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This exploratory study investigates the intersection of bilinguality and giftedness in the public school system in Ontario and the connection between the bilinguality of gifted immigrant minority language (IML) speakers and their giftedness. Following a series of semistructured interviews with gifted pupils and teachers in the gifted program in an Ontario elementary school, it was concluded that the bilinguality of gifted IML students who are literate in their home language is not utilized for either curricular or community-building. Drawing on recent research in psycholinguistics of bilinguality, this paper argues that the bilinguality of gifted IML students constitutes a cognitive asset that should be used for curricular purposes in the gifted program, suggesting potential ways to accommodate the continued bilingual development of the students within the largely monolingual framework of the Ontario curriculum. These potential ways are situated within the current research on biliteracy and critical literacy. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The contribution presents a summary of information pertaining to adjustment and coping with everyday and specific stressful situations by gifted children, and it describes selected models of coping. On the basis of several studies, there is a presupposition that in social difficulties the gifted use more effective coping strategies than their peers. However, in situations of emotional distress the gifted prefer rather concealment of their negative emotional condition. Being aware of one's giftedness brings mostly social difficulties, which children solve by strategies of social coping focused on visibility of giftedness for the surrounding environment. The frequent inconsistency of individual findings about the adjustment of gifted children can have its root, apart from other things, also in miscellaneous methodological drawbacks of particular researches. The models pertaining to the research of coping try to eliminate these drawbacks,for example, the Multidimensional approach in the research of adjustment of gifted children by J. Richards, J. Encel, and R. Shute, or the SEAM model of coping by C. J. Sowa. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness is a complex multifaceted phenomenon that can be realized taking into account a complex of psychological, psycho-physiological and social factors. The results of the empirical study indicate that gifted adolescents, who live and grow up in a boarding school, experience the emotional tension that negatively influences their activities and development. The identification of giftedness is important for conducting the appropriate psychological correctional activities in order to support gifted adolescent's personality and his/her development. Gifted adolescents that are brought up in the conditions of a boarding school experience a greater level of emotional tension than adolescents with lower level of creativity. Emotional tension gets included in the development of the adolescent personality, producing the negative emotions. The social conditions are among the factors contributing to the high emotional tension of gifted adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to examine the attitudes of gifted adolescents toward being labeled as gifted and talented, to evaluate how gifted students perceive that others view their giftedness, and to determine whether these attitudes and perceptions vary depending on the child's level of giftedness. Sixty-six sixth- through eighth-grade public-school students, identified as either gifted or highly gifted, were surveyed on the positive and negative attributes of being labeled gifted and talented. The highly gifted and moderately gifted groups exhibited measurable differences in their perceptions of the positive aspects of the gifted label. Furthermore, the study suggests that negative stereotyping, often associated with the gifted label, can be minimized in a carefully integrated gifted program. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

While conceptualizations of giftedness have been broadened to include many forms of giftedness, a reconceptualization of gifted programs has not followed. The paper argues that the Reggio Emilia approach to early childhood education, combining important features of the fields of early childhood education and gifted education, is a good fit for gifted young children. This approach is proposed for gifted young children because of its view of children as competent and full of potential, its emphasis on the development of symbolic languages early in life, and its conduciveness to higher-level thinking. The paper suggests that the Reggio approach not only enhances intellectual development, but also nurtures multiple forms of knowledge representation in early childhood, thus laying foundations for diverse talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article serves as a primer to make the neuroimaging literature more accessible to the lay reader and to increase the evaluative capability of the educated consumer of cognitive neuroscience. This special issue gives gifted education practitioners and researchers a primary source view of current neuroscience relevant to modem definitions and conceptions of giftedness while helping readers understand the methods of modem cognitive neuroscience. A second goal of this special issue is to increase readers' scientific literacy to generate a clearer understanding of both the utility and limitations of neuroimaging studies and a set of operating principles to employ when reading about neuroimaging studies from both primary and secondary sources. The potential for cognitive neuroscience to impact education has been an issue of high interest and rigorous debate, and international communities of educators and scientists have convened to explore potential intersections. Added to this, multiple and myriad definitions of giftedness make the exercise of exploring the nature of human ability and performance psychometrically and scientifically challenging. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The CFT 20-R is often used to assess fluid intelligence. Hence, it can also be utilized to assess giftedness. The present study is concerned with an investigation of psychometric properties of the test with respect to measurement invariance between students of normal and higher intelligence. Analyses were conducted both at the item and scale level. A sample of N = 1886 male and female students from the lower, middle, and higher track of the German education system were administered the short form of the CFT 20-R. Comparing students of normal (IQ < 120) and higher (IQ ≥ 120) intelligence, DIF analyses at the item level revealed that measurement invariance was largely observed with respect to item difficulties but not discrimination parameters. Partial strong measurement invariance was observed at the subtest level. The CFT 20-R is therefore well-suited for a first screening of intellectual giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The aim of this study was to explore the effect of level of mathematical giftedness and gender on students' self-concept (represented by personal competence perceptions, fear of negative evaluation and self-esteem), while taking into account their general school achievement. Participants in the study were high school students forming three groups: highly gifted (N = 62), moderately gifted (N = 99) and non-gifted students (N = 77). Mathematically gifted students did not differ from their non-gifted peers in their personal competence, fear of negative evaluation and their self-esteem evaluations. The effect of gender was significant only for the fear of negative evaluation, indicating that female students show more intense fear than their male peers. For the measure of self-esteem significant interaction between gender and mathematical giftedness level was found. For male students the highest self-esteem estimates were in the highly gifted students group and the lowest in the moderately gifted students group. Among the girls, moderately gifted girls had the highest self-esteem followed by highly gifted girls and then, with the lowest self-esteem, by non-gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

