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relate the issues of definition and identification [of giftedness] to the issue of psychological development triadic interdependence: a multi-factorial model of giftedness / provisions for gifted pupils / homogeneous versus heterogeneous grouping / Montessori education and the very able child (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

the theory of co-incidence attempts to identify the major sets of forces that participate in the process of development and to comprehend how they work / the theory will be successful to the extent that it identifies critical facets of the process of change, specifies how these facets interplay to catalyze developmental or positive change and explains all known situations, including the most extreme ones such as the [child] prodigy and the prodigious savant use the theory of co-incidence to try to organize some of what is known about Mozart so that we may better comprehend him (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the results of analyses of current trends in research on giftedness in contributions to the World Conference on Gifted and Talented Children (WCGT) Conferences published in 8 volumes of proceedings from 1975 to 1989. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Explores whether individual differences in cognitive abilities are controlled by genetic factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) genetics of cognitive abilities in rats / genetics of human cognitive abilities / the role of the environment in the expression of genes / effects of rearing conditions on brain development (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

provides a more or less representative picture of current research on giftedness and talent in Germany conducted at university and research institutes international state of giftedness research / deficits in the identification and support of talented children and adolescents / organisational measures or improving the structure of the support for the gifted in Germany / perspectives of an all-German responsibility for the future support of the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses the two aspects of theory and practice in the Netherlands: first, the nature of giftedness, and second, the practical effects of these considerations and definitions on the identification [and education] of gifted pupils in Dutch schools (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

analyzes a number of information sources [on research and nurturing of gifted children in Europe] and gives advice on obtaining literature and on the effective design of literature reviews (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe some trends in the research on giftedness in the countries of Middle East Europe as well as selected information concerning specific practical actions for the benefit of exceptionally gifted children / focus on the work of Polish scholars dealing with the subject of giftedness and discuss the aspects of this work which are also found in other countries of Middle East Europe educational developments in Poland / the issue of the gifted disabled (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

review the literature on individual differences in cognition or intelligence with an emphasis on the literature derived from the study of gifted individuals the chapter is divided into six sections / set the stage by briefly tracing the concept of giftedness from a historical perspective / discussion borrows heavily from the work of Grinder (1985) / consider giftedness from four current perspectives: the psychometric perspective, the cognitive components perspective, the cognitive correlates perspective, and finally the neuropsychological perspective / most of [the authors'] work has been conducted within the cognitive correlates perspective / draw some "general" conclusions [in the final section] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

the importance of proper test administration [of the WISC-III (Wechsler Intelligence Scale for Children)] cannot be overstated, as the results of the most carefully constructed tests are only valid under proper testing conditions / to safeguard proper testing conditions and administration, an effective examiner should be especially concerned with the following: (1) establishing rapport, (2) physical and psychological considerations, (3) proper management of children, (4) observation of behavior, and (5) influence of the examiner / these . . . are summarized interpreting a child's performance on the WISC-III requires a synthesis of the following data: (1) test scores, (2) background information, and (3) observation (interpretation) of the child's behavior during the administration of the test to interpret the WISC-III, it is necessary to be aware of the major cognitive functions measured by each subtest / discusses the abilities measured, factors influencing performance, and possible meaning of high or low scores [discusses] the use of the WISC-III in the diagnosis of . . . LD [learning disability], EMR [educable mental retardation], and giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

review research on the genetics of general cognitive ability that converges on the conclusion that this dimension of behavior shows considerable genetic influence / describe a recent study which is the first to show that genetic factors are important, not only for the normal range of variation in cognitive ability, but also for high cognitive ability / genetic research on this basic question of the impact of genetics on cognitive ability also raises interesting issues about the environment / in addition, genetic research on cognitive ability has begun to go beyond the basic nature–nurture question concerning the relative effects of genetic and environmental influences to ask more sophisticated questions such as developmental and multivariate questions / the most exciting recent advance is that the power of molecular genetic techniques is beginning to be harnessed in order to identify specific genes responsible for genetic influence on cognitive ability (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explore thinking processes as an important component of a contemporary conception of giftedness and its development / address four issues related to thinking processes and giftedness: first, some of the principal ways in which the thinking processes of gifted persons differ from those of other people, with a focus on recent and ongoing research into cognitive processes; second, . . . evidence to link the intellectual performance of very young children to the higher level thinking observed in older children and in adults; third, and briefly, the nature and success of programs intended to train people to think in these ways and thereby to enhance their intellectual abilities; and fourth, some concluding thoughts about broader educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the influence of parents and families on fostering giftedness in children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) individual differences within families [direct family and parental influences, use of language, interaction, imitation, roles, promotion of motivation, self-efficacy and motivation, improving motivation through feedback, social cognition] / evidence of family influence on giftedness from longitudinal research [family effects, gender, family progress, effects of pressure, disadvantage, being gifted and different] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Examines theories and research related to curriculum development for the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

during the last few decades a change has been taking place in the concepts of giftedness and talent as they are featured in research literature / whereas until ten or fifteen years ago the field was dominated by one-dimensional giftedness concepts and corresponding IQ measurements, a large majority of more recent models are based on multidimensional or multifactorial psychometric concepts of intelligence international trends and topics of recent research on giftedness and talent / psychometric versus cognitive psychological paradigms: different tasks and functions / expert–novice paradigm, cross-cultural and other approaches in the field of giftedness research / desiderata in the research on giftedness and talent [deficiencies in the field of basic research, deficiencies in the field of applied research, desiderata in the research on gifted education, desiderata in the research on gifted identification and counseling, evaluation] / research on giftedness and responsibility (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

longitudinal investigations illuminate group and individual differences in gifted populations / longitudinal methods [investigate] the processes of change / longitudinal designs accomplish the following purposes: to describe and to provide causal explanations for intra-individual change; to describe and to provide causal explanations for inter-individual differences in intra-individual change; [and] to describe the interactions of developmental variables (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

current practice in gifted education continues . . . to favor a general giftedness approach and the identification of all-purpose gifted youth, with far less attention to their special gifts and talents / review conceptions of giftedness in greater depth, discuss operational systems for identifying gifted and talented youth, examine concepts related to selection, and draw conclusions and guidelines for practitioners conceptions of giftedness and talent / special populations / developing identification systems / phases of identification / criteria for test selection / test instruments / data synthesis (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

focuses on the respective roles of cognitive ability and domain-specific knowledge in predicting exceptional performance developmental research on giftedness and its impact on later performance is briefly reviewed / an overview of research dealing with expertise in adulthood is provided / after a summary of the most important findings, theoretical assumptions and models concerning the process of acquiring expertise derived from this research with adults will be discussed in more detail / developmental research on knowledge acquisition based on research with children will be reviewed / the basic goal is to assess the generalizability of findings from work with adult experts to child samples and to broaden the perspective by adding data from prospective studies on the development of expertise to the predominantly retrospective inferences of acquisition processes derived from studies with adults / theoretical models are introduced that describe possible relationships between aptitude and the acquisition of expertise (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)