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Stereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how 315 Australian pre-service teachers’ stereotypes about giftedness and gender are related to their perception of students’ intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers’ responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students’ adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers’ beliefs. Consequences of stereotyping and implications for teacher education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This article presents a commentary on the 21 st-century perspectives on the special issue on Rethinking Human Potential for the Journal for the Education of the Gifted. This special issue can be seen as another effort to help the field find a set of assumptions about the nature of giftedness to guide its practices in the 21 st century. The fact that this special issue focuses on “human potential” and not giftedness and/ or talent immediately tells us that very broad issues will be examined, that big questions will be posed, and that the possible answers to these questions may shake the foundations of the established field. Indeed, that may be the goal of this special issue. The contributors all give credit to the century of work in the field that preceded them and see their efforts as building on the valued work of their predecessor. This special issue honors Howard Gardner’s work and its impact on education, including education of the gifted. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Rather than considering human potential in terms of an unrealized desired state, what if we framed it as gaining momentum in worthy long-term pursuits? This conceptual article, integrating ideas and findings from several scholarly literatures, explores how life purpose can serve as a meaningful, intentional guide for individuals, especially youth, to direct their other potentials into prosocial contributions to society. The argument (a) considers life purpose itself as a form of intrapersonal giftedness different from academic giftedness; (b) describes how life purpose could include distinctions of further potentials: coherence among purpose dimensions, influence on different life domains, reach of others impacted by the youths’ contributions, emphasis to change society, and precocious emergence of purpose’s dimensions and distinctions; and (c) muses how life purpose’s directing of other potentials might become a potential that could be realized by all youth. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The importance of individualized work with gifted students has been acknowledged in both domestic and international environments, and the process of gifted student identification is a professionally demanding one. The Slovene Concept of Identifying and Working with Gifted Students, which has been internationally cited as an example of good practice, is currently being renewed. Psychologists should simultaneously secure methodologically sound instruments for the teachers to assess giftedness in students, as they are indispensable in identifying the gifted in educational settings. In the present article, we describe the process of translation and adaptation of the Gifted Rating Scales GRS-S (Pfeiffer & Jarosewich, 2003) into Slovene. The scales could be used by teachers and other mentors to assess their students’ potentials and abilities in areas of intellectual and academic ability, creativity, artistic talent, leadership, and motivation. We looked into the psychometric characteristics of the scales, gathered the raters’ comments about them, and conducted a convergent validity analysis with the currently used Scales for the Teacher’s Assessment of Giftedness (OLNAD07). Thirty-six teachers from around Slovenia participated in the study and rated the giftedness of 175 4th grade students. The translated scales exhibit good psychometric characteristics (high internal consistency, criterion validity, factorial structure) and satisfactory convergent validity with OLNAD07. While the participating teachers are in general wary of the present instrument, they feel the proposed GRS-S scales are more suitable for use in the identification process. We thus propose a standardization study to be conducted with a larger sample and we propose the possibility of implementing the scales into the process of working with the gifted in Slovenia. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalPostopek prepoznavanja nadarjenih je strokovno zahtevno opravilo, delo z nadarjenimi učenci pa v domačem in mednarodnem okolju prepoznano kot izjemno pomembno. Slovenski Koncept odkrivanja in dela z nadarjenimi je tudi v tujini prepoznan kot primer dobre prakse, trenutno pa poteka njegova prenova. Vzporedno s pripravo prenovljenega Koncepta odkrivanja in dela z nadarjenimi bi morali psihologi zagotoviti tudi metodološko ustrezne pripomočke za učiteljevo oceno nadarjenosti učencev. Ker so v šolskem okolju prav učitelji ključni pri identifikaciji nadarjenih učencev, v članku opisujeva postopek prevoda in priredbe Lestvic za ocenjevanje nadarjenosti GRS-S (Pfeiffer in Jarosewich, 2003), ki jih za ocenjevanje na področjih intelektualnih sposobnosti, učne učinkovitosti, ustvarjalnosti, umetniških talentov, vodstvenih sposobnosti in motivacije lahko uporabljajo učitelji ali drugi mentorji. Poleg preverjanja merskih značilnosti sva zbrala še mnenja ocenjevalcev in izvedla konvergentno preverjanje veljavnosti z obstoječimi Ocenjevalnimi lestvicami za oceno nadarjenosti učenca (OLNAD07). V študiji je sodelovalo 36 učiteljev razrednega pouka iz vse Slovenije, ki so skupaj ocenili 175 učencev četrtega razreda osnovne šole. Rezultati kažejo na ustrezne psihometrične značilnosti prevedenih lestvic (visoka notranja skladnost, kriterijska veljavnost, ustrezna faktorska struktura) in ustrezno konvergentno veljavnost pri primerjavi z OLNAD07. Do slednjih so učitelji precej kritični, predlagane lestvice GRS-S pa ocenjujejo kot primernejši pripomoček za ocenjevanje nadarjenosti. V zaključku predlagava izvedbo standardizacijske študije pri večjem vzorcu in morebitno vpeljavo lestvic v postopek identifikacije nadarjenih. