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This article describes a continuum of definitions of giftedness from conservative to liberal, and how these definitions relate to the development of the 3-ring conception of giftedness. In this definition, above-average ability, task commitment, and creativity are seen as 3 interactive clusters of traits that gifted students may exhibit or are capable of developing. The 3-ring conception of giftedness provides an operational definition that can be used by schools as the basis for identification that, in turn, leads to more targeted programming options for gifted students. Recent research related to the 3-ring conception focuses on the infinite number of interactions that contribute to giftedness including personality and environmental factors that have an impact on one's ability to engage in creative and productive endeavors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Compared the academic and learning characteristics of 9 male students (aged 8–10 yrs) with (a) Attention Deficit Hyperactivity Disorder (ADHD), (b) giftedness, and (c) giftedness with ADHD, and examined specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of ADHD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with ADHD and giftedness in general and special settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Is it possible to identify the specific characteristics as well as the scope of the phenomenon of demands concerning giftedness? The author presents and comments a set of data reflecting the activity of a Parisian consultation center over two separate years: 2004 (12% of the demands concern giftedness) and 2006 (11% of the demands concern giftedness). The psychometrical investigations are based on the Wechsler Scales (WISC-III; WISC-IV). The percentage of demands related to giftedness is quite high as compared to other motives. It mainly concerns children who do not show what are called “very superior” intellectual abilities. The development of certain social stereotypes could be an explanation. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted children: A guide for parents and professionals edited by Distin K. Jessica (2006). This book is an informative exploration of the gifted mind and the social and emotional needs of gifted children and their families. The subject matter is inevitably biased towards the problems that gifted children may experience. The authors acknowledge this as a limitation and do well to contextualize it. This is not an academic text that discusses the breadth of giftedness, it is clear from the outset that the knowledge presented is limited to specific types of giftedness, according to the experiences of the contributors. As an edited text, this book has a number of contributions from highly experienced individuals with specific areas of expertise. Part 1 explores some of the characteristics and emotions that gifted children often share, exploring what it means to be typically gifted and the impact that giftedness can have on a family. Part 2 provides an opportunity for individuals to speak on their particular areas of giftedness and to consider the needs and challenges specific to various forms of giftedness. Finally, Part 3, written collaboratively, concludes by reinforcing the key topics of self-acceptance and communication. The text certainly provides a useful introduction for parents and offers them a platform from which to communicate their gifted child's needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Definitions about giftedness and talent involving motivation as a significant variable either in the genesis of giftedness or in the development of intellectual talent are analyzed. An analysis on the influence of motivation in successful achievers, underachievers, as well as in the social emotional development of the gifted is presented. An update view of the goals achieved by Peru as a country, as well as the actual challenges that faces Peru in the development of giftedness and talent in multicultural and poverty conditions, at the conceptualization, identification, and program levels are presented. Moreover, an economic and viable project of advocacy on the development of giftedness in Peru within the regular educational system along Elementary, Secondary and College level is presented. Finally, conclusions and recommendations for the development of state policies in order to promote giftedness in Peru are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

After a brief introduction the theoretical basis of the Munich High Ability Test-Battery (MHBT) will be outlined in the first part of the article. The MHBT has been developed in the framework of the Munich longitudinal study of giftedness and talent. The MHBT includes not only cognitive predictors measuring several dimensions and types of giftedness concerning intellectual, creative or social abilities etc., but also giftedness-relevant non-cognitive personality and social moderators measuring interests, motivations, learning emotions, self-concepts or family and school climate, educational style, quality of instruction, etc. The MHBT-instruments (different scales and dimensions) are described in greater detail. In the second part of the article, after dealing with the objectivity, the reliability, and the validity of the MHBT, the authors discuss the standardization procedure including the development of grade-based T-norms respectively as well as several talent-profiles, e.g. of gifted achievers vs. underachievers, intellectual, creative, social talents or linguistic, math, science talent profiles etc. Finally, examples of talent search for gifted programs and case studies on the basis of MHBT should illustrate multidimensional identification procedures. The MHBT fulfills the most relevant assessment tasks belonging to the gifted educational and counseling practice. The usefulness of the MHBT in the framework of giftedness research as well as of gifted program evaluation studies has also been proven in the last decade. Hence the MHBT offers many opportunities to assessing giftedness and talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored Ndebele culture of Zimbabwe's views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele culture's views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad-based culturally sensitive gifted programs in Zimbabwe. