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Although Catharine Cox's (1926) study of 301 geniuses was published as the second volume of Lewis Terman's (1925-1959) five-volume Genetic Studies of Genius, it adopts a completely different approach to addressing the relation between early intellectual giftedness and later adulthood achievement. Rather than a psychometric prospective study of high-IQ children. Cox conducted a historiometric retrospective study of eminent creators and leaders, estimating early IQs from biographical data. For a subset of 100 geniuses, she also augmented the IQ scores with measures on 67 character traits, and thereby established the key role played by personality factors, most notably drive and persistence. The net result is a monograph that represents the greatest single historiometric investigation ever conducted, providing a model for subsequent research on the relation between IQ and achieved eminence in both creativity and leadership. Later inquiries also reinforced the supreme importance of motivational factors in attaining success. Future research should update the list of eminent creators and leaders for whom we have comparable IQ estimates. In addition, the inventory of personality variables should expand to include several omitted factors, including traits associated with subclinical psychopathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The study of gifts and talents and how various innate abilities interact with one’s environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Many are intrigued with the reasons that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools decides to drop out of high school. What have researchers and scholars learned in the past few decades about the nature of talent development and intellectual giftedness? What general concepts are widely accepted about intellectual giftedness? How is it defined and how can it be developed? What combinations of genetic abilities and talents interact with one’s personality and environment to produce intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research reviewed in this chapter points out, core concepts about giftedness relate to the diversity of expression of gifts and talents, as there are no more varied groups of people than those labeled intellectually gifted. Those labeled gifted as children and/or adults are found in every ethnic and socioeconomic group and culture. They exhibit an unlimited range of personal and learning characteristics and differ in effort, temperament, educational and vocational attainment, productivity, creativity, risk taking, introversion, and extraversion. We begin our review of research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including some work that is considered seminal, and presenting an overview of what we believe to be some interesting and potentially important theories to date. We conclude the chapter with some interesting new research-based trends related to emerging ideas in defining and developing academic gifts and talents. It is important to understand, however, that scholars and researchers continue to debate definitions of giftedness, how intellectual giftedness develops, and the characteristics of diverse groups of high-potential youth that will help educators and psychologists to identify and nurture intellectual gifts and talents. To illustrate the challenges associated with both defining and identifying giftedness in students, four brief case studies are introduced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The concept of 'twice-exceptionality', defined as children who have both unique cognitive capacity (i.e., giftedness or talent) and mental or physical disability, was coined more than four decades ago when programs were being developed that aimed to address the needs of gifted children with specific learning disorders or other disabilities. In recent years, there has been growing attention to the complexity of "twice-exceptional" children, and while there is still debate regarding the conceptual definition and clinical assessment of the term 'twice exceptional', children who are academically gifted or talented (GT) and diagnosed with attention deficit hyperactivity disorder (ADHD) pose a great challenge for researchers and mental health practitioners. This chapter emphasizes the clinical complexity exhibited by these children and suggests that framing this topic within a well-established motivational theory can enhance the understanding of this specific phenomenon and create a more unified approach to the study of the characteristics, implications, and interventions pertinent to this subgroup of twice-exceptional children. The main reason to focus on children who are both GT and have ADHD is that their symptomology is often manifested in a very complex pattern. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter offers both statistical data and potential reasons explaining the gender gap between parents of boys and girls seeking help for their gifted children. The issue of gender and giftedness has been a "hot" one both in the scientific literature of giftedness and in the media for many decades. It has been discussed in educational and psychological debates, as well as among policy-makers in all countries that deal with the subject of gifted education. One of the main questions has been: why are less girls than boys identified as gifted? This important issue has substantially contributed to the academic careers of many social scientists, mainly educators and psychologists. The chapter presents an in-depth analysis of all girls' parents who contacted the author in the years 2014; some comparisons will be made with those who contacted the author during the next year, 2015, and in a few cases also with those seeking help for their gifted daughters during the whole 2010-2019 decade. As the number of parents contacting the author each year was well over 100, it presents some general conclusions regarding the girls' age, gender, nature of the problem, etc. