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Outlines an identification system that translates a 3-part conception of giftedness (above average ability, task commitment, creativity) into a practical set of procedures for selecting students for special programs. Procedures include (1) test score nominations, (2) teacher nominations, (3) alternate pathways, (4) special nominations, (5) notification of parents, and (6) action information nominations resulting from inservice teacher training regarding giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The research cited in support of J. S. Renzulli's (1978) 3-ring conception of giftedness is a weak and equivocal case for this definition. The authors cite failure to address relationships between ability and creative/productive accomplishment, dated studies, methodological problems, and contradictions to conclusions. While the authors find some support for the 2nd ring of task commitment, they question whether task commitment was the most salient component of the studies. No research was found in support of the 3rd ring of creativity. The authors conclude that, judged only on its research base, this concept of giftedness is of questionable validity, although it may be defensible as an implicit conception. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the hypothesis of the social inheritance of intellectual giftedness. Human subjects: 12 male and female Ukrainian school-age children (aged 6–8 yrs) (intellectual giftedness). The conditions and nature of Ss' upbringing were analyzed, and simple intelligence tests were administered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the article by Y. Z. Gilbuh et al (1990) on the substance and determinants of intellectual giftedness. Those authors are criticized for emphasizing the social inheritance of intellectual giftedness while ignoring the role of genotype in interindividual variability in intelligence. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asserts that early screening, education, and counselling of gifted and talented children is a task that should be carried out as a 1st priority in any system of education. The Soviet research on giftedness and creativity, and the psychological structure of giftedness is presented. (0 references) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theoretical bases of the notion of creative giftedness, and considers developmental stages in the realization of search activity in childhood. The main structural components of giftedness are listed: cognitive motivation, problem finding and problem solving, original decision making, forecasting and anticipation, and creation of ideal standards. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Searched 4 databases to locate articles on giftedness published in the US between 1975 and 1986 and identify trends in research in giftedness. 2,680 citations were found, of which 870 were research articles. The nonresearch literature was concerned with curriculum quality and program development, while the research literature was more concerned with student characteristics and identification measures. The most common research designs were causal-comparative, followed by correlational and case study, and the most frequently researched group was elementary-aged children. A significant percentage of the research was conducted by doctoral students and exists as unpublished dissertations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes cognitive psychology models for diagnosing giftedness within the framework of the correlations and components approach. General characteristics (e.g., research questions and methods) of empirical cognitive psychology approaches to giftedness are discussed, and results of studies on various cognitive processes and abilities of gifted individuals are reviewed. These studies focused on procedural thought processes, verbal and quantitative problem-solving abilities, inductive reasoning abilities, spatial abilities, and divergent–convergent problem solving. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems in the identification of disadvantaged gifted children resulting from the ability–achievement discrepancy in this population group. A model for the diagnosis of giftedness is presented that includes consideration of all the personality, family, physical, developmental, environmental, and chance factors that can undermine the development of giftedness. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a single-case analysis of a gifted, troubled elementary school-aged girl that illustrates the close interaction between personality characteristics and social factors in the development and expression of giftedness. The case description includes assessment procedures and results as well as counseling interventions and outcomes. In addition, the present author's (1985) triadic interdependence model of giftedness is described. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Surveyed 295 9–15 yr old students participating in summer programs for the academically gifted and artistically talented to explore their conceptions of giftedness and talent, their recollections and interpretations of earlier labeling experiences, and their perceptions of others' reactions to their being labeled gifted or talented. Findings suggest that these Ss have highly favorable views of themselves and of gifted and talented students in general. They believe that giftedness can be attained by hard work, and that gifted and talented students are not very different from others. Most perceived others as treating them either no differently than others or more favorably. Only a minority reported negative reactions from peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. The current author takes issue with Gagné's distinction between natural abilities and systematically developed abilities, and thus his distinction between giftedness and talent, arguing that the distinction lacks meaningfulness and utility. The current author then questions the practicability and the value of the larger enterprise of attempting to reach consensus on the meaning of these elusive concepts. The author also argues that not only is the lack of agreement as to the meanings of the terms giftedness and talent inevitable but that it is conceivably a good that in no way poses a practical limitation on practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the development and implementation of a 3-wk summer institute designed to challenge teachers' notions of giftedness and gifted learners; and to create a link between theory and practice. Institute structure, the need for follow-up, teachers' beliefs about giftedness, and the implementation of individual teaching plans are delineated. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the efforts of a project responding to the need for culturally relevant alternatives to current assessment practices in the identification of giftedness among rural Mexican-American elementary school students in the southwest. The project implementation involved acquiring school faculty commitment and establishing and training identification committees from among parents, community representatives, teachers, and school administrators. The 1st task of the committees was to define giftedness grounded on the sociocultural characteristics of the community. Then, local multidimensional screening procedures needed to be developed and implemented. Preliminary results of the project are outlined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the patterns and complexities of parents' reasoning about their gifted children's social and emotional development. Models of parental reasoning in the general population do not account for the particular characteristics that many parents observe in their gifted children. In a year-long study of 10 families, 4 levels of thinking emerged among the parents interviewed. A model for parents of gifted children presents these levels hierarchically. Characterizing the lowest level is a complete absence of a framework for parental thinking about giftedness. The highest level evinces a comprehensive, integrated context for parents' understanding of both the intellectual and social-emotional aspects of their children's giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Constructed a concept map representing the experience of giftedness among 85 7th–9th graders. Ss completed written responses to a phenomenological probe, which were reduced to a set of representative items. Ss then performed free card sorts on these items, which they also rated for applicability to their experience. Multidimensional scaling and cluster analysis suggest positive and negative elements of the experience of giftedness along internal and interpersonal dimensions. Implications for interventions with the gifted are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the conception of giftedness held by 4 experienced primary teachers (2 kindergarten and 2 1st grade) who were using the Early Assessment for Exceptional Potential portfolio assessment model. Ss had a similar image of giftedness with 2 dimensions: classroom performance and fictive style of the students. Ss assessed children developmentally against their peers for extremely unusual intellectual and academic ability as demonstrated by what children said and did, and a qualitative difference in these children characterized by intensity, high visibility, or uniqueness. The 4 strands of evidence that created the teachers' image of child potential are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the psychometric approach to the identification of giftedness, reviewing methodological issues, data sources, measurement instruments, and concrete decision-making and identification strategies. Theoretical implications of the trait-oriented definition of giftedness are discussed, and a general model for identifying and promoting giftedness is described. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)