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The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes ( n = 36) and one gifted class ( n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The article describes the historical stages of exploring the concept of “giftedness” which reflect principally different understandings of this term, but nowadays are considered as the alternatives. The 1st stage: during the Medieval Period, the term “giftedness” is introduced for the first time ever and it explains the ability of a man to create (the God has given the gift). The 2nd stage: during the Renaissance period, the emergence of the wage labour puts an issue of assessing the presence and the height of abilities. The dependence of the product on the giftedness as high/low abilities is postulated. The 3rd stage: in the philosophy of the Modern Period, in the framework of dialectics, the concept of the process is developed and the levels of cognition as the main, generic ability of a human are defined, therefore the giftedness as an issue is missing. The 4th stage: beginning from the middle of the 19th century, due to the split in the philosophical directions and the demands of the psychometric paradigm, giftedness is reduced to the height of intellect and, subsequently, to the height of any abilities. The 5th stage: the emergence of the theory of giftedness based on the advanced methodology introduced to psychology by Vygotsky. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this study is to explore how a Florida administrative law judge (ALJ) adjudicated the giftedness of one student who was found ineligible to be enrolled in a gifted education program. Specifically, we explore the discourse in an ALJ’s final order to uncover how an ALJ navigates through conflict and deconstructs the conflicting expert opinions and special education state statute on the definition of giftedness and then constructs giftedness from these sources to arrive at the final decision. Utilizing qualitative discourse analysis, we explore what this construction can tell us about the interpretation of the nature of giftedness and what counts as data. Findings in this case suggest that the ALJ gives more weight to experience and expertise. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reports an error in "Direct measurement of scientific giftedness" by Robert J. Sternberg ( Roeper Review: A Journal on Gifted Education, 2018[Apr-Jun], Vol 40[2], 78-85). In the original article, there was an error on page 80, left column, in a sentence beginning on the fourth line of the first paragraph under the heading “OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING.” The correct text should read as follows: Instead of measuring general cognitive skills, we focused on the particular cognitive and scientific skills needed by scientists. (The descriptions below also provided the basis for analyses in Sternberg & Sternberg, 2017; Sternberg et al., 2017.) In addition, on page 79, left column, the heading “THEORY UNDERLYING OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING” should have included the following footnote: The theory described in this section also has been used in prior analyses (Sternberg, 2017; Sternberg et al., 2017). (The following abstract of the original article appeared in record 2018-16871-004). Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers’ knowledge about intellectual giftedness defined as an intellectual capacity significantly above average, the identification of giftedness, and characteristics of gifted students; and (b) inspect some correlates of teachers’ performance on a knowledge test. The final version of the test comprised 38 items and a true–false–do-not-know response format. Sixty-three German secondary school teachers completed the test. On average, teachers answered 26.8% of the items correctly, 34.7% incorrectly, and 38.1% with “do not know.” The higher teachers’ rate of misconceptions, the more negative was their attitude toward fostering gifted students. Personal contact with the gifted was correlated with subjective knowledge but not with assessed knowledge. The results stress the importance of intellectual giftedness as a psychological topic to be addressed during teacher education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers ( n = 30, females = 40%; age range = 24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: The aims of the present study were to (a) examine the effect of intellectual giftedness and the level of mathematical abilities on the Rey-Osterrieth Complex Figure (ROCF) and (b) compare two scoring systems used for ROCF. Sample and setting: The participants were 156 children (71 girls and 85 boys) of the third to fifth grades in elementary school, 49 of whom had been diagnosed as intellectually gifted before the research had started. Participants completed the Test for Identifications of Mathematical Giftedness (TIM) and copy, immediate recall and 15-minute delayed recall trials of the Rey-Osterrieth Complex Figure; the drawing procedure was constantly video recorded. Statistical analysis: Multiple linear regression and ordinal logistic regression were used to examine the effect of intellectual and mathematical giftedness on the ROCF scores depending on the type of the dependent variable—quantitative or qualitative ROCF scores. The effect of age and specific learning disabilities were analysed by regression analysis. Results: Intellectual giftedness and the level of mathematical abilities were moderately correlated with quantitative ROKF scores. According to these results, the authors recommend taking into account the intelligence effect while using the ROCF. On the other hand, they do not recommend using ROCF for diagnostics of intellectual and mathematical giftedness due to the small explained variances. