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Conducted a longitudinal study of the cognitive and noncognitive personality development of mentally gifted vs average high school students. 120 male and female 9th graders in Russia were subdivided into a gifted group (60 Ss) and a control group (60 Ss). Ss were assessed 3 times during 1 academic year with teacher checklists, a test of cognitive abilities, a test of verbal creativity, a questionnaire for gifted students, a test on information-processing speed, a questionnaire on extracurricular activities and achievements, and a questionnaire on academic motivation. The results demonstrated stable differences in the cognitive and noncognitive personality development of Ss with different kinds and levels of giftedness and learning success. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. K. Dabrowski's theory allows us to see how perfectionism changes inform at different levels of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Replies to the comments of J. H. Borland (see record 1999-10122-002), D. K. Detterman and J. Ruthsatz (see record 1999-10122-003), D. H. Feldman (see record 1999-10122-004), E. A. Hany (see record 1999-10122-005), and N. M. Robinson (see record 1999-10122-006) on the original article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. Gagné defends the worthiness of his quest to achieve some consensus among professionals in the field of gifted education over the definition of the core concepts of giftedness and talent and also, the validity and usefulness of his distinction between high natural abilities (gifts) and high systematically developed ones (talents) in comparison to alternative proposals. He finally reiterates, in the light of the criticisms received, the basic arguments supporting his conviction that his own differentiation between giftedness and talent is the most appropriate and defensible solution to gifted education's terminological conundrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In a survey conducted in 50 kindergartens or nursery schools in Nigeria, 380 teachers returned batches of eight variously completed checklists, inventories and rating scales through which a total of 615 preschoolers were adjudged to possess significant traits of giftedness as prescribed by all the instruments. To determine the effectiveness of the instruments for nominating potentially gifted kindergartners, data were collated for each instrument in terms of the number (n) and percentage of children found eligible in the pool of all nominated kindergartners (N) through all instruments. Results generally indicated that some of the instruments developed in the United States were more effective than those developed in Nigeria for nominating preschool children who significantly evidence traits of giftedness. Checklists and inventories were also found to rank better than rating scales in the nomination exercise. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This article addresses the cross-cultural generalization of the pentagonal implicit theory of giftedness (R. J. Sternberg and L. F. Zhang, 1995) as well as differential expectations regarding excellence for girls vs boys. An instrument based on the pentagonal theory was used with a sample of 72 in-service and pre-service teachers (aged 20–50 yrs). In a second study, a questionnaire designed to assess conceptions of "excellence", one of the attributes for giftedness described in the pentagonal model, was administered to a different sample of 102 in-service and pre-service teachers (aged 22–48 yrs). Results showed a good fit of the pentagonal model to the data collected, paralleling results obtained in the US. However, it was also found that in Hong Kong, unlike in the US, teachers had higher expectations of excellence for boys than for girls. Implications for identification, instruction, and programming for the gifted are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that the lens through which the gifted Self sees the world is at once complex and vividly intense. Giftedness is seen as a ground of experience that differs significantly from the norm. Just as developmental delay produces lifelong effects on social and emotional development, academic achievement, home life, response of the community, and career goals, developmental advancement exerts a profound impact on the Self, permeating all facets of a person's life in childhood and adulthood. Children with significant developmental differences in either direction require modifications in parenting, teaching and counseling in order for the Self to be fully realized. Because their abstract reasoning abilities enable the gifted to compensate, true disabilities and disorders are often masked, while typical behaviors of the gifted may be misinterpreted. Diagnosticians, school psychologists, therapists and educators need to be aware of the characteristics of giftedness in order to recognize what is atypical for this population, rather than comparing gifted individuals with the general population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Provides a critical overview of the existing research literature on gifted children and their families. The purposes of this paper were: (1) to provide family therapists with information on the unique psychosocial stressors associated with giftedness, and (2) to stimulate further research and development on the efficacy of family therapy in alleviating distress and actualizing potential in gifted and talented children and their families. First, current conceptualizations of giftedness are described. Then the research literature on the characteristics of intellectually and creatively gifted children and their families is reviewed with an emphasis on the endogenous (individual) and exogenous (systemic) factors that can create or exacerbate psychosocial problems. Finally, an eclectic, eco-systemic approach is suggested to three common concerns that bring gifted children and their families to therapy. