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Investigated the relationships among ethnicity, gender, and vulnerability factors and locus of control for gifted and nongifted children. 805 ethnically diverse 5th–7th graders were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors (e.g., cultural, economic, language). ANOVA revealed significant main effects for Giftedness, Ethnic Background, and Vulnerability Factors and a significant Ethnic × Vulnerability Interaction. In addition, a Gender × Giftedness × Ethnic Background ANOVA yielded a significant main effect for Gender. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results show a more internal locus of control in gifted children and further indicate that for gifted and intellectually bright non-Caucasians vulnerability is associated with, and may serve to strengthen, a greater internal locus of control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness now tend to recognize creative talents, but the most recent techniques for assessing creativity, which rely on productivity, may have caused certain problems for gifted education. The requirement for gifted students to produce something, for example, assumes that all of them have the expressive skills that support their insights, and this may not be true. It also assumes that products can be accurately evaluated, but unless quantity is used alone and quality entirely ignored, some sort of social significance is introduced into the assessment. Social significance can be very subjective, so the assessment loses its objectivity. Most important is that the insistence on productivity relegates potential. Children who have potential talent but need support, encouragement, and practice will be overlooked in favor of those children who already know how to construct and present socially meaningful products. It is concluded that although one must be careful with broad and inclusive definitions of talent, productivity requirements should be left out of definitions of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A domain-specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely-used categorical model. A research project is described which involves administering several measures in 3 different domains (Linguistic, Logical/Mathematical, and Social/Emotional) to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students' diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the general intellectual abilities, the performance motivation, and the creative abilities of 7th graders who were gifted in language and mathematics. Human Ss: 28 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (mathematical giftedness) (7th graders at a special school) (experimental group). 33 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (language giftedness) (7th graders at a special school) (experimental group). 28 normal male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (7th graders at a regular school) (control group). Tests used: The Intelligence Structure Test, the Achievement Motivation Questionnaire (T. Pardel et al, 1987), the Creative Thinking Test—Drawing (K. Urban and H. G. Jellen, 1986) and the Adjective Check List of Creativity (T. Yarnell and G. Domino). (English & German abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses insights gained by cognitive psychologists and psycholinguists into how persons read to obtain meaning that can be used to enhance the teaching of reading to gifted students. Characteristics of giftedness, such as those identified by B. Clark (1979) as "differential cognitive characteristics of the gifted" play an integral part in the high level of reading performance displayed by the gifted reader. The interplay of these cognitive characteristics of giftedness facilitates the processing of printed language to construct meaning. Curricular emphasis for these students should be on reading to learn rather than learning to read. Comprehension skills should be emphasized through critical, creative, and inquiry reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the advantages of single-S designs over the usual parametric designs for the detailed study of the gifted. Several designs are described, and it is suggested that the case study is an ideal approach for developing specific knowledge about giftedness. It is argued that the effects of current educational and psychosocial interventions on the lives of gifted individuals need to be researched and that large-scale studies do not necessarily yield useful information for describing giftedness. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (24 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses issues related to the theory, methods, and validity of cognition research and its approach to the understanding of intelligence and giftedness. Previous research issues, including ecological validity, and current approaches, including metacognition, structural learning, and developmental and Piagetian studies are described. It is concluded that metacognitive research will lead to new meanings of giftedness in cognitive and academic terms. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews current conceptions of giftedness and intelligence and presents a conception of giftedness as an interaction of intelligence, special abilities or talents, self-concept, and resultant motivation to achieve. A distinction is made between traits that are identified in young children and behaviors that serve as goals or outcomes of a program for gifted students. It is concluded that motivation, self-concept, and creativity should not serve as components of an identification scheme, but should be major goals of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses recent developments in cognitive psychology (e.g., the information-processing perspective, research in metacognition) that concern advanced intellectual giftedness in young children and the potential of these developments for alternative assessment procedures of specific cognitive intellectual functions. The implications of the recent research are that (1) preschool children may be more cognitively competent than previously assumed and (2) their use of strategic behavior to solve novel problems may be an indicator of giftedness. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the bivariate normal probability distribution as a method for estimating the prevalence of giftedness. The bivariate model requires the specification of 2 cutoff values for 2 selection variables and information regarding the size of the correlation between variables. The use and interpretation of bivariate estimates of the prevalence of giftedness are discussed. (2 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews several areas of emphasis involved in counseling the gifted: understanding giftedness, problems with peer relationships, and coping with a lackluster school environment. A list of what is not yet known about gifted children (e.g., how to best define giftedness, how to "invite" students to want to learn to their maximum potential, what is the most effective form of guidance for the gifted) is included. (21 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses giftedness as defined as a sociocultural phenomenon, the relationships between labeling and expectation, giftedness as a deviation from normality, and the problems of parents of gifted children and their membership in parents' organizations. The relationships among intelligence, achievement, and environment are discussed, and proposals for identification procedures and educational provisions are presented. (English abstract) (37 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses (1) developing staff sensitivity to the existence of gifted students who are also handicapped, (2) formulating an identification process that will not allow the weaknesses of children to mask their giftedness, and (3) developing a transdisciplinary team approach composed of regular class teachers, special program teachers, and gifted program teachers all working together with parents in creating an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item list, which contains 7 generally accepted indicators of giftedness that do not appear to be influenced by a diverse culture, disadvantaged background, or handicapping condition. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3–5% of the normal curve. The 1st pitfall is that the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3–5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

L. M. Terman's (1925) pioneering longitudinal study of 1,500 gifted children provided salient base data for the development of thought on the gifted, but had some design problems that included limitations relative to the concept of intelligence and sampling bias. Today, expanded concepts of giftedness include the recognition of varieties of giftedness such as general intellectual ability, creative or productive thinking, specific academic aptitude, psychomotor abilities, leadership ability, and visual and performing arts abilities (though the latter two cannot yet be readily measured). Other important advances include the use of creativity for educational facilitation, the understanding of the developmental correlates of creativity during discrete stages, and their educational implications. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the ability of the Structure of Intellect (SOI) Learning Abilities Test to (1) identity gifted children and (2) predict teachers' perception of such children. Ss were 138 high-achieving White, Black, and Mexican-American children from the 4th, 5th, and 6th grades. They were administered the SOI, and their teachers rated each child on academic achievement, creativity, and giftedness. SOI cognitive factors significantly predicted teachers' perception of students' academic achievement. SOI divergent production factors predicted teachers' perception of creativity, and divergent production abilities also contributed to teachers' perception of giftedness. Convergent production of symbolic systems contributed to all 3 teacher perceptions. Although SOI variables significantly influenced teachers' perceptions of student abilities in all 3 ethnic groups, there were dramatic differences among the 3 groups regarding the power of SOI. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Reviews the emergence and development of thought leading to conceptions of many kinds of giftedness (e.g., in the realms of the intellect, creative and productive thinking, the visual and performing arts, and psychomotor abilities). Educational opportunities afforded to the gifted by the US and other countries (e.g., England, Israel, Turkey, India) are summarized, and it is noted that the US is in a position of leadership. Further goals recommended for the US include (a) the formulation of procedures to identify all recognized categories of giftedness, and (b) greater dissemination of information from the US to other countries. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using the 6th grade of New York City schools with more than 10% enrollment of Chinese pupils and a criterion of giftedness 2 yrs above grade level in reading and 1.5 yrs above in the Metropolitan Achievement Test mathematics section, a median incidence of giftedness was found of about 19% compared with normal expectation of 4.75% for these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)