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Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children ( M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 60(1) of Gifted Child Quarterly (see record 2016-01130-006). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection.] Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

What happens when a gifted child grows up? Despite a slew of provocative book titles regarding gifted adults in the mainstream media, and the inclusion of the notion of giftedness among adults in the definition of giftedness proposed by Subotnik, Olszewski-Kubilius, and Worrell, there is a limited amount of research that has examined the gifted adult. In this systematic review of the literature, we categorized the available research literature into nine thematic areas: (a) whether or not gifted children become gifted adults; (b) family of origin; (c) effects of early educational experiences; (d) characteristics of gifted adults; (e) career; (f) family of procreation; (g) career and family interaction; (h) life goals, satisfaction, and well-being; and (i) counseling. Implications for gifted adults and the field of gifted education are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study investigated risk and protective factors associated with dyslexia and literacy development, both at (he group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the core-deficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Person-environment interactions are the main focus in Actiotope Model of Giftedness. This is a very new approach for Turkey, which generally uses old versions of intelligence test for identification. In Actiotope Model of Giftedness instead of cognitive identification the focus is on the resources (educational and learning capital) that provide the excellence. The Questionnaire of Educational and Learning Capital (QELC) developed based on this model. The aim of this study is to present the Turkish validity study of the questionnaire and to provide a new tool that has satisfactory psychometric properties. Six language experts made the translation and back translation from German to Turkish and vise versa. After that, three German and Turkish language specialists asked to rate the translation validity. The results indicated that the Turkish scale closely approximated with the original. In the next step, 39 bilingual German Language Teacher Candidates (10 male, 29 female; 17 born in Turkey and 22 in Germany; mean age = 24.90 years, SD = 3.73) selected as working group for the language equivalency. First the QELC German version and 3 weeks later the QELC Turkish version were applied to this group respectively. Paired samples t-test results showed that no significant differences were between the responses to German and Turkish versions except on items 7, 9, 16, 23 and 48. The results of the Pearson product-moment correlation coefficient analysis which was obtained to define item-total and item-reminder found statistically positive correlations between all items. Confirmatory Factor Analysis showed that the factor structure of the Turkish version is the same with the German version. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children’s Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

According to the Actiotope Model of Giftedness, person-environment interactions are the core of excellence. Therefore, it is important to evaluate the resources that support the achievement of goals and to provide more efficient resources. These resources are named educational (localized in the environment) and learning (localized in the individual) capitals. The Questionnaire of Educational and Learning Capital (QELC) was developed based on the Actiotope Model of Giftedness and these capitals. The aim of this study is to present gender and age differences in relation to educational and learning capitals, in a Turkish sample of 1,620 students at three different grade levels: fourth graders (231 girls, 239 boys; mean age = 10.15, SD = 0.40), seventh graders (353 girls, 376 boys; mean age = 13.08, SD = 0.34), and 10th graders (274 girls, 147 boys; mean age = 16.20, SD = 0.54). Results of the confirmatory factor analysis showed the expected two-factor structure (educational and learning capitals) of the original German version of QELC. The Cronbach's alpha result for the Turkish version of the QELC was .97. The findings suggest that gender differences are more important in the seventh grade (first year of adolescence) in favor of girls in economic, cultural, social, organismic, and telic capitals. Results about age differences showed that the younger the students are, the more their achievement is positively affected by the capitals. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

By surveying a representative sample of Finnish parents, this study set out to compare two social representations of intelligence current in our educational discourse: the established one, ‘the idea of natural giftedness’, and an emerging one, ‘the idea of the multifariousness of abilities and support for social equality.’ It was found that the parents’ social positions and their views on the malleability of intelligence contributed to their endorsement of the two representations. The idea of natural giftedness was endorsed particularly by academically educated fathers and those viewing intelligence as a genetically determined capability, while the idea of the multifariousness of abilities and support for social equality was endorsed by mothers and those with the view that intelligence can be developed through practice. It was suggested that these two polemical representations appear to embody opposite views in regard to the deeprooted controversy between nature and nurture and reproduce the basic cultural separation between the abilities of ‘head’ and ‘hand’. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N = 350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article discusses the phenomenon of giftedness in an educational context. Although a general understanding of the phenomenon of giftedness is evident in the literature, missing is a body of information on the thoughts and actions of gifted persons in those situations that one suspects influence the emergence of extraordinary accomplishment. In this article, the author proposes a change in direction for the study of the advanced development. Grounded in the theoretically based research of Feldman and Vygotsky, the author argues that one focuses on the ordinary parts of life that contribute to extraordinary achievements. Extraordinary accomplishment is something that fascinates most people. Extraordinary accomplishment is a recurrent theme in human history. The extraordinary achievements that mark human activity serve as signs of the ability of humans to invent new ways of being in the world. The field of gifted-person education is concerned with understanding and promoting the emergence of such innovative actions and thoughts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The terms gifted or gifted and talented are bestowed students who display a variety of characteristics, including high performance capabilities in an intellectual, creative or artistic area. Although certain characteristics can be generalized some gifted students may not possess the same characteristics as other gifted individuals and they may not appear to have the same observable differences. Depending on how their giftedness has been dealt with previously, they even may appear quite "ungifted". Many gifted students resist routine and exhibit nonconformist behavior. Others may withdraw, and passively be doing a minimum of what is required. These students may have developed an undesirable behavior due to lack of challenges in school being more or less arrested in their intellectual development. Therefore, it is important to identify these students as early as possible in order to secure a positive schooling experience. Based on theoretical work on giftedness and clinical experience (Clark, 2008; Silverman, 1984) a 56-item unipolar scale was developed. This scale was administrated to 149 gifted and talented students plus 253 parents and 122 teachers of gifted and talented students. On this unipolar scale the three groups of informants was asked to mark 0 (not true), 1, (somewhat or sometimes true) or 2 (very true or often true). Based on this information three checklists were developed each with the 25 items that received the highest ranking. One for students, one for parents, and one for teachers. Hereby the checklists can contribute to a fast identification of gifted and talented students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