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo prozkoumat vliv rozumového nadání a úrovně matematických schopností na kvantitativní a kvalitativní skóry Reyovy-Osterriethovy komplexní figury (ROKF). Vedlejším cílem bylo porovnat dva využité skórovací systémy pro ROKF. Výzkumný soubor a metoda: Data byla získána na souboru 156 žáků (71 dívek a 85 chlapců) z třetích až pátých ročníků základních škol, z nichž 49 dětí bylo před započetím výzkumu diagnostikováno jako rozumově nadaných. Všem byl zadán Test pro identifikaci nadaných žáků v matematice (TIM) a Reyova-Osterriethova komplexní figura—kopie, okamžitá reprodukce zpaměti a oddálená reprodukce zpaměti po 15 minutách, přičemž postup kresby byl vždy zaznamenáván na videokameru. Statistická analýza: Pro zjištění vlivu rozumového a matematického nadání na skóry ROKF byla použita lineární a ordinální logistická regrese v závislosti na typu závislé proměnné—kvantitativní či kvalitativní skóry ROKF. V modelech byl kontrolován vliv věku a specifických poruch učení. Výsledky: Rozumové nadání i úroveň matematických schopností středně silně souvisely s kvantitativními skóry ROKF. Na základě těchto výsledků autoři doporučují při použití ROKF brát ohled na souvislost příslušných skórů s inteligencí. Naopak nedoporučují používat ROKF k diagnostice rozumového či matematického nadání vzhledem k malému vysvětlenému rozptylu. Limity studie: Mezi limity studie patří málo jasná obsahová validita Testu pro identifikaci nadání v matematice a vysoký výskyt dětí s dvojí výjimečností ve výzkumném souboru. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing, Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

We test the unity of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity), A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N = 866) and gifted students (N = 67 academic abilities, N = 34 artistic abilities and N = 20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities arc relatively higher in academic giftedness group than artistic ( r = .39 vs r =.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning ( r = .25 and r = 21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

This study presents quantitative scientometric results on the development and main focus of publications on giftedness in the fields of psychology from German-speaking countries (PSYNDEX) and Anglo-American countries (PsycINFO) published between 1980 and 2014. In comparison with the literature on mental retardation/intellectual developmental disorders, the quantity of publications on giftedness (PSYNDEX: 1,066; PsycINFO: 8,572) amounts to one fifth. Both databases show a peak of publications in the 1980s and, again, a steady increase in publication numbers since the year 2000. For PSYNDEX, 38% of the publications refer to empirical studies with the quantity being rather stable since 2000. By contrast, 54% of the PsycINFO publications refer to empirical studies on giftedness and their number shows a steady increase since 2000. Approximately 80%of all publications refer to giftedness in school age (6–17 years old), while preschool age and adulthood are rarely studied. Publications focus mainly on giftedness in general cognitive, scholastic, mathematical, athletic, and musical ability while creative, verbal, nonverbal, or figural-spatial abilities are rarely studied. The implications of the results for research on giftedness are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Many gifted characteristics overlap the symptoms of attention deficity-hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned regarding misdiagnosis, dual diagnosis, and the identification of giftedness and ADHD. The current study reviewed empirical studies of the misdiagnosis, identification, and dual diagnosis of giftedness and ADHD published in peer-reviewed domestic and international academic journals between 2000 and 2014. We explored the literature for diagnostic trends and challenges, theories of misdiagnosis, and empirical findings on dual diagnosis. We discuss differences between misdiagnosis and dual diagnosis and conclude with a description of limitations found within reviewed studies and suggestions for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Growing attention is being paid to individuals’ implicit beliefs about the nature of intelligence. However, implicit beliefs about giftedness are currently underexamined. In the current study, we examined academically gifted adolescents’ implicit beliefs about both intelligence and giftedness. Overall, participants’ implicit beliefs about giftedness and intelligence were significantly positively correlated while also having statistically significant mean differences, suggesting that they perceived the nature of the two constructs differently. Specifically, many students viewed intelligence as malleable (incremental view) and giftedness as fixed (entity view), whereas very few students viewed giftedness as malleable and intelligence as fixed; however, heterogeneity was observed. The beliefs identified in the current study provide important insight into the domain-specific nature of implicit beliefs of gifted students and suggest that caution be used against using terms like giftedness and intelligence interchangeably. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The literature on twice-exceptionality suggests one of the main problems facing twice-exceptional children is that there is no consensus on the definition of the terms disability or giftedness and, consequently, the term twice-exceptional. Endeavoring to define these specific terms loops back on itself to legislation based on the medical model of disability and the defining of giftedness in a limited way, frequently through high achievement and performance, which contradicts the generally accepted notion of giftedness in Australia. It appears that a model is needed to define the apparent paradoxical term, not only for scholars within the field but also for educators and the wider community of students and parents/guardians. This article examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourse on disability, giftedness, and twice-exceptionality on which it is anticipated that future research can be grounded. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness developed in the USA have included both creative and leadership giftedness for over 40 years, but there has been relatively little empirical study of the implementation of programming in either of these areas. Because gifted education practices in the USA may provide models for the development of these practices in other countries, it seems important to evaluate the presence and content of programming in creativity and leadership in the USA to develop an understanding of what strengths and barriers these aspects of giftedness may face in other settings. In this pilot study, I examined gifted policies to identify US states that would be highly supportive of programming in leadership or creative giftedness. I then searched systematically for evidence of such programming on the gifted education pages of district Web sites within two of these states. Findings reveal that a widely varied level of detail is provided online at the district level; while there was at least one strong description evident in both the creativity and leadership areas, these were the exception rather than the rule. Further study is needed to confirm and extend these findings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this article, I examine the use of role-play strategy and its outcomes in field experiment conditions in the Boarding School for Gifted Disadvantaged in Israel. Data derive from two major sources: governmental protocols related to the organizational production of a role-play technique and interviews with graduates of the experimental school years after their role-playing experience. Analysis of governmental protocols shows the intentional organizational usage of the term gifted within the school population is based on a bureaucratic simulation of giftedness, which in turn creates a distinction between natural giftedness and institutional giftedness. In-depth interviews with graduates of the school indicate that they experience their giftedness as artificial (“as if” giftedness). They describe ethnic conversion and distinction between two types of self (before and after the boarding school). My concluding discussion identifies a particular kind of reflexivity (the presence of absence) in the boarding school graduates’ concepts of self. In turn, this reflexivity indicates phenomenological consequences latent in role-play simulations in field experiment conditions. The findings of this article enable me to address a pertinent issue of psychological anthropology not sufficiently discussed in the literature: the manner in which individuals who experience (re)construction of the self maintain their selfhood many years after the (re)construction. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study aims to examine the structure of the relationship between intelligence and mathematical giftedness and build a comprehensive model to describe this relationship and the nature of mathematical giftedness. This study also purports to clarify the structure of components of mathematical ability. The third objective is to examine whether students who were identified by two different instruments—(a) mathematical ability and creativity instrument and (b) intelligence instrument—have statistically significant differences across the components of mathematical ability. That is, we want to investigate if variance in identification may be explained by variance in mathematical abilities exhibited by these individuals. To achieve these goals, this study proposes a new domain-specific identification instrument for the assessment of mathematical giftedness, assessing mathematical abilities and creativity. The study was conducted among 359 4th, 5th and 6th grade elementary school students in Cyprus, using two instruments measuring mathematical ability and mathematical creativity and fluid intelligence. The results revealed that mathematical giftedness can be described in terms of mathematical ability and mathematical creativity. Moreover, the analysis illustrated that intelligence is a predictor of mathematical giftedness. Furthermore, the analysis revealed that different groups of students are identified by each type of testing; that is, through the mathematical instrument and the intelligence instrument. This variance may be explained by performance in specific categories of tasks. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light and promotes democratic practices has emerged. This ideology posits a new meaning-making system of giftedness that is process-based rather than person-based. In this article, we elaborate some conceptual principles of this emerging ideology. First, we reflect on the nature of giftedness as a social construct using a symbolic interactionist perspective and articulate the dialectical evolution of collective meanings of giftedness. Second, we address the interdependency between an individual and a context when it comes to helping students realize their giftedness. Third, we accentuate a growth orientation and outline the importance of considering giftedness as a process-based entity. Furthermore, we provide a T:CAD conception of giftedness along with ideas for transaction-focused practices that aim to encourage the rendering of this emerging ideology in practice. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)