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted‐specific coursework in teacher preparation programs may sustain ill‐formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture‐fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Dr. Ugur Sak is the founding Director of the Center for Research and Practice for High Ability Education and professor of gifted education studies at Anadolu University. He is the editor of the Turkish Journal of Giftedness and Education, and has been on advisory and executive boards of international associations in gifted education. His research has been published in major journals of creativity and giftedness. In this interview, Dr. Sak discusses a new test of intelligence and reviews the processes and procedures in terms of its standardization. He reviews validity and reliability information as well as standardization and utilization of the test. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Gifted children are an extremely precious resource. But what does it mean to be gifted? Ellen Winner has devoted much of her career to addressing this question. In this essay, I argue that our society misdefines giftedness, placing undue emphasis on analytical skills. Moreover, the problem is getting worse. Amplifying factors in society are narrowing rather than broadening our definition of giftedness. I discuss what is happening, why, and what we can do about it. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The development of research on giftedness and on psychological characteristics of the genius could have been limited by the ambiguities present in the field. In fact, giftedness has been referred sometimes to individuals with a high Full Scale Intelligence Quotient, but other times to people with a very high competence in a particular domain. The present paper argues that general intelligence, talent, creativity and genius must be distinguished. In particular, very high general intelligence and very high talent can be understood only within a hierarchical theory of intelligence and the psychological profile of a genius typically involves also creativity and other personality characteristics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl modesto sviluppo della ricerca sulla plusdotazione ( giftedness) e sulle caratteristiche psicologiche del genio potrebbe anche essere dovuto al fatto che il campo è stato diversamente definito. Infatti talora si è fatto riferimento ad una popolazione con alto Quoziente di Intelligenza Totale, talora invece a popolazioni che presentano un’alta dotazione in ambiti specifici. Il presente intervento parte dalla ipotesi che intelligenza generale, talento, creatività, e personalità geniale vadano distinti. In particolare, superdotazione intellettiva e alto talento possono essere compresi solo all’interno di una teoria gerarchica dell’intelligenza e il profilo psicologico del genio implica tipicamente anche creatività e altre caratteristiche di personalità. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This report is a contribution to Ellen Winner’s Festschrift from a very fond former student and collaborator. Ellen’s work has had a major impact on the fields of Psychology and Education by enhancing our understanding of giftedness, visual spatial abilities, the Arts, and metaphoric thought. I focus on the intersections of her work with mine specifically in the areas of giftedness and visual spatial talent in dyslexia. I also touch on some themes underlying her contributions to the field (i.e., myth busting) and her invaluable academic mentorship. One of the most important contributions Ellen has made to the field of giftedness is her synthesis and distillation of the research on the characteristics of gifted children. Ellen is a credit to the field of psychology. She is highly productive and her contributions, impressive. Her work not only advances the fields of Psychology and Education, but it also benefits her students and their students (her academic grandchildren). (PsycInfo Database Record (c) 2020 APA, all rights reserved)

In this article, I discuss two kinds of giftedness, transactional and transformational. Transformational giftedness is giftedness that is transformative. Transformationally gifted individuals seek positively to change the world at some level—in their own way, to make the world a better place. Transactional giftedness is giftedness that is based on exchange. It is tit-for-tat in nature. The individual is identified as gifted and then expects and is expected to do something in return. That something, for children, is typically high-level performance in academic coursework. Society also may expect that the individual later in life will continue to show high educational achievement. The two kinds of giftedness are not inborn. Rather, they are shaped through life in school and in the home interacting with the personal attitudes toward life of the gifted individual. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)