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Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Developed a preschool gifted behavioral checklist by providing 44 statements about giftedness to 13 directors of preschool programs, 28 preschool teachers, and 245 parents of preschool children. About half of the items were rated by 1 of the 3 groups as important in the identification of gifted preschool children. Suggestions for the provision of an enriching environment for young children are included. (27 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Discusses the concept of giftedness and the identification of exceptionally able children. Gifted children may include those of high intelligence or academic aptitude, or who show outstanding ability in a specific area. Identification of gifted children requires initial recognition of the presence of exceptional ability or aptitude, and administration of intelligence tests and evaluation by educational psychologists. Research supports the need for procedures for identification of gifted children as part of standard monitoring of individual differences throughout children's school careers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Investigated the relationship among various motivational and personality factors and mathematical ability and performance among 183 students attending secondary schools in Budapest, Hungary. On the basis of school performance, students were assigned to a mathematically gifted group (35 Ss) or to a control group of mathematically unexceptional students (148 Ss). Students completed the following instruments to assess intelligence, personality characteristics, and motivational factors: (1) the Progressive Matrices Test (J. C. Raven, 1979); (2) the California Psychological Inventory (H. G. Gough, 1975); (3) a differential interest test (Differentieller-Interessen Test, E. Todt, 1976); (4) a questionnaire assessing habitual achievement motivation; and (5) a series of Thematic Apperception Test (TAT) plates. Results indicate that motivational factors associated with high mathematical performance center on intrinsic interest in mathematical activities, not on an exceptionally strong need for achievement. Mathematically gifted Ss did not differ from mathematically unexceptional Ss in their ability to adapt to their social environment. Implications of the findings for educational strategies are discussed. (English & Russian abstracts) (22 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Criticizes S. Reis and J. Renzulli's (1982) conceptually weak case for a broadened conception of giftedness, points out severe theoretical shortcomings of Renzulli's (1978) enrichment triad, and discusses the highly accommodating and misleading nature of the revolving door identification model of Renzulli et al (1981). (26 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Presents a bibliography of 68 books (published from 1983 to 1985) on creativity and problem solving, which focus on such topics as creativity as an exact science, music in the classroom, psychology, adult education, learning, art therapy, giftedness, creative writing, personality, marketing, and spiritual life. Each entry is categorized by field and/or discipline. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses problems inherent in identification of giftedness in young children and recommends teaching strategies involving the provision of activities that enhance creativity and cognitive process. Sample teaching units based on specific models are included. (5 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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