There appears to be differing approaches, in modern education, to the identification and development of gifted students, but researchers are beginning to find some cohesiveness through approaches that examine giftedness from within broad views of human cognition and behavior. This paper takes such an approach by considering learning and memory as concerned with the processing of environmental information and its accumulation across society, where such cultural accumulation results from environmental interaction. This paper outlines a framework, developed from studies of learning and memory and environmental interaction, which is based in a novel description of information and information processing systems. This framework may be useful in providing a new way of thinking about human cognition and behavior in an evolutionary context as well as in relation to the overall accumulation of culture across human society. This framework may be useful, therefore, in examining giftedness by providing useful insights into the identification and development of gifted students, in particular, those with the high levels of expertise considered valuable as human cultural accumulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper presents part of a multidimensional examination of mathematical giftedness. The present study examined the memory mechanisms associated with general giftedness (G) and excellence in mathematics (E) in four groups of 10th–12th grade students (16–18 years old) varying in levels of G and E. The participants first underwent the Raven test for general ability evaluation and SAT-M—the mathematical excellence tests in order to design the study groups. Afterwards, the students were tested on a battery of three memory tests including tests for short-term (STM) and working memory (WM). The results reveal that the G factor is related to high STM for both phonological loop and phonological central executive mechanisms. It was also found that the E factor is associated with high visual–spatial memory (VSM), in particular with the visual central executive mechanism. An interaction effect was found between G and E factors regarding WM. The central executive mechanism appeared to be related to both G and E factors. In addition, gender differences were shown within the groups. Male participants performed better than their female counterparts on a phonological storage task and a phonological central executive mechanism task. The results can contribute to the theoretical knowledge regarding similarities and differences in memory mechanisms in G and E groups. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this article, we report on a scoping review of empirical literature addressing the relationship between teachers' inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for peerreviewed, English-language publications between 1 January 2008 and 1 January 2018 (a 10-year period). A total of 25 articles met the search criteria for this scoping review and were consequently subject to a more detailed examination. This more detailed examination focused upon five student variables (intellectual disabilities, learning disabilities, autism spectrum disorder [ASD], other mental health disorders, and giftedness) and five possible student outcomes (social well-being, functional or life skills, academic achievement, post-secondary transitions, and exceptionality-related outcomes). These 25 articles include eight systematic or scoping reviews, two that report on experimental studies, nine that report on quasi-experimental studies, and six that report on correlationaldescriptive research studies. A summary account of these 25 articles is offered, as is a list of related implications, for both practice and inquiry. Some of the most significant implications are related to the limited body of evidence related to a number of variables; these include teachers' attitudes and resultant student outcomes, giftedness, and post-secondary transitions. Additionally, these implications also offer cautionary considerations related to teachers delivering mental health-related programs and utilizing technology-related interventions for students with ASD. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Anadolu-Sak Intelligence Scale (ASIS) is the first intelligence scale developed and normed in Turkey. In this study, the concurrent validity of the ASIS was investigated. A total of 98 gifted and 232 average students were administered the ASIS. Gifted students’ mean IQ (135) on the ASIS was found to be above the traditional cutoff (130 IQ). ASIS general intelligence index was the best predictor of giftedness, followed by the Fluid Reasoning Index, the Crystalized Knowledge Index and the Memory Capacity Index. Correlations between the ASIS indexes and academic achievement in math, science, language and social studies for average students were high, ranging from .50 to .83. The General Intelligence Index had the highest correlations with academic achievement in all the subjects with a mean correlation of .81 at the fourth grade and .75 at the fifth grade. Results provided strong support for the validity of the ASIS in relation to academic achievement and giftedness. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

From the genetic side, giftedness in cognitive development is the result of contribution of many common genetic variants of small effect size, so called polygenicity (Spain et al., 2016). From the environmental side, educationalists have argued for the importance of the environment for sustaining early potential in children, showing that bright poor children are held back in their subsequent development (Feinstein, 2003a). Such correlational data need to be complemented by mechanistic models showing how gifted development results from the respective genetic and environmental influences. A neurocomputational model of cognitive development is presented, using artificial neural networks to simulate the development of a population of children. Variability was produced by many small differences in neurocomputational parameters each influenced by multiple artificial genes, instantiating a polygenic model, and by variations in the level of stimulation from the environment. The simulations captured several key empirical phenomena, including the non-linearity of developmental trajectories, asymmetries in the characteristics of the upper and lower tails of the population distribution, and the potential of poor environments to hold back bright children. At a computational level, ‘gifted’ networks tended to have higher capacity, higher plasticity, less noisy neural processing, a lower impact of regressive events, and a richer environment. However, individual instances presented heterogeneous contributions of these neurocomputational factors, suggesting giftedness has diverse causes. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age. However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)