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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)

the model for developing and nurturing verbal talents presented in this chapter is not a call for an uncritical return to tradition, neither is it a paean to the educational status quo / a close examination of the literature on the development of linguistic abilities, language acquisition, and literacy combined with 15 years of experience providing effective programs for verbally talented youth provide the basis for the proposals set forth / presents a model which integrates grounding in traditional disciplines with society's need for verbal talents which are flexible and broadly transferable to a variety of complex situations / this model . . . combines contemporary pedagogical methods, emphasizing the child's central role in the active construction of knowledge, with a curriculum rooted in the traditional forms and structures of language and linguistic expression (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

identify and summarize briefly some contemporary views of giftedness / consider a contemporary understanding of creativity / identify several significant connections among giftedness, creativity, and learning style (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Discusses the role of developmental counseling in helping children cope with the problems and complexities that result from being gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

what is giftedness / what is learning style, or what is known about the learning styles of gifted and talented learners the components of individual learning style [the environmental characteristics of learning style, the emotional characteristics of learning style, the sociological characteristics of learning style, the perceptual characteristics of learning style, the physiological characteristics of learning style] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

interest in creativity tends to focus on three principal issues: understanding the nature of creativity, methods and resources for identifying or measuring creativity, and methods, techniques, or programs for nurturing or developing creativity / the principal focus in this chapter will be the third of these issues four major purposes of this chapter are: first, to address briefly some basic issues of definition, so as to provide a common vocabulary for the chapter; second, to review, also briefly, the history or chronology of major themes in research on creativity development; third, to identify several areas about which there is a degree of agreement or consensus about creativity development, with specific emphasis on gifted education; fourth, to identify and describe briefly several critical issues in the field and several promising directions for future research on the topic (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It seemed to the editors that the field of gifted education could profit from a comprehensive handbook designed to provide a synthesis and critical review of the significant theory and research dealing with all aspects of giftedness, one which included contributors from the many nations where such research and program development was occurring. We viewed the undertaking with 80 contributors from 18 countries on six continents as a kind of international stock-taking. While the contributors provide a broad base for an international information exchange, they also provide insights into research deficits and research needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

Discusses social and emotional deficits and difficulties in gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / what are the social-emotional needs of gifted children / needs and types of problems likely to occur [endogenous problems, internal dyssynchrony, peer relations, perfectionism, avoidance of risk-taking, excessive self-criticism, multipotentiality, existential depression, handicapped gifted, exogenous problems, expectancies by others, family relations, power struggles, enmeshment or confluence, mistaking the abilities for the child, sibling relations, parental understanding, change and location factors] / approaches to preventing or ameliorating problems [preventive guidance approaches, advocacy approaches, counseling and psychotherapy approaches] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe, first, the rationale for conducting research with young, gifted children; second, some general questions about the development of young, gifted children concerning which reliable data have been accumulated; and third, the evidence available about family and group environments that may promote advanced development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provide a concrete practical orientation . . . , focusing on indicators of high ability [in young children] / begin with definitions of high ability as a theoretical framework / focus on selected sets of indicators which are frequently cited in the literature: general psychometric measures, more or less stable components of the cognitive apparatus, including motivational characteristics, and also early expertise in selected fields of achievement the following components of high ability will be reviewed: attention and habituation, memory capacity and durability, memory efficiency, sleep, knowledge base and strategies, strategy use, metacognition and executive control, causal attribution, and curiosity and interests / indicators to do with specific areas of achievement such as language, numerical/mathematical expertise, or (precocious) reading and writing will be summarized / socialization variables influencing development of high ability will be discussed, primarily the question of how certain social conditions, especially caretaker–child interactions can affect a child, fostering exceptional learning and cognitive abilities / practical applications of the findings, as well as ages and domains where they are appropriate will be discussed / related problems in the interaction of promise of development and its fulfillment will also be addressed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses methods for identifying and intervening with underachieving gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) underachieving gifted students / definitions of underachievement / identification of gifted underachievers / onset of underachievement: the preschool gifted underachievers [gifted children at risk of underachievement, unwanted children, rejected children, children of divorced parents, highly creative children, gifted girls, culturally different gifted students, children with learning disabilities] / causes and characteristics of underachievement / characteristics of underachievers [personality, need achievement and fear of failure, need affiliation, fear of success, behavioral characteristics, school related factors] / curriculum and teaching methods / intervention treatment of academic underachievement (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

consider what is known about exceptional development in two art forms: the visual arts, and music / our primary but not exclusive source of evidence will be case studies of individuals who have shown unusual giftedness in these domains distinguish between individuals of normal or high intelligence who are gifted in a domain, and individuals who are gifted in one domain, but extremely retarded in all other areas / such pathological individuals are typically referred to as savants / determine what distinguishes the gifted individual of normal or high intelligence from the gifted individual who is in all other respects low-functioning (either retarded or autistic) distinguish between giftedness and creativity / a creative individual revolutionizes a domain of knowledge / there is no necessary link between giftedness and creativity / focus here on childhood giftedness, and make no assumptions that early signs of giftedness are necessarily predictive of adult creativity (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[considers] strategies and programs for nurturing giftedness in mathematics mathematical core variables for research on intelligence / structure of mathematical abilities / the Hamburg system of complex mathematical abilities / the CTY [Center for Talented Youth] approach / mathematical giftedness from the perspective of gifted youth / mathematical excellence as a developing state of mind / programs and strategies in nurturing mathematically gifted students / programs in advanced mathematics for the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

mentoring will be presented as one of the most effective ways of helping gifted students actualize their potentials / the nature of mentorship will be discussed in historical perspective, various existing means of providing gifted students with mentors will be explored, and . . . a model of life-stage mentoring will be proposed / this model integrates the accumulating evidence concerning developmentally appropriate role models for the gifted into a systematic approach utilizing different mentors to meet the needs of the gifted at various phases of their lives (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides a review of available program structures that can be used for the benefit of gifted individuals generally and deals with the tasks of setting goals, developing standards and writing plans appropriate to individual children's needs / strategies for developing and implementing individualized and differentiated curricula are discussed by presenting a variety of models which could be synthesized to develop curricula to meet the needs of gifted children with special focus on integrating human functions in the process / this includes ways of developing responsive learning environments, strategies for an integrating learning approach and ideas for extending the learning into the community / there is a discussion on the future role of research in this area (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)