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The chapter emphasizes on charismatic children who are in the Autism Spectrum. Gifted children are often referred to as twice-exceptional, a specific term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. Furthermore, the purpose of this chapter is to reassert the challenge to identify and support twice-exceptional children during their early educational years. Developing individualized educational and intervention approaches for these children and their families is a need in order to help them reach their full potentials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In 2009, Sonia Sotomayor made history as the first Latina and the third female Supreme Court Justice since 1789. Sotomayor’s journey took her from a single-parent home in a Bronx housing project to the Supreme Court. Although many women of color have succeeded, very little is known about their stories and what helped them to become accomplished (Kitano, 1998). Based on the Productive Giftedness Model (Paik, 2013, 2015), this chapter discusses key factors that led to Sotomayor’s success. As a biographical case study, content analyses helped determine key themes throughout her school and life experiences. Sotomayor exhibited “productive giftedness” early on through her achievements, determination, and skills, which led to productive outcomes such as academic excellence, awards, prestigious schools, and leadership opportunities (Paik, 2013). Key findings and implications include individual, instructional, and environmental factors such as motivation, family and school support, teachers, mentors, peers, and contextual factors. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: chapter)

This chapter provides an overview on recent thinking about gifted and talented children and youth. The chapter briefly discusses a history of gifted education and then tackles some big picture issues and future possibilities. The chapter addresses a number of questions, including the following: Who are the gifted? How are gifted identified? Is giftedness domain-specific or domain-general? How malleable is giftedness? Does giftedness represent a qualitative or quantitative difference? How does the concept of expertise fit into gifted education? The chapter concludes with future directions and challenges facing the gifted field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The Law of the Republic of Indonesia No. 20 of 2003 on the National Education System requires the government to provide special educational services for citizens with extraordinary intelligence and talents. These citizens are known as gifted people who are capable of high-quality performance because of their above-average intelligence and creativity, and their high level of task commitment (Renzulli, 1978). Unfortunately, Indonesia still has no specific measurement tool to assess the third trait of giftedness in junior high school students; namely, task commitment. A task commitment measurement tool is needed to filter gifted students out of whole population so that they can successfully participate in the available special education services. Therefore, the goal of this study is to create a new Task Commitment Scale specifically for junior high school students. From our data analysis, we found that the 35-item Task Commitment Scale we constructed has a desirable reliability of α = 0.884, cr it = 0.200 to 0.627, and factor loading of 0.22-0.88. All the findings of the test properties, applicability, and limitations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Academic procrastination is an important issue because it has been found to be associated with poor psychological outcomes in childhood including educational underachievement as well as school maladjustment (e.g., Howell et al., Pers Individ Dif 40:1519–1530, 2006; Kim and Seo, Pers Individ Dif 82:26–33, 2015). The external and internal worlds of young people contribute to the growing numbers of students who procrastinate at doing assigned schoolwork and as a result achieve far lower results than they are capable of. In some countries, educational underachievement as distinct from achievement continues to be of great concern and to some extent researched. Demographic factors researched as being associated with underachievement include gender, ethnicity, intellectual giftedness, and socioeconomic disadvantage (Banerjee, J Cogent Educ 3:1–17, 2016; Ozer et al., J Soc Psychol 149:241–257, 2009). This chapter defines educational underachievement and reviews different types of underachievers, with significant attention placed on a rational emotive behavior therapy (REBT) analysis of academic procrastination and underachievement. A number of case studies that illustrate how REBT can be used to overcome the different types educational underachievement and to combat procrastination are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

Gifted education in the United States is not a high priority. Federal funding is allocated primarily through the Javits Act, a federal initiative that funds intervention research aimed at traditionally underserved populations of gifted learners. Poverty has many deleterious effects on children, and these can begin at birth. The achievement gap is present at the start of school and persists through all levels of schooling. This chapter provides several strategies for schools to use in operationalizing giftedness using a talent development framework. Very often, schools or districts rely on teachers to recommend students for gifted services as either a first step in their identification protocol or as a major component in the identification process. The field of gifted education has tended to approach programming with a one-size-fits-all strategy. Schools can help students envision a future trajectory and identity within their talent area by exposing them to professionals that share their educational and career paths. The image associated with school psychology and gifted education is typically an IQ test. School psychology training includes the limitations of individual test scores, the understanding of potential, and the important role that culture and identity can play in performance outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