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This paper reports on a small scale study carried out in a large Australian school to investigate student perceptions of giftedness, preferred teacher qualities, and ways of providing for gifted students in the school setting. 80 students, aged 12–16 yrs, from grades 8, 9, and 10 participated. 40 students with IQs of 130 and above were identified as gifted, and 40 students with a mean IQ of 106 as nongifted. 76% of Ss said giftedness in sport was most valued. Far less important were academic skills (27%), music (22%), and maths and the arts (both 18%). Both gifted and nongifted Ss believed that students generally feel positive or neutral about special provisions when they are not involved in them (43% were positive and 39% neutral). When asked how they felt personally about special provisions for the gifted, 34% were highly positive and 36% positive (70%), with 23% using neutral ratings. The teacher quality most often important by the total group was that the teacher should "know the subject well." Gifted students chose 3 qualities as particularly important: that the teacher "knows the subject well," "is interested in students," and "doesn't stick to the text all the time." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Demonstrates that the cognitive complexity and certain personality traits, such as heightened moral sensitivity, of the gifted create unique experiences and awareness that separate them from others. This awareness is demonstrated using a combination of clinical observations and theoretical propositions from case examples. A central feature found to be part of the gifted experience is their moral sensitivity, essential to the welfare of the entire society, yet making them vulnerable to environmental exposure. These inner qualities of the gifted are overlooked in most of the formulations of giftedness and talent. Giftedness defined as asynchronous development, a phenomenological approach, focuses on the inner world of gifted children and stresses their vulnerability in society. The need to understand the relationship between abstract reasoning, complexity, moral values, and the evolution of society is stressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that gifted young people without an accurate and realistic self-concept create emotional difficulties for themselves that prevent them from fully using their talents in constructive or satisfying ways. They frequently misunderstand what giftedness means in their lives, hold unrealistically high expectations for their own achievement, confuse the means and the ends of their accomplishments, overvalue their cognitive dimensions at the expense of their affective natures, or view giftedness as an entitlement. It is suggested that gifted youth need help to build accurate and realistic self-concepts, to develop realistic expectations of themselves, and to place their intellectual talents in the proper perspective. (9 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that, on the basis of classroom observations, preschoolers (PSs) do show evidence of giftedness. In nearly all preschools, one routinely observes happenings characteristic of the 6 areas of giftedness delineated by S. P. Marland (1972). For example, PSs may be seen reading and discussing the extinction of dinosaurs or suggesting uses for common household objects that adults never imagined. PSs do not appear to be restricted from possessing or displaying a variety of gifts or talents. However, gifted PSs are in a double-jeopardy situation because they are a minority and, historically, gifted programs for PSs have lagged behind those for older gifted children. The sparsity of such programs may have long-term negative consequences: Gifted children may never reach their potential if they miss experiences early in life that are necessary for maximum development. Some researchers have suggested that a lack of support during the early childhood years is one reason for the underachievement of many gifted adolescents. An enriched, child-responsive preschool environment that affords opportunities for all children to demonstrate and develop gifts specific to them would meet the educational and affective needs of children who normally would have been identified as gifted or who would have been overlooked. (40 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed the accuracy of teachers in primary and secondary schools in determining which children are able or gifted. Teachers' accuracy of the perception of giftedness was compared with that of the individually administered intelligence test, and the accuracy of the perception of giftedness by teachers and psychologists of primary and secondary school children and males vs females was also compared. 82 male and 81 female primary and secondary schoolchildren considered gifted by the heads of the school and teachers were administered the WISC. Results show that (1) there was a greater tendency by all teachers to overrate rather than underrate children as gifted in primary schools, (2) there were relatively fewer gifted children in secondary schools assessed by teachers and psychologists, (3) there was a strong tendency for teachers at secondary schools to underrate children, (4) more females than males were overrated as to being able by teachers at both primary and secondary school levels, and (5) more males than females were underrated as able at both primary and secondary school levels. Findings indicate that teachers, although they are able to identify a certain number of able children, do in fact underrate and overrate the performance of children generally on the basis of academic achievement. (30 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This is a highly condensed report of a 5-year pattern of research studies made on 45 gifted children from Grade III through Grade VII in the University of Chicago Laboratory School. The test and observation data are interpreted in terms of personality differences associated with differing patternings of academic achievement, sex differences, and the attending social motivational pictures. Inferences relevant to educational practices are drawn. 