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Addresses the laxity in terminology that afflicts the field of gifted education, especially the definitions of 2 central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between 2 types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are described and exemplified. The model is used as a guide for a series of comments on the appropriate use of labels to describe more accurately the target population(s), emphasizing the predominance of intellectually gifted and academically talented pupils. Four other labels that have been used to describe gifted and talented children and adults are discussed (i.e., precocity, ableness, genius, and prodigy). (A correction concerning this article appears in Roeper Review, 1996[Feb–Mar], Vol 18[3], 231. The correct version of Figure 1 is presented.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theories and research of S. L. Rubinshteyn (1958, 1959), J. P. Guilford (1967, 1971), and E. P. Torrance (1967) on the assessment of creative intelligence. The biological basis of creativity, early manifestations of giftedness, intellectual aspects of creativity, and the development of creative potential are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. It is proposed that the significant effect of the social context of these environments be used as a construct to guide further study of the benefit of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined social coping strategies among 238 gifted students, aged 10–17 yrs old. Ss completed the Adjective Checklist and the Social Coping Questionnaire for Gifted Students. Five meaningful factors were revealed after factor analysis of survey data: denial of giftedness, popularity/conformity, peer acceptance, fear of failure, and activity level. The most highly able Ss were most likely to deny being gifted, and Ss with predominant verbal abilities reported lower levels of peer acceptance than Ss with predominant mathematical abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the literature on the education of gifted students with primary languages other than English or English language learners and suggests guidelines for practice. Characteristics and identification of these students are discussed. The adaptation of traditional identification models (e.g., recognition and referral) is described, and new strategies for identification (including alternative constructs of giftedness) are discussed. Service delivery, instructional methods, and community involvement for gifted English language learners are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews studies of gifted and talented children, describing both the origins and emotional vulnerabilities of the gifted and the education for the gifted. Potential talent requires the opportunity to flourish, which includes materials to learn with, as well as teaching and encouragement to practice. Furthermore, without emotional support, children of high potential will not put in the necessary time to develop their talent to a level of recognizable excellence. The assumption that a high IQ is essential for outstanding achievement is giving way to recognition of the vital role of support and example, knowledge acquisition, and personal attributes. It is suggested that rather than continuing to search for the definition and identification of the gifted, it would be more productive to look at the dynamic interaction between children and their instruction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The problems of child giftedness diagnostics are analyzed and substantiated by a poli-modal approach. Results of an experimental study illustrate the poli-modal approach and demonstrate its predictive and euristic advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is an attempt to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social forces affecting the achievement of 67 gifted women enrolled in graduate education programs. Ss completed a questionnaire about aspects of their education, family life, parental encouragement, achievements, and the effects of marriage and children. 25 Ss completed follow-up interviews. The majority of Ss believe that their parents encouraged them to go to college but not to pursue a specific career, and many were unsure whether they had selected the right career. Almost half the Ss indicated that barriers existed to their own talent development because of marriage and personal lives. Many were unsure whether they were satisfied with their lives. The majority had extremely limited time to pursue their own talents. Continuing dilemmas facing these Ss, and issues confronting gifted women even in traditionally female careers, are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments on J. Renzulli's article on the education of gifted individuals (see record 199908263-001). The author states that Renzulli's Enrichment Triad and School Wide Enrichment Model (SEM) models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be under represented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Adolescents, especially gifted students, may be susceptible to existential dread. It is suggested here that a team approach, including both teachers and parents, be used to implement the following solutions: (a) nourish students socially, (b) work toward acceptance of giftedness and teach methods of enhancing emotional development, and (c) provide philosophical nurturance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study compares two groups of gifted students, highly ( N = 74) and moderately ( N = 163) gifted, on a number of scales including self-concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self-concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Examines the nature of musical precocity in 24 10–14-yr old middle school students. The participants were asked questions, individually and in focus groups, regarding the nature of crystallizing experiences, or dramatic events that reveal inherent giftedness. Results support the notion that the crystallizing experience is a common phenomenon among the musically precocious. Also reported were long-term effects on the student's self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Following a review of adult models of leadership and of leadership programs for young people that are derived from adult theories of leadership, this article report results from a decade-long study in underserved and at-risk communities of young people who are leaders in out-of- school youth organizations. The study involved 30,000 youths (8–28 yrs old) in 120 youth-based organizations in regional sites from Massachusetts to Hawaii. Data was collected by means of field notes and interviews. The work reveals how emerging youth leadership differs from established measures and leadership theories drawn from adults. Views and enactments of leadership among the young focus on how leadership happens, not on who leaders are as power figures, skillful managers, or individuals bearing specific traits. These perspectives from youth carry strong links to recent work in cognitive psychology and organizational sociology that maintains the importance of adaptation, engagement with situation, and distribution of knowledge and roles. The findings from this empirical study, along with recent developments in learning theory, call for substantial rethinking of youth leadership within the framework of gifted and talented education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by J. A. Sloboda and M. J. Howe (see record 1991-30071-001) examining the backgrounds of promising young musicians. Gagné demonstrates that the authors incorrectly interpreted their data because they did not acknowledge the role of musical giftedness as a significant determinant of the large differences observed in their sample between exceptional and average students. Gagné intends to show that their results cannot be correctly interpreted without introducing musical aptitudes as a significant causal factor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

It is challenging to diagnose adults who are highly intelligent and also manifest symptoms of AD/HD (Attention-Deficit/Hyperactivity Disorder) that have significant impact on their daily functioning. Gifted traits, such as intensity, high energy, complexity of thought, and creativity overlap with some traits of AD/HD, making identification difficult. This article shows how AD/HD may appear in adults who are also gifted and how giftedness may mask diagnosis of AD/HD in adults. It offers six themes to help clarify the presence of AD/HD among gifted adults. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This article presents an example within clinical counseling of a highly gifted 19 yr old male student, whose academic capabilities fall in the 99.9th percentile. He entered therapy with a desire to understand his presenting problem of academic decline over the past several years of high school as well as to deal with the impact of his decline, both on his emotional development and his academic future. An analyzed transcript is presented in which the therapist leads him to recognize and confront his defenses and discover the depth of his emotional distress regarding his current life disposition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes a longitudinal study of exceptionally gifted 12–13 yr old males, with particular emphasis on findings involving their creative potential. The longitudinal investigation was originally performed by R. Albert (1980) with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted math and science, the other was a high-IQ group (mean = 155). Data were collected from the children and the parents. Group differences in expectations of independence, psychological inventory scales, and divergent thinking test scores are summarized. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers' expectations for their son's independence and the divergent thinking of the sons and the high flexibility scores of the exceptionally gifted samples on the psychological inventory scales. (PsycINFO Database Record (c) 2016 APA, all rights reserved)