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Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews a formal 2-stage model for dialectical psychology and shows its connection with many facets of Piagetian operations, especially in K. Riegel's (see record 1974-22691-001) formulation of the 5th stage of dialectical operations. In the latter, thought processes pass freely back and forth among those characteristic of the several Piagetian periods. The close connection with several dialectical views of the learning process is studied. Application is made to the enhanced cognitive abilities of the gifted intellect and to an exploration of gifted affect variables. Finally, the manner in which dialectical operations enter into gifted creativity is discussed. (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) 2016 APA, all rights reserved)

Presents a differing perspective on the nature of giftedness. It represents gifted people who do not necessarily excel by society's standards or fit neatly into our culture. Instead, it addresses the phenomenological reality of gifted people who are asynchronous and unusual in development. Topics discussed include adult characteristics of giftedness, the emotional impact of a gifted lifespan, talking about giftedness is taboo, and networking can help. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the child prodigy is a distinct form of giftedness that must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent 2 distinct evolutionary trends to maximize the likelihood of human survival. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relationship between metacognition and giftedness by (1) exploring alternative theoretical conceptions of giftedness and (2) reviewing experimental research and case studies of giftedness to search for empirical evidence. Theoretical perspectives and empirical investigations support the important role of metacognition in understanding and explaining giftedness. More well-designed research is needed to form a sound basis for developing instructional implications from this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents selected results of a 4-yr (Munich, Germany) longitudinal study of giftedness, and discusses the conceptual and theoretical problems of giftedness. Beginning with a large multiregional sample with 6 age cohorts of more than 26,000 students between 6–16 yrs, data were collected on highly gifted students (30% of original sample) during 3 periods between 1986 and 1988. The study was based on a multidimensional domain-specific concept of giftedness: intelligence, creativity, social competence, musical ability, and psychomotor ability (or practical intelligence). Areas studied included academic achievement and leisure activities, cognitive and motivational personality factors, and school and family socialization conditions. Developmental factors and achievement analyses of gifted and normal students aged 6–18 yrs were the central focus during the 2nd phase of the study. On the whole, results support the hypothesis of various types of giftedness, but definite characteristic clusters of the gifted were not found. Among other results discussed, sex difference results include the finding that girls' giftedness declined with increasing age. Consequences for the nurturing of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a reanalysis of E. A. Hany's (1987) data on teachers' ratings of 6,815 male and female West German 9th graders on 5 dimensions of giftedness: cognitive giftedness, creative giftedness, social competence, psychomotor giftedness, and musical giftedness. Results confirm that G. A. Lienert's configural frequency analysis (1973) can be used successfully in the identification and differentiation of gifted students. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Evaluated 184 15–17 yr old gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. Results indicate that their views of giftedness were not unidimensional. Ss were positive about their giftedness but did not believe that others were positive. Also, Ss viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses childhood intellectual giftedness from a developmental perspective. Topics include (1) clarification of the concepts of intelligence, giftedness, and talent; (2) various theoretical models of giftedness; (3) cognitive, motivational, affective, and social characteristics of intellectually gifted children; (4) the synchronicity of cognitive-intellectual and social-emotional development in gifted children; and (5) the role of families and schools in promoting or inhibiting the development of giftedness in children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses central topics and issues in the diagnosis of giftedness, including: (1) the questionable distinction between intelligence and creativity in formulating definitions of giftedness, (2) the various functions of giftedness diagnosis, (3) methodological problems, and (4) research needs. Recommendations for the practice of giftedness assessment are provided. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Conducted structured interviews to determine perceptions of 60 gifted students (aged 12–18 yrs) concerning their own and others' attitudes toward giftedness and to examine Ss' awareness of the existence and content of stereotypes and labels toward giftedness, coping mechanisms used by Ss, and whether giftedness is perceived as valued or devalued by Ss based on interaction with peers, teachers, and parents. Positive value of giftedness reflected by parents and teachers and negative value of giftedness reflected by peers emphasized the situational context of deviance and created a social chameleon effect whereby Ss displayed this attribute in interactions where valued and masked it where devalued. Giftedness was valued for self. