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review [of] literature on metacognition and executive processes with a view to assessing the similarities or differences in psychological processes that operate in special children model of metacognition that serves as a framework for contrasting gifted, retarded, and learning-disabled children in terms of processing components that are essential for higher-order cognitive performance (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The third edition is a thorough revision. There are over 1500 references, approximately 700 of which are new to this edition. Every chapter has been rewritten with one goal in mind: to present as clearly as possible the latest research and theory in the field of assessment of children. . . . The book is designed to teach clinical assessment skills to students in clinical, school, and counseling psychology and to enable students in special education to understand the assessment process. The text also can serve as a reference source for psychologists and other professionals such as teachers, pediatricians, child psychiatrists, social workers, and speech therapists. The text is recommended for courses in assessment of intelligence, assessment in clinical psychology, assessment in school psychology, psychoeducational assessment, assessment of learning disabilities, and assessment in special education. The book also may be used in specialized courses in tests and measurement. The third edition of "Assessment of Children" is accompanied by an Instructor's Manual. The Instructor's Manual contains information on how to organize an individual intelligence testing course; exercises covering clinical, technical, and professional skills; and multiple-choice questions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

examined incidental visual memory in both adults . . . and children examin[ed] the relationship of visual memory to giftedness in the visual arts / relationship between visual giftedness and both sex and handedness examined whether children identified as gifted in the visual arts were more likely to be left-handed and/or male than children not so identified / relationship between visual memory and sex and handedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

relaxation training is a behavioral treatment approach that seeks to develop a person's ability to consciously relax the muscles of the body at will relaxation with children relaxation training procedures / preparation for relaxation / progressive muscle relaxation / autogenic training / biofeedback / meditation / mental imagery / deep breathing procedural considerations reviews 45 studies conducted since 1975, that have contributed to understanding the use of this procedure [relaxation training with children] areas of application / hyperactivity / behavioral difficulties / learning disability / anxiety / autistic / asthmatic / giftedness / insomnia systematic desensitization research / methodological considerations implications for treatment (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

This text was prepared as an introduction to the exciting field of gifted education. It is suitable for college undergraduate and graduate readers, for in-service teachers in elementary or secondary schools, for school psychologists, counselors, and administrators, and for parents of those bright but often bored and ignored gifted children and adolescents. The text provides an introduction—sometimes an in-depth one—to virtually all aspects of program planning and development, from (a) formalizing a statement of philosophy, rationale, goals, and objectives, to (b) identifying students, (c) outlining theory-based acceleration and enrichment activities, and (d) evaluating the ongoing to completed programs. Often, specific rating forms and questionnaires for identification or evaluation are presented as models that may inspire the creation of specific, program-relevant instruments. Also, lists of philosophy and goal statements, enrichment strategies, acceleration plans, strategies for teaching creative and critical thinking, and other central matters are described. Curriculum models that direct program planning and models that guide program evaluation also reviewed. In most cases, an underlying theory, or at least a good rationale, accompanies the strategies and suggestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

This book has been compiled to examine the nature of various patterns that influence the development of talent in children and young adults. The selections focus on the role of the home, the self, and the schooling process and on the extent to which each informs the talent development process. Neither prospective nor retrospective studies of giftedness account fully for the complex path to high-level talent development and adult eminence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) "Patterns of Influence on Gifted Learners" will be a valuable resource for courses in the education of the gifted, and for in-service teachers, parents, educators, advocates for the gifted, and other professionals in the field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

chronicles the major problems in administering effective school-based programs for gifted learners [the author] asserts that the field has failed to unify around sound program and curriculum methodologies, but rather has dilettantishly sought to pursue each new model, gimmick, or idea that crossed the educational landscape (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) comparison to other areas of special education program planning based on student need identification of the gifted proliferation of categories of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Using first-hand experiences and case studies from practitioners in a wide variety of settings, "Advances in Art Therapy" explores new and innovative developments in applications, methodology, and training. Many of the topics have never before appeared in any book. Art therapy has expanded far beyond its original applications in psychiatric treatment settings and schools for the emotionally disturbed or mentally handicapped. A significant addition to the field, "Advances in Art Therapy" will prove invaluable to art therapists, therapists who use art therapy in their work, psychologists, psychiatrists, counselor, teachers, and students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: jacket)

this chapter will explore the incidence of artistic giftednes in multiply handicapped children concentrate upon visual artists who have developed the capacity to draw, paint, or sculpt with uncommon ability two case examples will be discussed with the emphasis placed upon aesthetic, therapeutic, and ethical considerations literature review (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

the intriguing group of conditions to be described pose many nosological questions / a perplexing variety of names have been assigned to them by successive workers is there a single syndrome with a common etiology but with different clinical manifestations, or are we concerned with a group of conditions sharing some features but possibly differing in causation and outcome are these childhood disorders continuous with the adult personality disorders are the conditions to be thought of . . . as pervasisve developmental disorders beginning in childhood . . . or are they more helpfully regarded as personality disorders what, if any, are the genetic links between this group of disorders and the schizophrenias on the one hand and early infantile autism on the other, conditions so far regarded as genetically distinct are the conditions that concern us here to be ascribed to personality or developmental traits, to categorical features, or to a mixture of the two what if any are the relationships of schizoid and schizotypal features in childhood with special giftedness, inventiveness, or genius what is the relationship between these disorders and aggressive and antisocial conduct in childhood and adult sociopathy (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book is designed to present knowledge that has accumulated from empirical research and from experience in the field to teachers in regular classrooms, i.e., to the "end-of-the-line-user." The choice of topics and the structure of the book reflect its goals. The book is divided into two sections. The first is devoted to presentation of the 4 X 4 model of giftedness that I have developed, the three guiding principles for teaching gifted and talented children in regular classrooms, computer application programs in gifted education, and a unique administrative arrangement that combines the pull-out and mainstreaming approaches. In the second section of the book the emphasis shifts from general principles to research and practice in specific subject matter areas: the language arts, science, mathematics, social studies and foreign languages. This book is written for educators of the gifted and talented—teachers, counselors, educational specialists, and administrators—and for college and university students who plan to work in this field. It may be read with profit by professional workers in other specialized areas of special education, by the parents of gifted and talented children, and by those interested in education in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

