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This contribution presents the design of a theoretically grounded assessment Heuristic concerning students with (suspicion of) the coexistence of Intellectual Giftedness and an Autism Spectrum Disorder (IG + ASD). This Heuristic focuses at various cognitive and psycho-social Strengths and Weaknesses (S&Ws) and is called the S&W Heuristic. It deals with the discrepancy between the lack of a theoretically grounded coherent view on assessment and intervention issues concerning students with (suspicion of) IG + ASD and the concomitant problem of biased diagnoses in psycho-educational practice. It aims at a systematic connection between assessment and intervention-indications, by way of systematic dimensional needs-based assessment. One of its merits is that the assessment departs from IG + ASD characteristics, instead of IG-characteristics apart from ASD-symptoms, so that camouflage and underachievement might be detected more easily. The S&W Heuristic is explorative in nature and serves as a point of departure in theory-development and psycho-educational praxis concerning IG+ASD and may be Twice-Exceptionalities in general. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

By surveying a representative sample of Finnish parents, this study set out to compare two social representations of intelligence current in our educational discourse: the established one, ‘the idea of natural giftedness’, and an emerging one, ‘the idea of the multifariousness of abilities and support for social equality.’ It was found that the parents’ social positions and their views on the malleability of intelligence contributed to their endorsement of the two representations. The idea of natural giftedness was endorsed particularly by academically educated fathers and those viewing intelligence as a genetically determined capability, while the idea of the multifariousness of abilities and support for social equality was endorsed by mothers and those with the view that intelligence can be developed through practice. It was suggested that these two polemical representations appear to embody opposite views in regard to the deeprooted controversy between nature and nurture and reproduce the basic cultural separation between the abilities of ‘head’ and ‘hand’. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N = 350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article discusses the phenomenon of giftedness in an educational context. Although a general understanding of the phenomenon of giftedness is evident in the literature, missing is a body of information on the thoughts and actions of gifted persons in those situations that one suspects influence the emergence of extraordinary accomplishment. In this article, the author proposes a change in direction for the study of the advanced development. Grounded in the theoretically based research of Feldman and Vygotsky, the author argues that one focuses on the ordinary parts of life that contribute to extraordinary achievements. Extraordinary accomplishment is something that fascinates most people. Extraordinary accomplishment is a recurrent theme in human history. The extraordinary achievements that mark human activity serve as signs of the ability of humans to invent new ways of being in the world. The field of gifted-person education is concerned with understanding and promoting the emergence of such innovative actions and thoughts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The terms gifted or gifted and talented are bestowed students who display a variety of characteristics, including high performance capabilities in an intellectual, creative or artistic area. Although certain characteristics can be generalized some gifted students may not possess the same characteristics as other gifted individuals and they may not appear to have the same observable differences. Depending on how their giftedness has been dealt with previously, they even may appear quite "ungifted". Many gifted students resist routine and exhibit nonconformist behavior. Others may withdraw, and passively be doing a minimum of what is required. These students may have developed an undesirable behavior due to lack of challenges in school being more or less arrested in their intellectual development. Therefore, it is important to identify these students as early as possible in order to secure a positive schooling experience. Based on theoretical work on giftedness and clinical experience (Clark, 2008; Silverman, 1984) a 56-item unipolar scale was developed. This scale was administrated to 149 gifted and talented students plus 253 parents and 122 teachers of gifted and talented students. On this unipolar scale the three groups of informants was asked to mark 0 (not true), 1, (somewhat or sometimes true) or 2 (very true or often true). Based on this information three checklists were developed each with the 25 items that received the highest ranking. One for students, one for parents, and one for teachers. Hereby the checklists can contribute to a fast identification of gifted and talented students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study examined the relationship between types of overexcitability (OEs), Big Five dimensions, and giftedness. A sample of intellectually gifted adolescents ( N = 132) and controls (N = 103) completed the OEQ-II and the NEO-FFI. As hypothesized, the gifted scored higher than controls on intellectual OE, imaginational OE, and openness to experience but lower on neuroticism. Contrary to expectations, group-related differences were found for sensual OE, but not for emotional OE. Moreover, SEM analysis showed that giftedness moderated the relation of OEs with openness and extraversion. The relations between sensual OE and openness as well as between psychomotor OE and extraversion were stronger in the gifted than in controls. Relationships between sensual, intellectual, imaginational OEs and extraversion turned out to be significant only in the controls. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The greater male variability hypothesis posits that males exhibit greater variability than females in both mental and physical characteristics. The hypothesis has been supported in various giftedness-related constructs (e.g., intelligence, talents, creativity). This study extended this line of research to another giftedness-related psychological construct: overexcitability (OE). The Overexcitability Questionnaire-Two was administered to 836 (51% girls) 7–9th graders in Hong Kong to assess the five domains of OE (i.e., psychomotor, sensual, intellectual, imaginational, and emotional). The results suggested a domain-specific pattern of gender differences in the variability of OE scores. Greater male variability was found in the sensual, imaginational, and intellectual OE domains; male superiority was found in the psychomotor domain; and female superiority was found in the emotional domain. These domain-specific findings enrich the discourse surrounding the greater male variability hypothesis. Theoretical and educational implications regarding the findings are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