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated which of 13 giftedness identification measures discriminated between gifted and nongifted 2nd and 3rd graders, and whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. Ss consisted of (1) 45 students from gifted classes, (2) 42 Ss from regular classrooms who received special gifted services, and (3) 31 randomly selected Ss who served as controls. Ss in the 2nd group were also examined in terms of economic disadvantage and ethnic origin (24 were White, and 8 were Black or minority Ss). A battery of measures were administered, including the Iowa Test of Basic Skills—Elementary Battery, Piers-Harris Children's Self-Concept Scale, and the Cognitive Abilities Test. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were sensitive discriminators of giftedness. Giftedness potential assessment for creativity and learning, basic skills in mathematics, and locus of control discriminated least among economically disadvantaged and/or minority Ss. Measures of teacher judgmental, student self, and parent perceptual identification appeared to be insensitive discriminators of giftedness and seemed to be somewhat biased toward economically disadvantaged and/or minority students. (12 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses certain affective traits (persistence, independence, and self-concept) and their contribution to the realization of giftedness. The issue of labeling children as gifted is addressed, and the current practice of using children's preferences as a guide to the development of both the cognitive and affective aspects of giftedness is discussed. Data are reviewed that suggest that for adults, persistence appears to be an important feature for realizing giftedness. For children, internal control and field independence are abilities that are favored in educational settings, and there seems to be an interaction among self-concept, giftedness, and achievement. It is suggested that giftedness is not an objectively observable condition but primarily a socially defined phenomenon. It is concluded that there are several valid arguments against using children's preferences and learning styles as the basis for designing educational environments. In the short run, it may be to the advantage of students that educators adapt the educational environment to their preference, but the possibility exists that this will lead to an abdication of adult responsibility. (56 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

There is evidence to support two contrasting views about the psychological well-being of gifted children: (1) that giftedness enhances resiliency in individuals, and (2) that giftedness increases vulnerability. There is empirical and theoretical evidence to support both views. It is clear that giftedness influences the psychological well-being of individuals. Whether the psychological outcomes for gifted children, adolescents, and adults are positive or negative seems to depend on at least three factors that interact synergistically: the type of giftedness, the educational fit, and one's personal characteristics. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aims of this research were to investigate the possibilities of developing the cognitive and creative abilities of recognized gifted children, and also of raising the development of "ordinary" children up to a level of giftedness. This experimental work, based on L. S. Vygotsky's Dynamic Theory of Giftedness, involved special procedures and an experimental curriculum designed to overcome children's psychological barriers to learning. Five school classes were involved: 3 experimental classes, 2 of these gifted, and 1 of average-ability children. Two control classes were taught by conventional methods. Comparative assessments were made for 6 yrs between all the children, regarding cognitive development, creativity, and social giftedness, revealing considerable undeveloped potential of ordinary children. Major factors influencing IQ changes included the differences in psychological mechanisms to overcome barriers to learning. Due to the experimental psychological curriculum, not only did all the children's cognitive abilities increase, but their creativity did, as well. Hence, these new diagnostic and developmental procedures were found to be effective, demonstrating the high practical value of the Dynamic Theory of Giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the possibility of differentiating between giftedness and talent in the context of the difference between a concept and a term. The use of both words (synonyms) for one psychological concept is common. Current views on this matter converge on understanding giftedness to mean a multidimensional phenomenon, a phenotypical characteristic of man, and even more frequently, every individual's own characteristic. The author sketches the most important areas on which giftedness research should concentrate (heredity, structure and types of talent, identification and development, social environment, education, development of giftedness, talents of the disabled and implicit theories). The author also discusses forms of education of gifted children (from integrated to segregated) and the mutual relationship between science and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Giftedness—defined in this article as intellectual precocity—is a topic imbued with many myths. This article explores giftedness within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations and self experience. Topics include the history of giftedness, the gifted infant and preschoolers, the gifted school age child, and giftedness in male and female adolescents. Interpretative sources include personal observation and published literature. A continuing theme is the importance of providing high expectations and stimulation with caring and support in both the home and school environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)