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Reviews and discusses research on giftedness development and the education of gifted or talented children. Technical issues include the definitions of gifted and talented, characteristics of giftedness (precocious, intrinsic motivation, creativity), indicators of giftedness such as IQs, and differential areas of giftedness such as the arts. The author presents an overview of theory and evidence supporting creativity and talent as positive characteristics, including research on a proposed model (Simonton, 1999) that is multidimensional and dynamic, late-bloomers, giftedness and well-being, introversion, and methodological weaknesses in gifted research. Research on the developmental stability of creativity and talent over the life span suggests that although gifted children tend to become high-achieving adults, the transition from gifted child to adult creator is often painful, and only a fraction become "big-C creators". Implications for education and promotion of creativity and talent are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Proposes a method for integrating theories of giftedness and creativity, making the case that the latter should subsume the former. The author also uses the construct of world view to categorize theories into organismic and mechanistic theory "families." Finally, the author claims that using the organismic world view provides a macro framework that can ease the resolution of incompatibilities among the theory families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Uses a broad-scope model to summarize, categorize, and integrate a large number of constructs pertaining to creativity and giftedness. These constructs include much of the literature in the domains of creativity and giftedness, some recent developments in cognitive science and neurophysiology, and some theories drawn from diverse disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The contributions to this volume are part of a collaborative, interdisciplinary attempt to clarify, expand and discover integrative patterns within current conceptual foundations for research and practice in fields pertaining to creative intelligence. Chapters in the first section ground the focus of this ambitious project. The authors in this section also make recommendations about the most effective ways to approach broad-scope exploration of theory pertaining to creative intelligence. The next section includes several conceptual frameworks that have potential for incorporating a wide range of phenomena pertaining to creative intelligence. Section Three includes clarifications of environmental influences on the development of creative intelligence and the sociocultural selection of giftedness. Authors in this section also deal with internal cognitive processes and the moral-ethical dimensions of mind. Finally, Section Four returns to broad-scope perspective taking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Looking at theories of giftedness and creativity through the framework of open systems theory is a way to examine diverse components in a different light. The ecosystem metaphor is used in this chapter to describe elements from a variety of theories related to gifted and creative behavior and production. The author of this chapter uses systems theory to identify commonalties in a network of related constructs, theories, and models, many of which are influential in the field of gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In this chapter I review research related to the practices within the field of gifted education. Talent-giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-upon definition of giftedness to guide practice and programs as there is with other special categories of children and no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. I try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. Topics include: (1) conceptions of giftedness; (2) issues in defining giftedness and talent; (3) indentification of gifted children; (4) gifted education and the law; (5) instructional issues; and (6) the future of gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is about bilingual young people who have been selected by their families to carry out the work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young interpreters (YIs) and the skills they develop in order to fulfill this role. The purpose of this volume is to contribute to extending existing definitions of gifted and talented (GT), by proposing and offering evidence that YIs perform at very high levels of accomplishment when compared with others of their age, experience, and environment, and should thus be included in the 1993 US federal definition of giftedness. It is maintained that not only are these capabilities overlooked by existing assessment procedures, but also that there is little understanding of the ways in which the unique talents of YIs might be nurtured and developed in academic settings. A strong case is made that in order for such students to be identified as gifted on the basis of their bilingual abilities, the field of GT education must embrace the concept that bilingualism is a strength, and must make developing bilingualism a focus of programs designed to meet the needs of the multilingual student population in the US. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The issue of exceptional performance is discussed from four perspectives: genetic distribution of high giftedness, gene-environment interaction, neurobiological findings, and the role of deliberate practice as well as environment in general. The genetic perspective is illustrated mainly by the emergenic and epigenetic model of Simonton, followed by the three types of gene-environment interaction (Scarr and McCartney). The neurological perspective focuses on the role of early practice for neurological representation and on hormonal changes during development. The perspective of deliberate practice summarizes the present state of affairs within this field of research. Finally, a distinction between different levels of excellent performance is proposed, arguing against the neglect of genius as a specific phenomenon among excellent performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to provide information for professionals interested in best practice regarding assessment of gifted students. The first part of the chapter provides a definition of giftedness and some background on its development. A rationale for the value of the WJ III in providing relevant information is also discussed. Next, there is an outline of some characteristics of gifted students that have general implications for testing. Finally, there is a presentation of case studies that illustrate various aspects of using the WJ III with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In this review, on the basis of literature and data on the strong connection between high intelligence in pre/adolescents and high testosterone level in the prenatal fetus development and also on the increased concentration of testosterone in the amniotic liquid in the case of monozygotic male-twins pregnancy, the hypothesis of biologically conditioned intellectual giftedness in the monozygotic male-twins is suggested. Taking into consideration new experimental data and results of other investigators it is assumed that the high involvement of the right frontal cortical area in the ongoing information brain processing may serve as a physiological marker of intellectual giftedness. The prenatal developmental peculiarities and unfavorable psychosocial factors during postnatal twins' development are discussed as the reasons for the phenomenological absence of talented male-twins in human history. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The Three-Ring Conception of Giftedness focuses on creative/innovative productivity, which differs from schoolhouse or lesson-learning giftedness. Giftedness that leads to innovation emerges from the interaction and overlap of three clusters of traits--well above average ability in a particular domain, task commitment, and creativity--and occurs in certain individuals, at certain times, under certain conditions. A broader conception of giftedness will allow researchers, theorists, and educators to more fully address, answer, and respond to the most pressing questions about where innovation 'comes from'. Simultaneously, this model, when applied, will assist in the development of individuals most capable of engaging in innovation and improving the quality of life for society. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Five strategic steps posited here suggest a course of action that can lead to systemic and sustainable innovation in public-school music education: (1) reconcile perspectives regarding the purpose of music education; (2) establish a framework for comprehensive, interdisciplinary programs that are intended to benefit all children; (3) prepare advanced college-conservatory students to contribute to the development and sustainability of innovative programs as 'artist-teacher- scholars'; (4) form networks of college-conservatory, arts organization, and public school partnerships; and (5) explore and promote new conceptions of giftedness that result from the implementation of innovative forms of music education practices in public schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

