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Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Calls for a greater effort to increase connections between studies of giftedness and mainstream psychological and educational research and examines ways to overcome barriers to that integration. The author argues that most mainstream researchers have paid scant attention to the literature on giftedness and have ignored the field's journals. However, studies of giftedness have contributed to mainstream theory and may play some special roles in theory development. Studies of children and adults with special gifts are more likely to influence mainstream theory if they are conceptualized, conducted, and reported so that their potential relevance for understanding other populations and general principles is apparent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an overview of the Munich Longitudinal Study of Giftedness (K. A. Heller, 1991), focusing on research related to the underlying multidimensional/typological giftedness model. 754 7th graders and 794 9th graders, representing 2 of the 6 cohorts of the original study, responded to tests that included the German Cognitive Abilities Tests (Heller et al, 1985), a questionnaire of social competence, and selected scales of the Munich Activities Inventory. Results suggest that cognitive abilities best predict academic achievements and spare time activities in science, while the creativity measures correlate with school marks in German, arts, and music, as well as with nonacademic achievements in literature, arts, music, and social activities. Attempts to find a giftedness typology were unsuccessful. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Building on the foundation of J. Galbraith's (see record 1986-31280-001) study of the 8 great gripes of gifted students, this article examined qualitative perspectives on giftedness among 85 7th–9th graders. Ss responded in writing to a probe (i.e., "What's it like to be gifted?") designed to elicit their spontaneous perspectives on their experience of giftedness. Results support Galbraith's indication that these children describe their experience in ways that reflect both positive and negative elements. Ss noted specific concerns about a sense of self-as-gifted, high performance demands, and the social consequences of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the literature on child prodigies and comments on the paucity of studies on giftedness in very young children. Despite the various shortcomings of IQ testing, published research overwhelmingly equates giftedness with high IQ scores, and these are the only data presented in the literature on symptoms of precocity among infants and toddlers. Given that giftedness develops through an array of unique efforts by a caretaker (e.g., parent) who cares for the child's special qualities and takes steps to accelerate their ripening, longitudinal research would make it possible to determine the staying power of early signs of excellence provided that caretaking practices could also be enriched and monitored systematically. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that problems associated with giftedness cluster around 3 primary areas: self-perceptions, perceptions of others, and personality traits/external factors. Parental response to the gifted child may be problematic, including anxiety/guilt, denial, ambivalence, disagreement between parents, and overinvestment. Family relationships may be affected in the areas of tempo of family interactions, family system makeup, sibling self-perceptions, and collective attitude toward the giftedness. Counseling strategies include a family counseling modality, exposing myths about giftedness, clarifications of family expectations, and developing educational strategies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses research on the relation of metacognition to giftedness. At Yale University, R. J. Sternberg (1980, 1983, 1984, 1985) and his colleagues have developed an original "triarchic" theory of intelligence and a subtheory of insight. It is maintained that interactions among the elements of the triarchic theory explain giftedness. The question of whether giftedness is a subset of intelligence or vice versa remains controversial. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Examines 2 assumptions that underlie both gifted education and the advocacy approaches of those in the field. These assumptions are that (1) gifted children represent an empirically identifiable population and (2) the needs of that population are significantly different from those of children in general. The exclusivity of the definition of giftedness influences the exclusivity of recommended policies and practices, contributing to the appeal of gifted education, and leading to charges of elitism. Restricting giftedness to a small percentage of the population (3–5%) leads to certain other assumptions. An alternative conceptualization of giftedness suggests that gifted education programs be available to all children. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Describes profiles of 3 female graduate students with different kinds of intellectual giftedness and argues that conventional intelligence tests provide, at best, a modest assessment of only 1 kind of giftedness. The triarchic theory of intelligence is described. According to this theory, intelligence must be understood in terms of the internal and external worlds of the individual and the interface between these 2 worlds as it unfolds through experience. The theory is explained through the Ss' profiles, and measures based on this theory that better assess all 3 kinds of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses several common definitions of the terms giftedness and talent, with particular emphasis on the models proposed by J. S. Renzulli (1979) and S. J. Cohn (1981). The critique of these 2 models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities that foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, an individual can be gifted without necessarily being talented (as in the case of underachievers), but not vice versa. Several factors that can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (36 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses developing social competence in gifted preschoolers in terms of definitions of giftedness, intellectual giftedness and social cognition, intellectual giftedness and social adjustment, and helping gifted youngsters improve social competence. Also discussed are the effects of uneven development and inappropriate educational environments and informal approaches to teaching social skills. It is suggested that social skills development is an important component of a young child's educational program. Gifted preschool children may require special guidance to help them understand and cope with their unusual abilities. A sensitive understanding of gifted preschool children's social and emotional development can provide the foundation for fostering the development of social competence both informally, through classroom interactions, and formally, through structured group lessons. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 2 issues that have hindered the past development of gifted education—the use of IQ tests as the sole criterion for determining giftedness and criticisms of the tracking system. Current problems are noted with respect to the liberalization of the criteria and the trivialization of the concept of giftedness. It is suggested that the future of gifted education will depend on a new conceptualization of giftedness, derived from developmental psychology, that will attend to affective as well as cognitive factors. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness according to which giftedness is understood in terms of 3 types of insight skills: (a) selective encoding, by which relevant information in a given context is sifted from irrelevant information; (b) selective combination, by which relevant information is combined in a novel and productive way; and (c) selective comparison, by which new information is related in a novel way to old information. This conceptualization is compared with traditional views of giftedness and insight in terms of theory and implications for assessment. It is shown how the theory could be tested. Some preliminary data are presented on the relation between insight skills and IQ and measures of inductive and deductive reasoning. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Relates the concept of giftedness and the procedures for identifying the gifted to cognitive-developmental (CD) theory, as represented by Piaget's (1952, 1972) theory of intelligence. The authors define giftedness as academic or intellectual talent that does not include characteristics such as creativity or artistic abilities. The CD approach is characterized by the following assumptions: (1) Cognitive development occurs in a stagelike, sequential fashion; (2) each stage is qualitatively different from one another, but later stages are derivatives of earlier stages; (3) each stage is characterized by the presence of a unique set of cognitive structures that determine the level and form of cognitive functioning; (4) cognitive growth is largely the result of active involvement with the world; and (5) movement from one stage to another is marked by transition points. The concept of giftedness most consistent with CD theory is one that views giftedness as extremely high aptitude within a specific content area. A CD approach can make distinctions between gifted and normal children at the end of the concrete operational level, probably between 8–20 yrs of age. CD theory clarifies identification and definitional issues, highlights problem areas, and directs future research and practical innovations in the field. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