It is of major importance to use psychological tests and questionnaires that are carefully constructed so that their reliability and validity can be determined in different (sub)cultures (Campbell & Tirri, 2004). However, a necessary prerequisite for this is the development of solid conceptual constructs. Otherwise, the researcher runs into the danger of empirically collecting data and loosing touch with reality. A theory-free empirical approach also makes it difficult to relate findings to other psychological research. We first show why and how the Munich Dynamic Ability-Achievement Model (MDAAM) evolved from the Munich Model of Giftedness (MMG). We will then illustrate how the MDAAM can stimulate and structure theoretical and empirical research. The MDAAM can be used as an integrative model of giftedness, talent, expertise, and achievement and could this way bridge the gap between the process-oriented approaches of cognitive studies as well as expertise research and psychometric studies in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness and self-perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high-school graduation in 1988. For the present study, participants answered open-ended questions and completed scales measuring adult giftedness and adult self-perceptions of abilities in 12 different domains. Gender differences in perceptions were examined. When participants were asked if they believed they were gifted in high school and now, more men than women responded affirmatively to both questions. Further, significant gender differences were identified for perceived competencies in four areas: job competence, nurturance, athletic competence, and morality. Implications of the findings and directions for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales--Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Conceptual models of giftedness that cannot explain the full spectrum of depicted behaviors are incomplete. The same is true for frameworks that purport to analyze those behaviors. Within giftedness, extraordinary and rare talents afford us the opportunity to extend and modify models and frameworks. This article presents an analysis of the first 2 years of writing of a precocious child whose prolific language, complex sentence structures, and sophisticated conceptual development belie his age. Attempts to conduct comparative analyses found that existing frameworks could not explain the data's holistic and thematic tones. This led to the construction of a new synthetic-analytic framework for precocious writing that more fully depicts the known spectrum of writing elements exhibited by highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A serious critique often made against giftedness research is an alleged neglect of the aspects of developmental psychology. We are therefore more than pleased that Marion Porath has agreed to assemble a series of papers on this topic and serve as Guest Editor for this edition of High Ability Studies. This edition is made complete by a fascinating case study submitted by Larisa V. Shavinina which she developed on the basis of the concept of entrepreneurial giftedness, and therewith fills a gap in our field of research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Traditional conceptions of giftedness assume that only talented individuals possess the necessary gifts required to reach the highest levels of performance. This article describes an alternative view that expert performance results from acquired cognitive and physiological adaptations due to extended deliberate practice. A review of evidence, such as historical increases in performance, the requirement of years of daily deliberate practice, and structural changes in the mediating mechanisms, questions the existence of individual differences that impose innate limits on performance attainable with deliberate practice. The proposed framework describes how the processes mediating normal development of ability and everyday skill acquisition differ from the extended acquisition of reproducibly superior (expert) performance and how perceived "giftedness" gives children access to superior training resources, resulting in developmental advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self-management processes; (b) environmental (E) catalysts, like socio-demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5-level metric-based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic 'top 10 per cent' threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: 'What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?'. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). The target article presents a theory based on the development of natural abilities during ontogeny. This process of transforming natural gifts into developed skills is under the influence of factors, which are presented as catalysts. As the author claimed that DMGT clearly identifies every significant etiological factor of talent emergence, I dare to submit the following comments. Complex understanding of giftedness could not be reached without interdisciplinary cooperation and an interdisciplinary approach to the topic. Psychology as a research field studying social as well as the environmental factors in the long-lasting process of mind formation cannot stand apart from the biological processes that influence the structure and function of brain tissue and consequently enhance or inhibit development in a specific domain. (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). Gagné has offered a most impressive synthesis of the developmental literature regarding the giftedness and talent. Given the comprehensiveness of the treatment, it would seem difficult that any commentator would be able to do anything more that tinker with some tangential feature of the model. Nonetheless, I would like to suggest that in future, elaborations of the model should be devoted to the specification of developmental trajectories-how participating factors, components and processes change over time. Especially crucial would be the explicit recognition that these trajectories may assume a far more complex form than specified in unidimensional and monotonic maturation models. Two examples are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author suggests that while the world would undoubtedly be better if some gifted schools and fellowship and scholarship programmes adopted WICS, the world would not be improved if they all accepted Sternberg's proposal to adopt WICS or any common model of giftedness. The proposal is unrealistic, morally questionable, and undesirable. A world in which wise, intelligence, and creative people, however conceived, encourage the development of many types of gifted persons (including emotionally and spiritually gifted and even the gifted who seem bad bets) is more likely to produce a vigorous, interesting, and healthy future than one that follows Sternberg's monocultural proposal. A world with equal investment in everyone's development is even better. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)