Musical expertise cannot be summed up by simply counting the sheer number of years or hours an individual has been practicing. This chapter describes some of the existing studies on expertise and how researchers have defined musicianship, and explains how musical training is related to the way we think (cognitive processing) and the way we perceive (perceptual processing) the world. Like the general definition of a genius, a musical genius can be defined in three ways: high general intelligence, exceptional talent or giftedness, and extraordinary eminence. Of these definitions, the third seems the most important because it alone acknowledges the need for any genius to make creative contributions to a genre's repertoire. Although very little is known about the genes that underlie music-related traits, individual differences in most, if not all, traits involved in human music playing are at least partly due to underlying genetic influences. And this even includes music practice. Both genes and the environment play essential roles in musical expertise, as predicted by the multifactorial gene-environment interaction model. Competitions play a significant role in the music industry. Music competitions are big business, whether they are prestigious classical music competitions or televised competitions for musical "idols". (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter focuses on gifted and talented education (GATE) in service of US students who are given the label, gifted and talented, and students who have the potential to earn that label. It discusses that the notion of potential is related to the philosophy of giftedness. However, the focus on potential is also related to concerns about equity of identification and access to programs. The chapter is intended to help schools serve all students with high academic potential. It begins with a brief overview of the history of gifted education, a definition of giftedness, and an overview of the talent development megamodel on which the work is based. The chapter provides some guidance on how to use assessment as a tool for identifying students with well-developed talents as well as students with potential. Using the Cole and Siegel (2003) model, it discusses consultation in the context of primary, secondary, and tertiary prevention and intervention, adapted for the context of maximizing talent development rather than managing risk. The chapter provides an annotated bibliography of print and electronic resources that can be used by educators and school personnel in working with gifted and talented students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).Then, the multidimensional and integrative approach to identify high intellectual and/or creative potential at the CNAHP is examined. We propose a model that highlights the central role of the environment in the development of intellectual/creative potential in children, notably their family, school, and societal environment. Four main environmental factors contribute to the development and expression of children’s high potential: fostering and sustaining motivation, providing opportunities of enrichment, valuing effort, and offering support for the child. After identification of the child’s profile (based on cognitive, conative, and psycho-affective assessments) in order to understand better the child’s needs and possible difficulties, the objective of the CNAHP, presented in the last part, is to provide appropriate care, enhance children’s well-being, and enable them to express and develop their potential. Simultaneous interventions are conducted in the family, school, and societal environments in collaboration with parents, teachers, and caregivers, taking into account the motivation, enrichment, effort, and support factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Conceptions of giftedness and talent have undergone significant changes since Galton (Hereditary genius: An inquiry into its laws and consequences. London, UK: Macmillan, 1869) and Terman (Genetic studies of genius: Vol. 1, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press, 1925). The general consensus seems to be that human potential is pluralistic rather than monolithic, dynamic rather than fixed; talent is shaped through developmental interaction with the environment over time in a bidirectional, probabilistic manner, rather than uni-directionally determined. In line with this general trend, I present Evolving Complexity Theory (ECT), a theory of talent development I have built with a developmental systems approach, as an attempt to account for a diverse range of talent outcomes. In this chapter, I first present major arguments of ECT phrased as a set of eight interrelated propositions regarding what develops, how it develops, and when it develops. I then compare ECT with other conceptions of talent development to show how a theoretical synthesis like ECT contributes to our understanding of developmental potential and its short-term and long-term development. Finally, I discuss practical implications of ECT, particularly with respect to educational policy, identification, educational intervention, and psychological guidance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter focuses on creative-productive giftedness and proposes that young people showing creative potential and an investigative mindset should also have access to special opportunities, resources, and encouragement. It also describes the evolution of the Three Ring Conception of Giftedness, with its three interacting clusters of traits: above average (not necessarily superior) ability, task commitment, and creativity. Various considerations that have guided the development of the Three Ring Conception of Giftedness include the differences between two kinds of assessment. The first, assessments of learning, focuses on what students already know based on cognitive and achievement test scores. This approach to the development of giftedness and talents in all areas of human productivity takes into consideration factors related to another type of student data called