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The six articles in this issue demonstrate how broad the field of giftedness research is today not only regarding the domains and constructs under investigation, but also with respect to the methodologies being implemented. The first contribution addresses deliberate practice and the development of expertise. They investigated elite and sub-elite soccer players between the ages of 9 and 18 in a retrospective cross-sectional design. The second contribution to this issue analyzes the relationships between components of leadership giftedness and multiple intelligence. The next article estimate the proportion of students who are underachieving using Rasch measurement models. The next contribution submitted examined how giftedness is defined by the Ndebele culture of Zimbabwe and what this culture acknowledges as the major attributes of giftedness. The last two articles in this issue are devoted to the topic of creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue focuses on current international research on giftedness. The authors of the volume are the leading researchers in their countries related to empirical research on giftedness. In these articles, the emphasis is on academic talent, which is the easiest type of giftedness to measure with empirical approaches. The majority of the articles deal with mathematical giftedness, which is the easiest talent to operationalize and compare in international comparative research. The countries represented in this volume include Finland, Germany, The Netherlands, the USA, and Australia. Some of the studies highlight national views on giftedness research and the others are comparative studies with datasets from several countries. The editors also note that further studies are needed to explore and evaluate the theories and practices in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best "fit" their particular conception of giftedness. Educators' perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators' beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accepted some of the more recently conceived, and more inclusive, conceptions of academic talent or giftedness. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with academically talented and gifted students, as well as to those who are concerned with the factors influencing school or classroom composition. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on a developmental view of giftedness. A developmental perspective on giftedness is in consonance with current views that recognize the dynamic nature of developing abilities and the importance of understanding the processes involved in, and the pathways to, gifted performance. The papers span early childhood to adolescence and a variety of domains-mathematics, narrative, and spatial-artistic. Together, the papers provide a fine-grained view of what makes giftedness from a neo-Piagetian perspective, resulting in a 'design for development' that has strong educational implications. A developmental perspective on giftedness provides a way of capturing the emergent nature of giftedness through articulation of its characteristics at different points in development. Contemporary work in psychology and intelligence questions the absolute, static view of giftedness embodied in traditional notions of giftedness, as defined by superior performance on an intelligence test. There is such developmental diversity among children and adolescents with high IQs that it makes the definition of little use in fostering development in a holistic fashion. The papers in this issue highlight what constitutes giftedness in different domains and raise questions about its developmental course. They suggest that giftedness is more complex than a unitary view can capture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). A practitioner examines theoretical models not only for conceptual understanding but also in search of guidelines for everyday work, so my comments on Gagné's DMGT are offered from this somewhat limited point of view. The Model leads me to the realm of the 'heredity-environment' issue by conceiving giftedness as innate genetic attributes and talents as outstanding skilled performance. However, by thinking of giftedness as 'the raw material' that makes talent, I am drawn back to the idea that genetics set the limits and environment shapes the expressions of human abilities--a position which has been challenged (Conlan, 1993; Clark, 1998). Furthermore, a talent so defined will not come into being without giftedness; nevertheless giftedness is only detected when 'processed' into a talent. Since it is not easy to have a hold on giftedness except through performance, that is to say through a 'talent', the only way to locate gifted students would be by spotting the 'talented students', meaning those who already show noticeable performance. Therefore, for practical purposes one is justified in thinking of talent as equal to giftedness, a point which the article disputes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents WICS as a model of giftedness. WICS stands for Wisdom, Intelligence, Creativity, Synthesized. The article considers the relation between giftedness and expertise, and argues that giftedness is, ultimately, expertise in development. One cannot clearly distinguish between giftedness and expertise, because all measures of giftedness assess some kind of expertise, at least to an extent. The article then considers intelligence, creativity, and wisdom as elements of giftedness. It then draws some conclusions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This study deals with the conception of giftedness in connection and relation to the intelligence and the intelligence quotient. In the first part the definition of intelligence, and its connection to the giftedness and creativity is examined. Models of giftedness are analyzed with emphasis on the role of intelligence in the different approaches. Afterwards the measure of mental abilities is discussed briefly, and the role of IQ in the identification of giftedness, and other possible methods are described. The study deals with some irregular and underachiever gifted groups, because the special cases may bring new aspects in the understanding of the exceptional mental achievements. Results of research studies prove that the giftedness is not simply the complex entirety of abilities, but specific group of behaviors. In the last part of the study as an illustration of the complex connections of the IQ and giftedness the abilities of gifted persons with specific learning difficulties and of prodigies, plus the savant syndrome are analyzed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)