There is no doubt that innovations were, are, and will be extremely important for the individual and society. One way to understand the history of human culture is via its inventions and discoveries. All human cultural development builds on the amazing technological, scientific, educational, and moral achievements of the human mind. Today, people increasingly realize that innovations are even more critical than in the past. Thus, industrial competition is increasingly harsh and companies must continuously bring innovative products and services to the global market. To survive, companies need creative and inventive employees whose novel ideas are, to a certain extent, a necessity for the companies' continued existence and future success. Consequently, modern society desperately requires highly able citizens who can produce innovative solutions to current challenges and contribute new ideas that aid in the development and growth of the market for a particular product or service. People of exceptionally innovative ability thus remain an extremely important source of innovation and renewal. Hence, the new millennium is characterized by the need for innovative minds. Contemporary society, without doubt, is highly reliant on innovations. The future will be synonymous with innovation, since it will need an extremely high saturation of innovations in all areas of human endeavour. The purpose of the handbook is multifold: (a) to pose critical questions and issues that need to be addressed by research in a given subfield of innovation; (b) to review and evaluate recent contributions in the field; (c) to present new approaches to understanding innovation; and (d) to indicate lines of inquiry that have been, and are, likely to continue to be valuable to pursue. The handbook covers a wide range of topics in innovation. The handbook offers a broad analysis of what innovation is, how it is developed, how it is managed, how it is assessed, and how it affects individuals, groups, organizations, societies, and the world as a whole. The handbook will therefore serve as an authoritative resource on many aspects of theory, research, and practice of innovation. In short, the handbook can be considered as the first serious attempt to unify the field of innovation and, consequently, as the beginning of unified science of innovation. I hope that readers of this handbook will view it as serving that function. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

Why are Nobel laureates so innovative? Although the capacity of Nobel laureates for scientific innovation has attracted researchers' attention for decades, the phenomenon is far from understood. This chapter argues that scientific innovation of Nobel laureates is determined in part by specific preferences, feelings, beliefs, and intuitive processes, which constitute a whole field of unexplored or poorly understood scientific phenomena. Based on autobiographical and biographical accounts of Nobel laureates, the chapter explores these phenomena, demonstrating that they predict scientific productivity of the highest level that results in innovations and, consequently, outstanding scientific talent of Nobel caliber. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter. As will become evident, the goals of past investigations of intelligence have been diverse and ranged from understanding information-processing, sensory, and neurobiological correlates of academic intellectual abilities to studying higher-order reasoning, complex problem solving, giftedness, and the regulation of intelligent behavior in everyday life. In the final section of this chapter, we offer a summary of past research on intelligence in German-speaking countries and discuss possible future investigations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The approach to wisdom proposed here starts with the construct of tacit knowledge about oneself, others, and situational contexts. An advantage of the proposed theory is that it is linked to a theory of intelligence (the triarchic one) at the same time that it makes explicit how wisdom is different from the triarchic (analytical, creative, and practical) aspects of intelligence as they typically are encountered. Although tacit knowledge is acquired within a domain, it more typically applies to a field. The balance theory of wisdom postulates that tacit knowledge underlying practical intelligence is applied to balance intrapersonal, interpersonal, and extrapersonal interests to achieve a balance of the responses to the environmental context of adaptation to, shaping of, and selection of environments in order to achieve a common good. Values mediate how people use their tacit knowledge in balancing interests and responses. In addition, the balance theory suggest a number of sources of developmental and individual differences in wisdom and giftedness. The chapter concludes by discussing both strengths and weaknesses of this theory of giftedness in wisdom. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This study examines the nature of musical precocity and the mechanisms that mediate a "crystallizing experience." Howard Gardner (1983) has made a cogent argument for the inclusion of musical intelligence in the spectrum of human intelligences. He has proposed that this musical ability may evolve in different ways. One of these is the "crystallizing experience," a dramatic event in a person's life that makes manifest inherent giftedness. The crystallizing experience may serve as a useful construct for explaining how certain, talented individuals must commit themselves to an area of giftedness. The present study involved 24 musically precocious boys of middle school age who were asked questions individual and in focus groups regarding the nature of crystallizing experiences. This study of the crystallizing experience revealed important implications for understanding the structure and composition of extraordinary performance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(4), Fal 1984, 153-156. (The following abstract of the original article appeared in record 1985-23870-001.) Argues for the inclusion of creativity as a criterion in the identification of gifted and talented students. The influence of an "anticreativity" national climate on the expression of creativity in children is noted, and the author's experiences in teaching gifted students are discussed. Recommended identification policies and procedures are also presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(1), 11-14. The following abstract of the original article appeared in (see record 1984-27279-001). Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3-5% of the normal curve. The 1st pitfall is the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3-5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 23-31. (The following abstract of the original article appeared in record 1994-03652-001.) Studied 18 high school students (Grades 9-12) who showed creative/productive behavior in the form of first-hand investigations of self-selected topics both in and out of school. A qualitative investigation using triangulation of data methods (document analysis, questionnaires, and a student interview) and sources produced clear patterns and themes among the Ss. Data sources included family background, school environment, and a student's perceptions of his or her project development. Reflecting on experiences in their respective programs for the gifted, Ss revealed insights into the ways they obtained ideas for their projects, how their interest in their investigations was sustained, and what they learned from their efforts. As these activities continue, students gain confidence and expertise on the path to becoming creative/productive adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)