100 children registered in 22 different kindergarten classes served as Ss. Their teachers were asked to make judgments of giftedness after 6 weeks of class and again after 7 mo. of class. No definition of giftedness was given to the teachers. Stanford Binet, Form L-M, and California Test of Mental Maturity (CTMM) were administered to the children. Using a Binet IQ of 130 as the criterion for giftedness it was found that the teacher's 1st judgment agreed with it in 26% of the cases. That teacher's 2nd judgment agreed with it in 38% of the cases and CTMM agreed with it in 39% of the cases. The lack of teacher agreement with the criterion raised a question about her ability to identify gifted children. (6 ref.) (PsycInfo Database Record (c) 2025 APA, all rights reserved)

At its meeting held in honor of Leta S. Hollingworth at Columbia University, in December, 1940, the Conference on Education for the Gifted defined giftedness to include those who have special abilities in non-verbal as well as verbal areas, and favored extending college education to those gifted in any field. Social giftedness was emphasized. The conference was against educational segregation for potential leaders as being against the best interests of democracy. It favored a guided and more flexible curriculum, but reached no decision as to whether the curriculum should be selected by the student or the faculty. There was some agreement that financial assistance should be based on giftedness (broadly defined) rather than need. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

When the term gifted is used in casual conversation, it generally is assumed the discussion is about someone under the age of eighteen. Yet the attributes and concerns of the gifted do not disappear in adulthood, and at certain junctures in an adult's lifespan can become critical to an individual's well-being. As adults proceed through various stages of development, they inevitably seek a clearer sense of identity, integration, and purpose. Such tasks are replete with difficulties, particularly for those gifted adults whose drive toward realization is obstructed by mistaken self-concepts. Especially challenging to the counseling psychologist are clients who were identified as gifted children, but now believe their special abilities have somehow expired, who never were appropriately identified as gifted or educated about what giftedness means, and who suffer from anxiety, depression or relationship problems that are unknowingly related to lack of information and support as a gifted person. To further understandings of the nature of giftedness across the lifespan, this article offers a glimpse into the clinical "aha" experience of under-recognized giftedness in adults, and suggests methods for exploring and supporting a reunion with the gifted self. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon – where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the concepts of adult giftedness in the context of domain achievement and questions whether giftedness in women is somehow unique. The seemingly inequitable eminence model standard of adult giftedness is juxtaposed against the "relative context" model in which one's achieved potential is compared with members sharing characteristics such as gender, ethnicity, SES, etc. The issues of the psychological needs and unique circumstances facing gifted women are focused upon as they enhance or inhibit their exceptional abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)