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This paper discusses issues relevant to gifted children’s readiness for school. It raises a number of questions that challenge thinking about what is meant by school readiness. Gifted children can often be ready for school entrance before the age traditionally considered appropriate. Their complex developmental profiles challenge accepted notions of school readiness. Questions and issues pertaining to how giftedness is defined and nurtured, determination of social-emotional readiness for school, and development of giftedness across the life span are considered for their educational implications. Findings from developmental psychology on transition points in development, predictability of intelligence, and motivation to learn are presented as a framework for thinking about educational policy and practice that best support young children with learning profiles that include advanced levels of development. Questions raised also constitute directions for research on a topic that lacks a solid research base. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The low academic performance in gifted individuals is a complex phenomenon that has been observed and reported by teachers, experts and researchers for over three decades. Although this definition does not meet a full consensus, it aggregates all the elements that make up this apparently antagonistic reality. The definition of low performance, underachievement in English, emphasizes the discrepancy between the potential (skills) and the performance (achievement), particularly within the school context. The main objective of this article is to present theoretical and empirical contributions that support the study of the phenomenon of giftedness under the perspective of special people, namely gifted underachievers. Some elements related to the concept of giftedness are highlighted, and characteristics of gifted students, from Elementary and Secondary school level, are listed. Next, definitions of underachievement and characteristics of gifted underachiever are presented, as well as some related factors associated with this condition are outlined. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Peer status is an important indicator and predictor of adjustment. While gifted children tend to enjoy favorable peer status, their social functioning during adolescence is less clear. The current study seeks to enhance this understanding by examining both preference- and reputation-based peer status of gifted adolescents. Peer nominations were used to assess the peer status, aggression, victimization, and prosocial leadership of 327 public school seventh graders (44% male; 42% White). School records provided giftedness information, course grade, and standardized test scores, and substance use was self-reported. Gifted students were viewed as less aggressive and more prosocial and had higher academic achievement than nonidentified students. Giftedness moderated the peer status–adjustment relationship. Rejection related to higher victimization and test scores, but these associations were most exaggerated for gifted students. Popularity positively related to aggression and substance use; however, the associations were greatly attenuated for gifted students. Findings underscore the heterogeneity of gifted adolescents’ social experiences. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Are people with superior intelligence also superior in interpreting the emotions of others? Some studies find that an underlying g-factor links all mental processes leading to an expectation of a positive answer to the question, while other studies find that there is a cost to giftedness. No previous study have tested social cognition among highly gifted, or the Mensa society specifically. The study measures emotion recognition in 63 members of the Norwegian Mensa and 101 community controls. The Mensa group had a higher total score on the EmoBio test and was specifically better at differentiating the anger emotion, otherwise hypothesized to be mediated by subcortical processes. There was no difference in heterogeneity between the groups, contrary to the expectation of an autistic subgroup in Mensa. The study indicate that the positive manifold extends also to social cognition, and runs counter to the concept of a cost to giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and analyzed in two phases with two groups of teachers ( n₁ = 7 and n₂ = 13). Text data from both phases were analyzed separately and then validated using constant comparison processes. Initial coding, focused coding, and theoretical coding led to data categories and an emergent theory to explain high school teachers’ perceptions regarding gifted education. Results indicated a need to clarify the perception of giftedness among high school teachers, as well as how effective training of those teachers can be implemented. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Despite one-dimensional stereotypes and barriers experienced by Asian American women, many have achieved prominence. We know very little about these stories, their lives, or what helped them to achieve beyond expectations. Based on the Productive Giftedness Model, the article identifies the common traits and supportive conditions that influence their success. To help illustrate these experiences, the article highlights the lives of 10 notable Asian American women across diverse professions. These women displayed “productive giftedness” as girls; they were accomplished, determined, and skillful early on, which led to excellence, awards, and leadership opportunities. Many also had supportive conditions including the investment of one or more adults. Parents, teachers, and mentors can further enhance these opportunities for Asian American girls. These general principles can be learned and applied to other groups as well. Supporting individual, instructional, and environmental factors can influence learning and achievement for girls in the early and school years. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This study aims to examine the role of essentialist interpretations in education. A group of university students (N = 196) were asked to rank themselves on a social ladder and respond to a set of statements on essentialist beliefs about social class and differential notions of intelligence. Results showed that it is possible to construct a reliable scale measuring essentialist beliefs, comprising views of social class as a discrete and stable social category. The differential notions of intelligence, or the social representation of natural giftedness, seem to be connected to two frames pertaining to the definition of social position: the essentialist beliefs about social class and the subjective perception of one’s own social rank. Accordingly, the representation of natural giftedness is part of the social-positional perspective of education. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified— demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

