emotional planning. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Some argue that paranormal individuals are suffering from a serious psychiatric disorder while others believe paranormal individuals are exceptionally gifted. The aim of our research is to explore both points of view by investigating the association between paranormal, schizotypal and alexithymia. Two hypotheses are stated: If paranormal is strongly related to the schizotypal personality disorder with interpersonal problems and inappropriate or constricted affect then paranormal subjects indeed seem to suffer from some form of psychological illness (Psychological Illness hypothesis). However, if paranormal is linked to a well-developed affect regulation with more or less 'healthy' schizotypal features (lack of social anxiety and bizarre behavior) then the contrary can be argued, e.g., then it seems more likely that the paranormal displays a kind of emotional sensitivity or sensibility (Special Giftedness Hypothesis). It should be noted that our study doesn't answer the intriguing question on whether paranormal experiences are genuine or not. Instead we'll be dealing with subjectively reported paranormal experiences. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

The topic of giftedness has many social myths. Some examples of these are being successful, having knowledge about everything, a good performance in mathematics and science, they are the first of the class, being clumsy at sports, and having social adaptation problems. However, all of them are false; the gifted population is functional socially. These myths are based on one or some cases that became famous through movies, novels or television series. These beliefs can affect this population's emotional health because their social environment expects them to act like that. Some of the psychopathologies associated to the gifted population are depression, anxiety, obsessive-compulsive disorder and suicide; these disorders require psychotherapy. The mental and emotional illnesses in gifted people are consequences of that social condition and some biological factors found in the last 20 years, as modifications of P300 observed in an electroencephalogram of gifted people. In giftedness, the psychotherapy is an important factor for the prevention of mental illness, as well as in crisis intervention. Attention not only for the person involved, but also for the family and teachers, which is a lot of responsibility; to care for the emotional development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

There are many reasons to believe that intellectually gifted children and adolescents display lower levels of subjective well-being than non-gifted. For example, intellectual giftedness is suspected by some to be a risk factor of socio-emotional difficulties. Further, negative stereotyping and stigmatization might impair socio-emotional adjustment and therefore subjective well-being of the gifted. On the other hand, intelligence is a highly valued characteristic in societies, which helps to achieve personal goals and might therefore increase subjective well-being. Based on clear definitions of both intellectual giftedness and subjective well-being, the present chapter first takes a gander at contrary theoretical positions regarding the subjective well-being of the intellectually gifted. Afterwards, evidence from empirical studies using different research designs is presented, including longitudinal studies focusing exclusively on gifted samples and studies directly comparing gifted and non-gifted individuals. Although some designs might be more appropriate than others, overall they paint a remarkably consistent picture: At most, only two minority groups of gifted, namely gifted underachievers and extremely gifted seem to display psycho-social problems. When the entire group of intellectually gifted children or adolescents is examined, mostly no differences appear in different indicators of subjective well-being, seemingly regardless of gender. If differences occur they are small and favor the gifted. By contrast, only few studies find more psycho-social problems among the gifted than among the non-gifted on average, but these studies are based on highly selective samples and lack of adequate comparison groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Among many definitions, it is acceptable to say that intelligence is the capacity to reason, design, solve problems, think abstractly, comprehend complex ideas, acquire knowledge, and learn from experience. Intelligence is at the pinnacle of a model of intellectual abilities that include the cognitive domains of verbal and spatial capacities and memory. Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence in one or more areas. Genetic studies of gifted children are based on measuring cognitive ability using a general cognitive ability index called "g" which is the standard indicator of giftedness. The pioneers researching this field were Francis Galton, Lewis Terman, and Leta Hollingworth, who carried out studies on gifted children and concluded that giftedness is inherited. Heritability of g was estimated as 50%, therefore the rest of the variance can be attributed to environmental factors. Genotype-environment correlation plays a major role in the development of giftedness and talent and may be the reason why the heritability of intelligence increases with age. At least one project to study quantitative trait loci (QTL) of IQ has sought to establish QTLs associated with g; some of the g related genes that have been studied in this project are APOE, COMT, and AR among others. A study on monozygotic male twins argues the existence of a connection between high intelligence and high testosterone levels in the prenatal fetus; however, recently published data suggest it can be only one of the possible biological factors involved in brain organization and cognitive functions modulation. Heritability of intelligence has become increasingly more comprehensible; however, the biologic mechanism of genes involved in this heritability is not clear; therefore it is imperative to carry out multivariate genetic analyses with the power to estimate changes in gene and environmental influences. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Historically, humans have attributed music with power over emotions and talents. Recently, however, with the advent of modern technologies to study the brain, such as magnetic resonance, evoked potentials and electroencephalographic readings, the actual processing of music in the human brain and its effects are increasingly available for study. Even though many studies have been conducted relating music to depression, dementia, epilepsy, palliative care, and even immunological response, one especial relation has caught the attention of both scientists and the general public: that of music and intelligence. Following the first research report of Rauscher and colleagues in 1993, describing an 8-9 increase in the Intelligence Coefficient score of college students exposed to Mozart music, a popular belief of Mozart's music as having an effect on general intelligence was formed. Although the original authors clearly stated the observed effect was temporal and did not include children as their study population, the marketing of classical music to parents consolidated as a strong sales business active up to this day. In this chapter we describe the general response to this so-called "Mozart effect" and explore the scientific literature supporting or debunking Rauscher's finding. Additionally, we recount the demonstrated positive effects of musical training as opposed to passive music listening. We come to the conclusion that listening to music does not improve general intelligence, whereas actually learning how to interpret music results in confirmed anatomical brain modifications and benefits in terms of intelligence, linguistic ability and memory. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

