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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 aim of the study was to examine whether there are differences in depression between children who differ in giftedness-status, school performance, age and sex. The study was carried out on students in grades 7 and 8 of 5 elementary schools, who were subjected to a process of identification of gifted children when they were in 3rd grade. The sample consisted of 75 children who had been identified as gifted and 75 children randomly assigned to a comparison group. There was a similar number of girls (n=70) and boys (n=80), as well as of students from 7th (n=77) and 8th (n=73) grades. According to school performance, the children were divided into two groups: the group of highly successful students (n=71), and the group of less successful children (n=79). Identification of gifted children was based on the results on the Raven's Standard Progressive Matrices, the PROFNAD scale and the PRONAD-U scale (Koren, 1989). Depression was assessed with the self-rating scale. Results of the ANOVA in which giftedness, school performance, sex of the child and age were used as independent variables, while scores on the depression scale had the status of dependant variable showed that the older students were more depressive than the younger, with the difference especially pronounced among girls. Gifted and non-gifted children did not differ in their depression. However, the interaction between giftedness and school performance was significant, showing that the group of less successful gifted children was the most depressive one, while the group of very successful gifted children was the least depressive one. The results are discussed in terms of the importance of investigating factors related to depression in children and adolescents, as well as of recognizing subgroups of children who are at risk for developing depression. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty-four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi-square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current authors focus on how to avoid selecting the "Denny's" of the world, referring to to a former gifted student who seemed primed for success-but then committed suicide. They argue that gifted education programmes, and especially those for younger students, should focus on finding all students of high ability and helping them develop their talents. In doing so we also hope the number of Denny's in the world might be reduced-not by excluding them from gifted programmes, but by including them and better preparing them to deal both with the positive and negative consequences of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Six hundred and thirty-nine Chinese primary and secondary gifted students were assessed on their adjustment problems using the revised Student Adjustment Problems Inventory (SAPI-24). Students' responses indicated that intense involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations could be relatively common problems among gifted students. Less salient was the problem of poor interpersonal relationships. While the notion linking giftedness and vulnerability to adjustment problems was not borne out by the data with traditional IQ measure, specific adjustment problems were found to be associated with specific intelligences, which conferred both increased and reduced vulnerability dependent on the adjustment problems involved. Implications of the findings for future research into the complex relationships between adjustment problems and giftedness or multiple intelligences are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Compared the social status of 42 highly gifted and 86 moderately gifted students (aged 12–16 yrs) across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self-concept, and to age relative to the peer group. These findings are examined in light of other research on giftedness and social status. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. The seven patterns are the Analyzer, the Creator, the Practitioner, the Analytical Creator the Analytical Practitioner, the Creative Practitioner, and the Consummate Balancer. Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recent articles on the gifted self are characterized by theoretical confusion and lack of definitional clarity. This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning, the maintenance of which is crucial to normal functioning. Interactions with others are a formative part of the self experience. It is argued that traits of giftedness, and the reactions of others to these, contribute to the gifted self experience. The author contends that social and emotional problems of giftedness, such as those that arise with asynchronous development and perfectionism, are based on a compromised sense of cohesion and unity of the self experience. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Gifted children and their families may be considered a population with unique needs. In this column, the characteristics of gifted children and the impact of giftedness on the family are presented. Family therapists are encouraged to examine their own attitudes toward giftedness and to enhance their sensitivity in working with gifted families. (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)

The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N=499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Following an introductory definition of 'scientific ability and creativity', product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two research strategies complement each other in describing and explaining scientific ability and creativity in the field of science and technology. Whereas psychometric studies seem to be essential for diagnostic and prognostic purposes, cognitive psychological studies help to explain the development of individual competencies and excellent performances. In the last two decades, another research paradigm has arisen that has been characterized as 'giftedness as developing expertise'. The so-called 'expert-novice paradigm' is based on a dynamic concept of giftedness in which creativity and motivation play an indispensable role. As an example of this approach, the Munich Dynamic Ability Achievement Model (MDAAM)--an extended version of the Munich Model of Giftedness (MMG)--will be discussed in greater detail. Furthermore, empirical data from the author's studies of scientific ability and technical creativity will be presented and their theoretical context described. Finally, various possibilities for nurturing scientifically and creatively talented adolescents and adults are discussed, with sex-related problems being touched upon. Generally, the hypothetical construct 'scientific ability' can be defined as scientific thinking potential or as a special talent for excellence in (natural) sciences. Similar to this definition, 'scientific creativity' or 'technical creativity' can be conceptualized as individual and social capacities for solving complex scientific and technical problems in an innovative and productive way. Both descriptive and explanatory terms are necessary for a theoretically and practically efficient definition. This further necessitates different research strategies, which will be demonstrated with respect to several study examples. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)