assessment for learning. Factors include sensitivity to traits such as curiosity, interests, preferred instructional styles and expression styles, enjoyment of learning, collaboration, communication, cooperation, planning, and self-regulation. Recurring questions about the Three Ring Conception of Giftedness are discussed, as is the overall goal of both this definition and the recommended programming approach called the Schoolwide Enrichment Model. That goal is to increase the world’s reservoir of creative and productive young people who will contribute to the scientific, economic, social, and cultural development of mankind and to preserve the earth’s resources for future generations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, I present a theory of giftedness that emphasizes that giftedness should be defined not just in terms of general-intellectual skills, as it has been in the past, but in terms of adaptive-intellectual skills—a person’s ability to make a positive, meaningful, and potentially enduring difference to the world. People who are adaptively intelligent not only are “smart” in a traditional sense, but they also have the skills to become active engaged citizens and ethical leaders. I discuss the theory, the research, and the implications of the work for gifted identification and instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The number of theories and conceptions endeavoring to understand gifted and talented behavior are surprisingly numerous because of different scholarly convictions, practices impacted by culture, and motives to study and further the achievement potential of this relatively small but extraordinary group of individuals. In spite of intense study all over the world, we do not seem to be much closer to a common understanding of what giftedness and talent are in the scholarly community. This chapter does not present yet another theory, but it does propose a framework of important issues to consider in trying to forge all current theories and conceptions together motivating scholars to seek consensus on the basis of well-established knowledge in biology and evolutionary theory. These offer fundamental and scientifically uncontroversial knowledge shedding important light on the subject matter of education, psychology, and other social sciences and their derived practices. An evolutionary understanding offers new perspectives and will inevitably create a more sustainable knowledge base for understanding the social significance of giftedness, talent, and its education in a collective society by setting boundaries to what is likely to be possible, and perhaps of greater importance, to also suggest what is, in fact, impossible. The latter is likely to limit the impact of cultural and ideological biases on scholarship and educational practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Trait complexes of cognitive ability, personality, and privilege can be used to conceptualize potential future roles of gifted adolescent students. The Counseling Laboratory for the Exploration of Optimal States (CLEOS) uses ACT scores; Big Five personality factors; and intersectional measures of gender, ethnicity, and socioeconomic status used to assess distance from privilege. Combinations of these characteristics can be organized into a “Beehive,” in which professional workers (Worker Bees), nurturing and healing professions (Honeybees), business and political leaders (Strivers), scholars (Foragers), innovators (Drones), and visionaries (Queens) are represented. Combinations of ability and personality suggest the domain of work that may be appropriate and the training needed, while the addition of intersectional privilege suggests the social, cultural, and financial capital that are necessary for the attainment of the highest status within each domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The achievement and opportunity gaps between low-income students and their more economically advantaged peers present serious challenges for gifted education. Further, for rural students these excellence gaps may be even more pronounced, and the recognition of giftedness and subsequent program options are thus limited. The need to re-orient educators to think in terms of definition of giftedness, identification based on opportunity to learn, and provision of curricular interventions form the core of this chapter. Drawing on early work on curriculum for gifted students across populations and the lessons learned in working in rural schools (Callahan et al., Am Educ Res J 52:137–167, 2015) and ongoing work in a five-year project focusing on promoting gifted education in rural schools, we present a definition of giftedness based on specific academic ability, an identification process derived from the conception of place in the consideration of talent, steps in identification that incorporate the conception of opportunity to learn, and an outline of curricular interventions that also incorporate place-based pedagogy as a core element in selection of content. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Giftedness is a multifaceted construct and, as such, can be conceptualized in numerous ways. In this chapter, it is argued that giftedness can be conceptualized as a propensity to use creativity-generating intellectual styles. Intellectual styles refer to people’s preferred ways of processing information and dealing with tasks. This chapter is composed of three parts. The first part introduces the construct of intellectual style and provides justifications for the present conception. The second part reviews two types of research evidence supporting the conception: The first type comprises studies aimed at identifying the intellectual styles of the gifted; and the second type consists of studies examining the relationship between intellectual styles and several attributes long considered to be crucial to the notion of giftedness. The final part discusses the implications of the research findings for identification of gifted students and for special gifted education programs and inclusive gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)