20 references. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Discusses socioculturally promoted biases against the education of gifted females and the disparity between male and female representation among the illustrious. The perspectives of gifted women including L. S. Hollingworth (1914, 1926), M. C. Thomas, and men such as John Stuart Mill (1869) supporting the advocation of educational equity are contrasted with those of men such as Sir Francis Galton (1870) and E. Clarke (1873) whose scholarly propositions provided "scientific proof" that females were intellectually inferior, providing an "acceptable" discriminatory basis for hindering women from the attainment of eminence. A newer, more equitable definition of giftedness focuses on the inner experience of the gifted person throughout the life span, and on how gifted women define success. The developmental aspects characteristic of giftedness, viewed as less culturally biased than achievement, are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Provides an overview of the literature on the metacognitive development (MD) in gifted and nongifted children. Research is examined regarding declarative metacognitive knowledge (DMK), cognitive monitoring (CM), and strategy regulation and control. DMK development seems to follow a monotonic pattern, with giftedness advantages appearing at all ages. CM seems to be equally difficult for gifted and nongifted children at all ages. For both spontaneous and complex strategy use, few developmental differences are found during elementary school years. Developmental differences may increase with age, but more investigations using older gifted children and children with domain-specific knowledge are necessary. The ability to transfer a trained strategy seems to favor the gifted. However, research indicates that gifted children may not have more advanced ability in all areas of metacognition, and that multiple factors are responsible for giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The present paper is based on questions of the theoretical conceptualization of the hypothetical construct "creativity", its operationalization and corresponding measurement problems. Intelligence and creativity are seen here as two complementary components with regard to solving complex cognitive problems. In addition to newer research paradigms and models, empirical results of current research on giftedness and creativity will be presented. The focus will be on four main topics: (1) giftedness and creativity characteristics as individual determinants of achievement (at school, university, and work); (2) social and cultural conditions of the development of domain specific competencies and achievements; (3) development of excellent achievement in light of modern life span research and sex related differences; and (4) integrative approaches to identifying highly able and creative students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the interrelationships among intelligence, humor and giftedness. Intellectually gifted students possess a number of common characteristics, one of which is an advanced sense of humor. Many theories believe that the key concept of humor is understanding incongruity, and this involves a mental process similar to problem solving. Research evidence on the relationship between intelligence and humor is equivocal. However, many researchers (e.g., Piaget) have related cognitive development to changes in humor comprehension and in what is considered as humorous; the association of humor with giftedness is also supported. Issues such as the inconsistency with which researchers define and measure humor, the distinction between humor appreciation and production, and differences in humor related to developmental stages need to be resolved before actual interrelationships can be understood. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports errors in the original article by T. Czeschlik and D. H. Rost ( Roeper Review, 1994[Jun], Vol 16[4], 294–297). A corrected version of Table I is provided, a revised version of the paragraph on page 295 is given, a correction of a sentence in the paragraph on page 295 describing the administered intelligence tests is given, and a new footnote is given for footnote number 4. (The following abstract of this article originally appeared in PA, Vol 82:1316.) Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Surveyed 1,465 gifted high school students (aged 14–28 yrs) concerning their perceptions and experiences of being gifted in high school. Data were analyzed using the Stigma of Giftedness Paradigm by L. J. Coleman (1985), which states that (1) gifted and talented students want to have normal social interactions, (2) they believe that people treat them differently when aware of their giftedness, and (3) they can influence how others interact with them by manipulating the information others have about them through various coping strategies. The paradigm was found to be an efficacious framework within which to contextualize the psychosocial development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)