provides information about the nature of giftedness and how to identify gifted learners in regular classrooms definition of giftedness / a 4 x 4 structure of giftedness model / four categories of giftedness / general intellectual ability / specific intellectual ability / general original/creative thinking / specific creative talent levels of giftedness / the interrelationship of the categories and levels excellence three settings / school setting / family setting [genetics, socialization] / community setting intrinsically motivated behavior as a predictor of giftedness (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In short, intelligence needs to be defined socially (Doise and Mugny, 1984) so as to account for the origin of the social issues involved in its measurement, those 'natural' divisions (Moscovici, 1968) which persist even into socialist societies with their claim of classlessness. Rather than looking for the answer [the definition of intelligence] in the development of scientific conceptions of intelligence or of the workings of the intellect (see Sternberg, 1982; Fry, 1984a), we have deliberately chosen to investigate the social representations of intelligence, or in other words ordinary, everyday attitudes to intelligence, which are often less naïve than they appear. This approach is fully justified, given a recognition that conceptions of intelligence are actually social constructions, with a multiplicity of significances which, as we shall hope to show, are related to different social integrations. In the end, we should at least be in a better position to distinguish between myth and reality in the notion of intelligence (Salvat, 1976). We shall observe how a representation is constructed, similar to what we are accustomed to think of as the ideology of giftedness, and designed to domesticate the socio-cognitive unfamiliarity created by the differences in intelligence between individuals. It is a process, as we shall see, which implies some kind of information shortage and direct, significant experience of inter-individual differences of a sort typically found among parents (simply by virtue of being parents) and among teachers during the gradual process of socialisation into their chosen function. These are two of the adult socialisations—and we shall be looking at the others as well—which have a determining effect on the development of representations of intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

The field of developmental psychology is itself developing, growing and changing at a rapid rate. The chapters in this volume attest to the diversity of domains with which developmental psychologists are concerned and to the notion of development as a life long process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) The contributions in this volume reflect the high level of research currently underway in many parts of the world in the area of developmental psychology, with ten countries from five continents represented in the book. The volume shows the extent to which theorizing and research is currently focused on different portions of the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: publicity materials)

[book section covering several chapters] "Forms of Giftedness in Children and Adolescents: Current Results of a Longitudinal Study" / Kurt A. Heller and Christoph Perleth / based on the results from a longitudinal study, differences between gifted and normal students in West Germany are discussed "A Follow-Up Study of Gifted Children, with Special Attention to Girls" / Di Bretherton and Ingrida Liepins / reports on a study of nine girls who were identified as being gifted (IQ greater than or equal to 130) in early childhood, and followed up after a period of approximately six years "The Effect of Grade Repetition on the Academic Performance and Social/Emotional Adjustment of Infants and Primary Students" / Dianna Kenny / examined the effects of repetition on the academic performance and social/emotional adjustment of students in grades one to five "The Effect of Three Remedial Strategies on Two Groups of Pupils" / Elisabeth Sander / examines the impact of three remedial strategies on learning of a specific mathematical task, used with children of higher and lower intelligence "Social Intelligence as a Factor Contributing to the Personal Competence of Mentally Retarded Adolescents " / Jane L. Mathias / the importance of social functioning is . . . evident among intellectually disabled young people / social skills are taken as an important defining quality of mental retardation / while supporting a distinction between social competence and adaptation, she casts doubt on the adequacy of a well-accepted model of social intelligence (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

in order to address the lack of information about the personal and phenomenological experience of gifted women, I recently conducted a longitudinal follow-up study of gifted women who had first been studied in the late 1950s / this study provided an opportunity for a close, detailed examination of the adult development of a group of gifted women now at midlife / quantitative and qualitative data from 35 women were used to assess how women identified as gifted in the 1950s have experienced giftedness and competence in the personal and interpersonal domains of their lives / in addition, analyses of extensive interview data provided new insight to "the experience and meaning of work" for gifted women (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

The primary objectives of "Intelligence and Giftedness" are: to demonstrate that—even though human intelligence is primarily a function of heredity—the quality of children's educational environments during infancy and toddlerhood can make a dramatic and lasting difference in their measured intelligence; to identify those features in the early home environment that affect intellectual development, with a particular emphasis on those that are of the greatest importance in normal- and above-average-IQ populations; to detail the nature of highly successful IQ-raising programs begun in infancy and toddlerhood; to interrelate information about the major stages of brain and behavioral development and to use this knowledge to suggest a rationale for effective stage-dependent "infant and toddler lessons"; to provide organized, integrated, and well-documented summaries of the literature that relates human intelligence to familial, prenatal, and early environmental variables; [and] to offer an alternative to certain widely held beliefs concerning the nature and pace of human intellectual evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)