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Cites the present weaknessess in only concentrating on 1 criteria for judging giftedness and then developing individuals in only that area. Other qualities are outlined which are felt to be indicative of the type of talented individual who is often by-passed because his abilities lie latent or are manifested in unconventional ways. Once the broader definition of giftedness is accepted, the next step is to allow the same open-mindedness to prevail in developing the talents and to initiate highly individual programs geared toward the specific person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In an attempt to attain money for programs educators have linked the concept of "giftedness" in children to mean a type of disability. Thereby, those with exceptional talents are grouped with the retarded and handicapped as the only means of meriting special attention. The idea of giftedness must be restored to its original meaning and should be important enough in its own right to be worthy of our funding. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigated the literature regarding genius, creativity, and giftedness as this appears in the Psychological Abstracts and the Cummulated Subject Index 1927-1965. Changes in the frequency of articles in these 3 areas are noted and the major topics investigated in each of the areas. The concepts appear to be complimentary in terms of the period in which their major work was undertaken and in the topics dealt with. Findings are discussed as they relate to an understanding of the conditions underlying the attainment of eminence. A 2nd point discussed is the need to distinguish among different levels of intellectual giftedness. (76 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Based on longitudinal studies of 8-16 yr. old children, the development of general abilities is discussed, especially as it occurs in gifted children. It is suggested that there are optimal periods in the course of development for the manifestation and rapid growth of certain abilities, i.e., age-related factors of giftedness. Variations in the course of development of intelligence as a function of the type of nervous system are considered. It is concluded that the study of age-related factors of giftedness is a means of study of intellectual abilities in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social stigma of giftedness and the management of this stigma with 51 11th graders in a residential academy for the gifted. Perceptions of cliques and how social interactions at the academy differed from regular high schools were also addressed. Ss completed the Social Interaction Questionnaire and an open-ended questionnaire. Although Ss were concerned about fitting in and were reluctant to label themselves, they would not change their behavior to fit in. Ss' use of information management strategies to deal with the stigma associated with giftedness is explored. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a pentagonal implicit theory of giftedness and a set of data testing the theory, using 24 college students and 39 parents of gifted children. The goal of the theory is to capture and systematize people's intuitions about what makes an individual gifted. The exposition is divided into 5 parts. Part 1 discusses what an implicit theory is and why such theories are important. Part 2 describes the pentagonal theory, specifying the 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. Part 3 considers the relation of the pentagonal theory to explicit theories of giftedness. Part 4 presents data supporting the theory, and Part 5 discusses its implications for gifted education. Survey results confirm that Ss took the 5 points of the theory into account when making evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the issues of underrepresentation of African American students in gifted education programs and the ways to desegregate gifted programs and redress inequities in this area. Various conditions have led to the underrepresentation of African American students, such as conflicting definitions, faulty identification practices, cultural differences in learning styles, poor parental involvement, and the underachievement often associated with giftedness. The changing demographics and increasing diversity requires redefinition of intelligence, giftedness, and underachievement. Increased multicultural training for teachers, enhanced parental involvement, use of multidimensional and multimodal assessment and retention of African American students in gifted education programs are recommended for reducing underrepresentation and inequities in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Interviews with teachers and teacher-completed questionnaires were used to examine the interplay between personal and official conceptions of giftedness. Teachers saw giftedness as greatly varied but having the common characteristic of creativity. However, when observing for nomination to gifted programs, teachers focused on classroom performance to a greater degree than creativity. Their observations more closely matched the official definition rather than their personal conceptions. Ss had not actively worked to align the official conception more closely with their own. This inaction was attributed to lack of experience with gifted education, avoiding harm to children, and being patient with change. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)

