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Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that the development of the feminine appears to be central to the full development of giftedness in both men and women. Patriarchal values have overemphasized the masculine aspect without providing the balance of its feminine counterpart. This article outlines a series of phases in the development of the feminine: bonding, orientation toward others, cultural adaptation, awakening and separation, the development of the conscious feminine, empowerment, spiritual development and integration. The way in which gifted women relate to each of the phases is described. Appropriate therapeutic interventions are suggested for each phase. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the proposed establishment of a national data bank to serve as a repository for instruments, strategies, systems, and designs used in the identification and evaluation of gifted programs. The purpose of the data base is to allow practitioners to summon information on what other districts are using to assess constructs of giftedness, to obtain information on the qualities of particular instruments, or to allow access to what other districts are doing to identify underserved groups of gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Surveyed 1,465 gifted high school students (aged 14–28 yrs) concerning their perceptions and experiences of being gifted in high school. Data were analyzed using the Stigma of Giftedness Paradigm by L. J. Coleman (1985), which states that (1) gifted and talented students want to have normal social interactions, (2) they believe that people treat them differently when aware of their giftedness, and (3) they can influence how others interact with them by manipulating the information others have about them through various coping strategies. The paradigm was found to be an efficacious framework within which to contextualize the psychosocial development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents dynamic assessment as an alternative method of measuring intellectual ability, and discusses ways in which dynamic assessment addresses common criticisms of traditional intelligence tests. It is suggested that dynamic assessment can be used to identify children's learning abilities, determine how and/or what to teach, assess giftedness in minority and poor children, control for individual differences, and explore different domains of giftedness in individual children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an alternative nontraditional technique for identifying gifted African-American children. The measure is described as more adequately considering the cultural norms and values of the African-American community, whereas traditional measures (e.g., the Stanford Binet Intelligence Test) define giftedness according to Eurocentric standards. The redefinition of giftedness from an African cultural-centered perspective of optimal performance is discussed. S. E. Hamilton's (1983) Gifted Children Locator Scales for Parents (GCL-P) and Teachers (GCL-T) were developed to identify African-American children who have exhibited outstanding performance through a behavioral observational-interview rating scale. Two initial reliability and validity studies of a total of 348 children (aged 2 yrs 6 mo to 6 yrs) are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Calls for a greater effort to increase connections between studies of giftedness and mainstream psychological and educational research and examines ways to overcome barriers to that integration. The author argues that most mainstream researchers have paid scant attention to the literature on giftedness and have ignored the field's journals. However, studies of giftedness have contributed to mainstream theory and may play some special roles in theory development. Studies of children and adults with special gifts are more likely to influence mainstream theory if they are conceptualized, conducted, and reported so that their potential relevance for understanding other populations and general principles is apparent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an overview of the Munich Longitudinal Study of Giftedness (K. A. Heller, 1991), focusing on research related to the underlying multidimensional/typological giftedness model. 754 7th graders and 794 9th graders, representing 2 of the 6 cohorts of the original study, responded to tests that included the German Cognitive Abilities Tests (Heller et al, 1985), a questionnaire of social competence, and selected scales of the Munich Activities Inventory. Results suggest that cognitive abilities best predict academic achievements and spare time activities in science, while the creativity measures correlate with school marks in German, arts, and music, as well as with nonacademic achievements in literature, arts, music, and social activities. Attempts to find a giftedness typology were unsuccessful. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Argues that the child prodigy is a distinct form of giftedness that must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent 2 distinct evolutionary trends to maximize the likelihood of human survival. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relationship between metacognition and giftedness by (1) exploring alternative theoretical conceptions of giftedness and (2) reviewing experimental research and case studies of giftedness to search for empirical evidence. Theoretical perspectives and empirical investigations support the important role of metacognition in understanding and explaining giftedness. More well-designed research is needed to form a sound basis for developing instructional implications from this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)