With a prevalence rate of 7-9% in school-age children and 2.5-4% in adults, with twice as many boys diagnosed as girls, Attention-Deficit/Hyperactivity disorder (ADHD) is the most frequently encountered neurodevelopmental disorder. This condition has a negative impact on the quality of life of the patients, affecting their school performance and significantly, representing a serious risk factor for developing substance abuse. ADHD is characterized by persistent symptoms of inattention, hyperactivity and impulsivity that interfere with, or hinder academic or occupational performance, as well as social interactions, and its onset is prior to having reached 12 years of age. Symptoms must be evident in two or more settings (home, school, work, friends, relatives...) and there are three distinct presentations recognized, according to the different combination of symptoms. However, the severity of the disorder varies in the same patient and from patient to patient. ADHD is considered a polygenic disorder, such that epigenetic factors including environmental, social and other factors can modulate its presentation and outcome. In many patients other comorbid conditions frequently coexist that further aggravate patient well-being, including oppositional defiant disorder, conduct disorder, substance abuse and learning disorders. There are several books, websites, etc., that tout ADHD as a gift, presenting this disorder as a privilege. However, there is no scientific evidence to support these assertions and even successful adults with untreated ADHD complain about the suffering the condition has caused to them. So, neither a gift nor a hint of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In a profound reflection, today, at the age of 50 and in all sincerity, I am convinced that my entire life I have only focused on one thing that has been in the least bit useful or transcendental to me, and that one thing is consciousness. I consider that I spent at least 40 years of my life in an unconscious state, before I discovered that intelligence is not equivalent to consciousness, and that intelligence, like science and technology, is innocuous in its essence. Rather, it is the level of consciousness of those who possess such intelligence that makes them virtuous or perverse, as is the case for those influenced by them. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Giftedness is a concept that refers to subjects with high motivation and high capacities in different domains. Such individuals are more proactive than their peers and they obtain an IQ score of at least 130 according to the Wechsler scale. This concept has been modified as a result of the studies of Galton and Binet, who started to study the phenomenology of giftedness, and more recently, those of Gagne and Grinder who focused on multidisciplinary attention. Gifted children share some common characteristics and they can be grouped into 6 profiles according to their feelings, behavior and needs. A variety of psychological batteries are available to help diagnose giftedness and hence, the basic principles and concepts related to giftedness have been established. Nevertheless, it is necessary to also consider social, biological, pedagogical and institutional issues, since giftedness is clearly a multifactorial condition. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)