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On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Presents the initial results of a longitudinal research program intended to explore the characteristics of the development of giftedness in 149 children aged 5–6 yrs, including how to identify giftedness in childhood, what types of giftedness can be selected, and what the age characteristics of development of giftedness are. The purpose of the first part (year) of the study was analysis of the levels of intellectual and creative development of children under school age by means of study of empirical data (parents' and teachers' opinions, observation data, results of analyses of children's creative works) and psychological testing. The second part of the research included testing. Children's level of intellectual development was determined using the Stanford-Binet Intelligence Scale. Result show that Ss' display of creative and intellectual potential depends on personal characteristics and that it is uneven. The chosen method of study also made it possible to identify children with a high level of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses the personality trait approach in the psychology of giftedness and creativity. The personality trait approach can be defined as concentrating on the identification, measurement and description of noncognitive personality characteristics of gifted, creative and talented individuals (e.g., motivation, emotion, and character). It is argued that further fruitful investigations of the nature of intellectually creative giftedness require a certain change in researchers' attitudes to the topic. This change would be connected with a fundamental re-examination of the basic question of the nature of giftedness. It is argued that psychologists should seek the answer, not to the question, "What is giftedness?" (the essence of the personality trait approach), but to the question, "What is giftedness as a fundamental psychological property underlying observable traits?" (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Describes the theoretical and methodological foundations and selected results of the Munich study of giftedness, a longitudinal study involving more than 26,000 male and female West German school age children and adolescents (aged 6–18 yrs). The study's multidimensional concept of giftedness is analyzed, and methods for measuring the various components and correlates of giftedness are identified. Results concerning the personality correlates of giftedness and concerning gender differences in the dimensions of giftedness are emphasized. Implications for the identification of gifted children and the promotion of giftedness are discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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