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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)

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)