A considerable amount of recent evidence suggests that speed of information processing (SIP) may be related to general giftedness as well as contributing to higher mathematical ability. To date, no study has examined SIP associated with both general giftedness (G) and excellence in mathematics (EM). This paper presents a part of more extensive research aimed at a multidimensional examination of mathematical giftedness, which is a complex function of the G factor and EM factor. The research population consisted of four groups of 10th–11th grade students who differed in their G level and EM level. 190 participants performed five SIP tests: Visual-matching, Cross-out of numbers, Digit-symbol, Symbol-search and Simple arithmetic exercises. We found that the G–EM group outperformed the three other study groups on all five tests. The findings reveal that between-group differences in performance on Cross-out of numbers and Simple arithmetic exercises tests are associated with both G and EM factors, whereas especially the G factor had an effect on students’ scores on Digit-symbol, Symbol-search and Visual-matching tests. In addition, we found gender differences on the Digit-symbol and Symbol-search tests. The results of this study suggest that EM and G factors are interrelated but represent different traits with respect to the SIP. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One hundred twenty-four undergraduate education majors completed the phrase "a gifted student is ______" using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai's (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue sets itself apart from earlier issues through its lack of traditional giftedness research articles. This is not simply a coincidence. The work on display here is becoming generally more prevalent, and I see at least two developments in our field that help explain this shift. The issue's first contribution raises fundamental questions about giftedness research and the nature and quality of the relationship between the field and its various parent disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Unlike traditional person-centered models of giftedness, the Actiotope Model of Giftedness focuses on the person-environment interactions. It postulates that successful learning requires necessary resources, termed educational and learning capital, located both in the environment and the individual. The Questionnaire of Educational and Learning Capital (QELC) is introduced. The results of a validation study with students from China, Turkey and Germany is reported which shows that the QELC has satisfactory psychometric properties as well as construct and concurrent validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This commentary addresses Subotnik et al.’s (see record 2012-24309-002) target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors’ critique of gifted education is sharpened in three respects: (a) gifted identification, (b) effectiveness of gifted education, and (c) credentials of gifted education. Finally, four necessary and productive lines for future research are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

There has been an increase in publications of quantitative research studies investigating overexcitabilities (OEs) and giftedness. On one hand, increased interest in OEs bodes well for the dissemination of Dabrowski’s theory of positive disintegration (TPD), from which OEs are derived. On the other hand, recent research raises concerns regarding the assumptions underlying the research methods in common use. This article argues that the assumptions regarding OEs and their relationship to giftedness evident in recent research run counter to Dabrowskian theorizing. Due to the uniqueness and coherence of TPD, the article concludes by noting the need for a paradigm shift when researchers investigate TPD concepts such as OE. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). In the study, we tried to find out what made a person demonstrate outstanding scientific creativity. The result showed that eminent scientists had a variety of essential traits, such as intrinsic motivation, eruditeness, autonomy, and initiative. However, we also know that these traits are also possessed by many ordinary people to some extent. So these traits are necessary but not sufficient for preeminence. More importantly, along the pathway the interaction and the co-evolution are the keys to transcendence. It is lucky that we have a chance to read Ziegler and Phillipson’s systemic theory of gifted education,which can shed more light on our findings. Here, we will first comment on the theory that inspires us, then reinterpret our findings in the light of it, and put forward some tentative suggestions in the end. In contrast to traditional trait-oriented conceptions, Ziegler and Phillipson redefine excellence from the perspective of an action-oriented approach. In the Actiotope Model of Giftedness, which has been elegantly crafted over the years,excellence refers to a specific quality of actions. In this way, Ziegler and Phillipson greatly expand the understanding of giftedness. The model provides a comprehensive new vision for gifted education, and can help researchers understand giftedness more profoundly and broadly. What we are looking forward to is its widespread application in gifted education in China. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This issue of High Ability Studies stands out with regard to diversity in two respects. First, it includes contributions from various areas of talent development and expertise, some of which have been studied very little to date. It features studies focusing on, for instance, expertise in poker, the musically gifted, talented dancers and academic giftedness. Second, highly diverse aspects of talent development, giftedness, and expertise such as decision making, cooperative learning, competition perfectionism, and ability climates are examined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Professional school counselors are responsible for serving students across a wide range of cognitive ability, yet counselor educators may not attend to issues related to giftedness, such as how and when developmental phenomena may be experienced by highly able students, and the need to differentiate counseling approaches for this population. This study examined the extent to which CACREP-accredited school counseling programs addressed giftedness, as well as perceived barriers and supports that influenced whether programs included topics related to extreme ability in their preparatory curricula. Findings included that minimal attention was given to the implications of high ability for counseling practice, and that a lack of room in the curriculum, lack of funding, and absence of pertinent, mandated standards were some of the largest barriers to inclusion. Supports in the form of openness to including information, faculty expertise and experience, and perceived need were generally perceived to be low to moderate. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An erratum for this article was reported in Vol 32(3) of Roeper Review: A Journal on Gifted Education (see record 2010-15324-007). In the original article there was an error in section "Attachment" on page 117, line 10. The correction is given in the erratum.] Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)