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Due to the crucial role of competition in advanced performance, musically gifted students are more likely to experience competitive conditions compared with students in regular classes. However, there is a surprising paucity of research on the relationships between competition and musical giftedness. Through a research design of a qualitative multi-case study, this study explored the daily experiences of seven musically gifted Taiwanese adolescent males enrolled in competitive gifted music classes. The data collection activities involved in-depth interviews, document review, observation of participants’ musical performances, phone conversations with participants’ teachers and parents, and participation in identification and placement meetings. After analyzing the rich data, five competition-related themes emerged, namely, tacit competition in music achievement, utilitarian training, feelings of inadequacy, denial of natural giftedness in most of their classmates, and critical comparisons made by parents and teachers. The findings and implications are discussed with the intent of meeting the educational needs of musically gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article focuses on the education for the gifted students. The very subject of giftedness is fraught with contradiction and controversy. Greater focus has recently been placed on underprepared students who enter public schools only to be passed from grade to grade, often condemned to join the one third of their classmates who drop out before receiving a high-school diploma. A nation’s standard of living depends heavily upon the ability of its citizens to compete for quality jobs. A survey on the current status of research on giftedness and gifted education suggests that abilities can be enhanced through development, different talents develop at different rates and must be addressed accordingly, and that young people need psychological strength training to help them succeed. Ability is developed by motivation and the combination of motivation and ability, and the pursuit of targeted opportunities is unbeatable. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This paper discusses issues relevant to gifted children’s readiness for school. It raises a number of questions that challenge thinking about what is meant by school readiness. Gifted children can often be ready for school entrance before the age traditionally considered appropriate. Their complex developmental profiles challenge accepted notions of school readiness. Questions and issues pertaining to how giftedness is defined and nurtured, determination of social-emotional readiness for school, and development of giftedness across the life span are considered for their educational implications. Findings from developmental psychology on transition points in development, predictability of intelligence, and motivation to learn are presented as a framework for thinking about educational policy and practice that best support young children with learning profiles that include advanced levels of development. Questions raised also constitute directions for research on a topic that lacks a solid research base. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The low academic performance in gifted individuals is a complex phenomenon that has been observed and reported by teachers, experts and researchers for over three decades. Although this definition does not meet a full consensus, it aggregates all the elements that make up this apparently antagonistic reality. The definition of low performance, underachievement in English, emphasizes the discrepancy between the potential (skills) and the performance (achievement), particularly within the school context. The main objective of this article is to present theoretical and empirical contributions that support the study of the phenomenon of giftedness under the perspective of special people, namely gifted underachievers. Some elements related to the concept of giftedness are highlighted, and characteristics of gifted students, from Elementary and Secondary school level, are listed. Next, definitions of underachievement and characteristics of gifted underachiever are presented, as well as some related factors associated with this condition are outlined. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This issue of High Ability Studies stands out with regard to diversity in two respects. First, it includes contributions from various areas of talent development and expertise, some of which have been studied very little to date. It features studies focusing on, for instance, expertise in poker, the musically gifted, talented dancers and academic giftedness. Second, highly diverse aspects of talent development, giftedness, and expertise such as decision making, cooperative learning, competition perfectionism, and ability climates are examined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to investigate the prevalence of misconceptions, dogmas and popular views about giftedness and intelligence among Turkish lay people. A survey questionnaire consisting of 12 forced-choice items about global misconceptions, dogmatic beliefs and popular views related to giftedness and intelligence was used to collect data. Participants included 812 people (41.6% male; 58.4% female). Descriptive analyses yielded that a significant number of the participants expressed agreements with the statements related to misconceptions, dogmatic and popular beliefs. Nonparametric correlational analyses showed both educational status and age to be associated either negatively or positively with most of the statements. Findings imply that misconceptions, dogmas, and popular views about giftedness and intelligence are quite prevalent among Turkish lay people. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Studies have shown sex differences regarding ‘overexcitabilities’: women score higher than men in emotional and sensual overexcitability whereas men tend to excel in intellectual as well as in psychomotor overexcitability. Some studies even found no sex differences at all. Many studies comprised gifted/talented subjects. Taking into account the few studies that simultaneously examined the factors ‘giftedness’ and ‘sex’ in relation to overexcitability and that yielded conflicting results, our study attempts to clear these heterogeneous findings by investigating a German sample. Our study comprised intellectually gifted ( n = 96) and averagely intelligent ( n = 91) adults who filled out the ‘Overexcitability Questionnaire-Two’. We found no statistically significant interaction of ‘giftedness × sex’. Women (regardless of their intellectual status) scored statistically significantly higher than gifted and non-gifted men on emotional as well as sensual overexcitability. With regard to the factor ‘giftedness’, gifted individuals displayed a statistically significantly higher intellectual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One of the underutilized tools in gifted identification is personality-based measures. Previous research has shown the Overexcitability Questionnaire II (OEQII) is able to differentiate between gifted and nongifted respondents; however, the OEQII is difficult to administer and has questionable reliability. The Sensory Profile measures a similar construct to the OEQII without those issues. A multiple confirmatory factor analysis was utilized to examine the relationships between traditional identification methods (grade point average, achievement test, intelligence test, high school class rank) and personality-based measures (OEQII and Sensory Profile). The pattern of correlations between the four latent variables indicate this model could be measuring two constructs, one related to traditional intelligence-related aspects of giftedness and the other related to personality-related aspects of giftedness. If that is the case, a personality-based measure could prove to be a good measure of “personality-related” giftedness. Multiple discriminant analyses were then conducted to determine if the identification method would discriminate between gifted and nongifted in a sample of adult students at a large Midwestern university. Traditional identification methods and the OEQII were able to discriminate between gifted and nongifted but the Sensory Profile was not. One potential reason is that both the OEQII and Sensory Profile measure psychomotor and sensual overexcitabilities but only the OEQII measures imaginational, intellectual, and emotional overexcitabilities. Future research finding a personality-based instrument that is easy to administer and reliably measures the imaginational, intellectual, and emotional overexcitabilities is encouraged. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article presents the issues of new perspectives on identification and fostering mathematically gifted students. The idea of the special issue on mathematical giftedness arose during the Topic Study Group 6 (TSG6) meeting at the 11th International Congress on Mathematics Education (ICME-11) in Monterrey, Mexico, in 2009 led by Viktor Freiman and Ali Rejali in collaboration with Mark Applebaum, Pablo Dartnell, and Arne Mogensen. Dealing with the topic of mathematical giftedness is a very delicate and complex task because of the existence of multiple views, cultural perspectives, and pedagogical approaches to the subject. There is a growing interest of the mathematics education community in the field of giftedness and creativity that is supported by the intensive continuous work of the Topic Study Group on Activities and Programs for Mathematically Gifted. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In practice, a small number of scales were used to determine various aspects of gifted preschool children, in conditions of their stay in kindergarten; their psychometric properties ore very rarely examined. The aim of this study was to determine the reliability and validity of three scales for certain aspects of the children's giftedness children and correlations of their dimensions. We examined an intentional sample (74) of older preschool children from Kindergarten "Ivanic Grad, " the three scales were used to assess: the behavior characteristic of a gifted child, artistic and musical talent. The results showed that all scales used in research were satisfactorily reliable and construct valid. We found the existence of latent dimensions in various aspects of children's giftedness, as following: two factors define the artistic talent, one defines musical talent, and one defines behaviors characteristic for the gifted child. AII dimensions of three different estimation scales for the assessment of giftedness were statistically significantly and positively related. However, the possibility of generalization of the results of this study is small. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue of High Ability Studies pertains to sex differences and implicit theories among gifted students. The issue particularly focuses on the misconceptions, dogmas and popular views regarding giftedness commonly found among layperson as well as perceptions of giftedness held by parents and implicit theories of creativity held by educational researchers. To conclude, multi-method research studies in particular can contribute a great deal—both to our understanding of the individual constructs and of the differences between gifted students and students of average giftedness as well as to the optimal improvement of educational and gifted-support efforts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article describes five values attributed to giftedness. The ascription of values to this phenomenon resembles values attached to gifts in gift-giving processes. Whereas gift-giving often includes expectations of reciprocity, each gift possesses a numerical, utility, social, personal, and intrinsic value. Developmental models of giftedness and educational thinking reflect these values. Within prevailing models, the utility value of giftedness reigns. Its numerical value comes second. Social and personal values play a considerable role, yet the gift's intrinsic value is almost absent. This finding leads to the conclusion that the value attribution is unbalanced. This article suggests turning to dynamical-systems approaches, which might balance the value attribution to giftedness. It could expand valuations with the idea of a genuine gift, not requiring reciprocation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Child development involves the process of mastering cultural tools, which modify relations with the world and provide the means to act on the self. A sign is a universal cultural tool, but these tools are not the same for all ages. The problem of specifying development becomes one of finding the tools that children use in their activity. Capacities (as opposed to knowledge, skills or habits) have a meaning that lasts for life. One type of capacity is to find the qualities of the world using sign tools and modelling. A second type is to express attitudes to reality using symbolisation. Childhood activities provide a special space for the development of capacities. Researchers have identified two types of situations in which capacities develop. In the first, children learn to identify natural phenomena through observation and the use of sign tools (modelling). In the second, children use symbolic tools such as painting, dancing and stories to understand these phenomena and express their attitudes towards them (symbolisation). Regulation of children’s actions happens in three ways. The first uses sign tools and involves the adoption of cultural standards. The second uses symbolic tools and involves expressing an attitude towards events. The third uses both sign and symbolic tools and involves transforming reality in a personally meaningful way. These three ways of regulation give rise to three types of cognitive capacity; normative, symbolic and transformational. Coaching children in the run-up to school entry results in predominantly ‘normative’ capacities. The problem of giftedness is related to the problem of capacities. Giftedness is related to the development of capacities in preschool rather than to specific knowledge, skills or habits. This analysis solved the problem of intellectual and creative giftedness being poorly correlated, but raised the further problem of how to influence the development of giftedness. A total of 17 preschool children, 10 of whom were identified as intellectually gifted, were followed for two years. An intervention supported the mastery of figurative tools. The results of testing supported the analysis of ‘capacities’ as underpinning the development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article provides a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. The article summarizes what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. Throughout its history, the field of gifted education has been troubled by a lack of agreement on a definition of giftedness. Outstanding performance is almost always judged relative to others in one’s peer group. Increasing the number of individuals who make path-breaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of proposed framework for gifted education. (PsycInfo Database Record (c) 2020 APA, all rights reserved)