Presents dynamic assessment as an alternative method of measuring intellectual ability, and discusses ways in which dynamic assessment addresses common criticisms of traditional intelligence tests. It is suggested that dynamic assessment can be used to identify children's learning abilities, determine how and/or what to teach, assess giftedness in minority and poor children, control for individual differences, and explore different domains of giftedness in individual children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an alternative nontraditional technique for identifying gifted African-American children. The measure is described as more adequately considering the cultural norms and values of the African-American community, whereas traditional measures (e.g., the Stanford Binet Intelligence Test) define giftedness according to Eurocentric standards. The redefinition of giftedness from an African cultural-centered perspective of optimal performance is discussed. S. E. Hamilton's (1983) Gifted Children Locator Scales for Parents (GCL-P) and Teachers (GCL-T) were developed to identify African-American children who have exhibited outstanding performance through a behavioral observational-interview rating scale. Two initial reliability and validity studies of a total of 348 children (aged 2 yrs 6 mo to 6 yrs) are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Determined if 118 parents were good judges of their young children's (mean age 32.91 mo) actual ability level (AAL) and investigated parental belief (PB) systems differentiating parents whose children actually were gifted from those whose children were not. Data were provided on the relationship between specific items perceived by parents as indicators of giftedness and the children's measured AAL. PBs were associated with actual IQ status. PBs about memory, creativity-imagination, and abstract thinking abilities were associated with higher IQ, and knowledge of body parts with lower IQ. Parents had specific and differentiated beliefs concerning the constituents of giftedness and exhibited a fairly high degree of accuracy in their judgments. PBs differed as a function of the AAL of their children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by M. K. Kitano (see record 1992-25310-001) on multicultural education for the gifted. To enable educators to focus more clearly and accurately on the appearance of indicators of giftedness in children from various cultural and socioeconomic backgrounds, several issues must be resolved. These relate to (1) clarifying the giftedness construct and (2) examining the relationship of socioeconomic status (SES) to being identified as gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the influence of personality traits on the creative process and on the manifestation and development of giftedness. The importance of the structural organization of consciousness is discussed, and the role of comprehension and decision making as integrative cognitive-personal manifestations of giftedness is considered. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the literature on the achievement of gifted females. Factors that contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Recommendations for further research include longitudinal studies on socialization and psychological development of females, exploration of the definition of giftedness, and sensitivity to the timeline of gifted women for the realization of the giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The use of standardized tests is not appropriate for the assessment of giftedness because of reduced variance in the upper range of the scale. The authors used an adaptation of the KFT (Kognitive Faegkeits tests), tests of cognitive abilities developed in Germany, which proved useful in the assessment of giftedness. The study was conducted with 600 gifted 1st, 3rd, 5th, 7th, 9th, and 11th graders in Moscow schools, with 100 Ss in each age cohort. A short description is given of the KFT subtests and data collected using th Russian version of KFT are described and compared to German data. The adaptation of the KFT to Russian samples is judged to be statistically valid. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the debate between R. Jarrell and J. Borland (1980) and J. Renzulli (1986) over the concept of giftedness and presents 3 criteria for a "good" definition of this concept. The debate over giftedness is recast in terms of these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In examining the postmodernist rejection of metanarratives, the author argues that the label "gifted" is one such metanarrative and involves a priori expectations about what individuals labeled as gifted should be doing and about what interests they should have. Because giftedness is thought to epitomize cognitive development specifically, curiosity and the ability to synthesize a wide range of information might not be viewed as traits of the gifted. Performing particular functions would count as indicating giftedness. It is argued that symbolic violence can be done to "gifted" individuals by treating them according to the restricted expectations of the label. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses multidisciplinary research into giftedness in young children from the perspectives of (1) identifying the gifted, (2) research on gifted children and programs, (3) programming for young gifted children (YGCs), and (4) the sociopsychological implications of giftedness. Identifying YGCs is difficult and often results only after the YGC has been sent to counseling for a handicapped program. In addition to difficulties in assessment and screening, as well as providing appropriate programs for YGCs, there may also be some impact in labeling YGCs as such. (PsycINFO Database Record (c) 2016 APA, all rights reserved)