It has become increasingly evident that schools need to develop a pedagogy and didactics of giftedness'. Recent debates on heterogeneity and inclusion in 'Schools of Plurality' have brought up a multitude of theoretical didactic concepts and models. How teachers are to realise these concepts in practice is, as of yet, an unanswered question. The main reason for this seems to be that education is not only expected to transfer factual knowledge and skills, but also to encompass development of personality, reflection on the self and the ability to educate oneself while considering one's own talents and social responsibilities. This article takes the issue of the schools' role in developing talents as a vantage point from which to discuss what form the furthering of giftedness usually takes in schools, and what this could look like when modern concepts are taken into account. These two positions will be exemplified through two teaching types. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A considerable amount of recent evidence suggests that speed of information processing (SIP) may be related to general giftedness as well as contributing to higher mathematical ability. To date, no study has examined SIP associated with both general giftedness (G) and excellence in mathematics (EM). This paper presents a part of more extensive research aimed at a multidimensional examination of mathematical giftedness, which is a complex function of the G factor and EM factor. The research population consisted of four groups of 10th–11th grade students who differed in their G level and EM level. 190 participants performed five SIP tests: Visual-matching, Cross-out of numbers, Digit-symbol, Symbol-search and Simple arithmetic exercises. We found that the G–EM group outperformed the three other study groups on all five tests. The findings reveal that between-group differences in performance on Cross-out of numbers and Simple arithmetic exercises tests are associated with both G and EM factors, whereas especially the G factor had an effect on students’ scores on Digit-symbol, Symbol-search and Visual-matching tests. In addition, we found gender differences on the Digit-symbol and Symbol-search tests. The results of this study suggest that EM and G factors are interrelated but represent different traits with respect to the SIP. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One hundred twenty-four undergraduate education majors completed the phrase "a gifted student is ______" using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai's (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Paradigms of gifted education: A guide to theory-based, practice-focused research by author D. Y. Dai & F. Chen (see record 2014-03078-000). This book is one of several recent attempts to bring structure to uncertainty about the nature, study, and service of giftedness. Gifted education as a paradigm incorporates the bulk of traditional thought on giftedness, tracing conceptual foundations from Terman through Torrance and relying on a categorical conception of giftedness as an inherent and measurable quality. In addition, educators and administrators who are willing to engage the highly technical writing would benefit from the comprehensive, research based history of the field as a context for making immediate programmatic decisions in service to students identified as gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Families, Education and Giftedness: Case Studies in the Construction of High Achievement by L. Mazzoli Smith and J. Campbell (2012). This presents a challenging social equity concern that requires further research for us to be able to understand the associated factors that contribute to educational achievement and high ability. The authors of this book address this significant issue by presenting empirical evidence from four families of working class origins with children identified as gifted. The authors provide a clear rationale for the methodology and narrative enquiry approach. Overall the book makes a very valuable contribution to the field. The research that underpins the book was clearly small scale in nature, but rich in depth. It also addresses an under-researched and little understood topic by adopting a narrative methodology. This approach addresses a gap in the research base and in the book market, making it an important text in the field. A particular strength of the book is its interdisciplinary approach, drawing upon literature from sociology, social history, anthropology, biographical analysis and psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article discusses the school-based conception of giftedness (SCG). The development of human potential occurs in a vast array of settings across the world. In the United States, in addition to the options of both public and private schools, parents home school their children and send them to academic summer programs, often resulting in able students developing to a point of extraordinary accomplishment. Some talents are typically developed early in life, whereas others manifest much later. Some talents are developed entirely outside of school, whereas others are developed in schools to a considerable extent. Some talents are in domains that schools have key roles in developing, others may have no direct relationship to a school’s curriculum. Given the limited resources and dominion of schools, we set out to create a conception of giftedness that is situated in schools. SCG clarify what talents schools can and cannot be expected to develop. The SCG will allow for clearer communication among educators, administrators, and school boards about the role and responsibilities of our schools in developing talent. Giftedness is a combination of advanced development and creativity. It is developmental in nature in that it begins as potential evolves into achievement within recognizable domains during the school years, and becomes increasingly advanced through the nonuniversal development of the individual. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue of High Ability Studies is devoted to contexts that support talent development. While numerous conceptions of giftedness consider the role played by the environment for talent development, most of these conceptions nevertheless viewed giftedness itself as an individual attribute. Newer approaches have, however, begun to fundamentally alter this view: The environment and learning contexts are not only important for talent development, but they also make up an integral part of what giftedness actually is. Plucker and Barab (2005), for example, have called for investigating “gifted transactions” (p. 210) rather than gifted individuals. In a similar vein, Ziegler (2005) defined giftedness as the property of a system made up of the individual and his or her environment. The articles assembled in this special issue emphasize different perspectives of the relevance of learning environments. The first three contributions present empirical studies on the relevance of learning contexts in general and in different cultural settings. The following two articles discuss important implications of current research for the establishment of supportive learning contexts at school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Scientific research on giftedness has been profuse in the last few years. Unfortunately though, the conclusions one can draw from the literature in terms of cognitive and personality specificity of the gifted and talented often remain limited, due to methodological recurrent flaws. Here, we describe two of the most problematic such flaws: the variability of criteria used in the definition of giftedness, and the sampling of gifted children. We show that these flaws probably elicited false conclusions now widely held in the field of giftedness. Advice for a cautious analysis of existing literature and the design of future research is suggested. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A qualitative, longitudinal, phenomenological case study explored how a gifted female experienced various life events and aspects of development during adolescence and young adulthood (ages 15–30 years), particularly as related to multiple traumatic experiences, which were revealed late in the first year of the study. Additional experiences, well into young adulthood, appear to have been precipitated by posttrauma phenomena, among them a sense of powerlessness, a need for control, extreme and confusing emotions and behaviors, disordered eating, and sensitivity to others’ responses. The control concern was manifested in a pervasive “sense of urgency,” which contributed to decisions that had particular impact on her development. Special attention is given to the intersection of giftedness and adversity, with reference to characteristics associated with giftedness. Method and findings begin to fill multiple gaps in the giftedness literature, but findings are generally supported by existing literature related to trauma and protective factors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

In this issue of High Ability Studies, various models of giftedness are empirically tested against one another. The authors examine how well various approaches are suited to predicting high achievement. They also consider how individual and environmental factors – as well as their systemic interaction – influence performance and how subjective theories help shape the development of achievement. In line with the tradition of this journal, the findings represent a wide variety of interesting results, the theoretical and practical relevance of which the authors discuss. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Traditionally the determination of the giftedness has performed with traditional intelligence tests. The main argument to do so has been the temporal stability of this measure. In recent years some authors defend a determination early giftedness in children, although others point out that toddlers evaluation produces a significant number of false positives due to the variability in the measurement of intelligence by different factors such as plasticity, stimulation, etc.., therefore proposed the use of complementary indices for giftedness diagnosis. This paper presents a longitudinal study of two years to 49 children aged between 5 and 9 years, initially identified as gifted, to check the stability of your IQ and other measures such as the learning potential and working memory. The results show how learning potential and working memory measures remain stable in time while the IQ of a group of younger children is not maintained during this period. These results indicate the usefulness of P.A. measures as a supplementary index in the determination of the giftedness on young children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Insight into causal mechanisms underlying underachievement among gifted students has remained elusive. Based on the premise of self-worth theory and implicit beliefs about intelligence, it was hypothesized that entity-focused messages about giftedness would lead to maladaptive academic coping behaviors when gifted status was threatened. Therefore, the current research examined the interactive effect of messages about giftedness as fixed or malleable and success or failure experiences on both behavioral and claimed self-handicapping among a sample of 108 undergraduates attending an elite university. Following a failure experience, participants who had heard an entity message about giftedness engaged in behavioral self-handicapping to a greater degree than those who heard an incremental message about giftedness. Female participants who received an entity message engaged in more claimed self-handicapping after experiencing failure and less claimed self-handicapping after experiencing success. There were no differences in claimed self-handicapping after success and failure for female participants who received an incremental message. This pattern is in line with an impression management strategy. In contrast, implicit messages did not influence male participants’ claimed self-handicapping. Implications for motivational theory and educational practice are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)