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This article offers a critical rereading of gifted education in the United States using a genealogical framework as defined by postcolonial theory. Using genealogy is appropriate because it sets the education profession within a family research tradition, implies the close connection between past and present, and enables us to systematically trace the evolution of exclusionary practices. The purpose of this article is to (a) demonstrate the utility of using historical research to undergird justice work in education, (b) show how gifted education policies and practices in the United States operate under a global context of whiteness and colonization, and (c) foster dialogue around ways educators can begin to disrupt taken-for-granted assumptions and work toward establishing more equitable schooling processes and outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This Editorial presents seven original contributions from authors around the globe which are not only interesting for researchers, but also for practitioners. In the first contribution authors introduce what they call a universal model of giftedness. It is a hybrid approach that combines strengths of previous models into a promising new model. It will be interesting to see how well is received in the scientific communtity and if it will be used by practitioners to guide their development of gifted education provisions. In line with this trend authors pose the important question if being gifted is always an advantage? In particular, they were interested in differences with regard to social accceptance and self-concept. Their empirical study shows a generally positive situation of gifted adolscents, however, individual differences are substantial. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Reports an error in "Gifted students’ perceptions of an accelerated summer program and social support" by Seon-Young Lee, Paula Olszewski-Kubilius, Matthew C. Makel and Martha Putallaz ( Gifted Child Quarterly, 2015[Oct], Vol 59[4], 265-282). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection. (The following abstract of the original article appeared in record 2015-43792-005). Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This editorial focuses on the articles in this issue of High Ability Studies. This issue will present four more articles on motivational and emotional aspects, and their meaning for learning and achievement behavior as well as for learners of various giftedness and achievement levels. The authors again employ a large variety of methods and offer many new insights for giftedness research and gifted education. Obergrießer and Stoeger analyze relationships between achievement emotions (enjoyment, anxiety, anger, and boredom), learning preferences, and the use of cognitive and metacognitive learning strategies in a sample of 200 students from 20 primary schools in Germany who were about to start high-achiever track secondary school in the following school year. In their study, Vladut, Vialle, and Ziegler propose two general motivational strategies for gifted educators: a learning resource-oriented homeostatic orientation and a learning resource-oriented allostatic orientation. McCoach, Newton, Siegle, Baslant, and Picho consider questions of measurement methodology in the area of motivation and learning. The contribution of Fugate and Gentry sets itself apart from the other eight articles in this two-part special issue with regard to both its sample and method. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The extraordinary giftedness is apparently a unique manifestation of a mutual interconnection between genes and environment. One of the possible etiological factors of intellectual giftedness is testosterone which is believed to affect the brain organization and function. The aim of our study was to analyze associations between 2D:4D digit ratio (a proxy of prenatal testosterone) and/or salivary testosterone levels with non-verbal IQ in intellectually gifted girls. Fifty-one girls with an age range of 10 to18 years and IQ scores higher than 130 were tested. Saliva samples were collected to obtain levels of salivary testosterone. 2D:4D digit ratio was measured on both hands as an indicator of prenatal testosterone. IQ parameters were assessed employing standardized set of tests. The CAG repeat polymorphism in exon 1 of the androgen receptor gene was analyzed to assess the sensitivity of androgen receptor. Testing of between-subjects effects proved significant interactions between right and left 2D:4D ratio, genetic variability in androgen receptor, and also salivary testosterone level with non-verbal IQ in gifted girls. Our results point out that the variability in parameters of androgenicity contributes to the variability of nonverbal IQ in gifted girls. However, the exact molecular mechanism of how testosterone acts on the brain and affects this cognitive domain remains still unclear. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The interplay between creativity and intelligence has been extensively documented for decades. However, there is currently no consensus on how these constructs are related. The threshold hypothesis states that intelligence fosters creativity only below a 120 cut-off IQ. To clarify these issues, the relationships between intelligence and creativity were studied, using respectively WISC-IV and EPoC (Evaluation of Potential Creativity), in 338 children including 118 intellectually gifted children (IQ ≥ 130) and 220 non-gifted children (IQ < 130). Weak correlations were found between intelligence and creativity. However, high verbal ability children (Verbal Comprehension Index ≥ 130) showed significantly higher scores on verbal tasks of EPoC. Additionally, the threshold effect was only found for correlations between verbal integrative thinking and perceptual reasoning or processing speed. Thus, the findings indicate that the threshold effect depends on the type of process involved in the expression of creativity (divergent or integrative thinking), the domain of creativity (verbal or graphic), and the factors of intelligence considered. Taken together, these results suggest that giftedness should be conceptualized by specifying the cognitive domain of high ability, rather than focusing on a general conception of intelligence, and by distinguishing intellectual and creative giftedness. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem‐solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely‐held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty‐seven high‐functioning adolescents with ASD and 27 age‐ and Full Scale IQ‐matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Identity formation is particularly challenging for stigmatized minorities. The minority stress model (MSM) posits that both negative stereotypes and their internalization represent stressors. There is evidence that this applies to the gifted, too. However, their status is ambiguous, given that both negative and positive stereotypes exist. Furthermore, individual wellbeing also hinges on one’s identity stage, as outlined in the Cass identity model (CIM). The CIM was applied to gifted identity development in a survey of 742 high-IQ society members (16–79 years). Identity stages could be reliably and validly assessed with a new measure and were related to adjustment and coping as expected. Latent class analysis revealed four groups, which resembled the CIM, but with a few notable exceptions. Ordinal-logistic regression showed that years since first suspicion and since diagnosis of giftedness predicted group membership. In sum, identity development in the gifted examined here shows similarities with the CIM stages (which are differentially related to wellbeing and feelings toward one’s own giftedness) but has its own specific characteristics, too. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

In Germany, parents can request counseling and assessment of school-related learning and behavioral issues from either independent counseling centers or school-based ones. Focusing on giftedness consultations at independent counseling centers, the goal of this study is to provide a detailed description of the reasons for and the issues discussed during the consultation process. Specifically, the frequency and relationships among each other are examined as well as the relationships with the client characteristics gender, age, and ability. A questionnaire, completed by the counseling professionals, was used to assess the reasons that were given for seeking consultation and the topics that were addressed during the counseling process at 14 psychodiagnostic counseling centers. Overall, data from 156 children and adolescents (25% female) were included in the analyses. Frequent reasons for and topics of the consultations were giftedness assessment, advocacy of gifted education, and motivation. Correlation analyses identified two separate groups of themes: “social and behavioral problems” and “learning disorders and achievement-related problems.” Whereas the motives for seeking consultation and the counseling issues were typically the same for both boys and girls, some of these varied greatly depending on age, type of school, and aptitude of the children. These results are discussed with respect to the current state of research as well as their implications for counseling practice and the qualifications of the professional counseling personnel. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The Actiotope Model of Giftedness (AMG) focuses on person–environment interactions to define giftedness. The development of the Questionnaire of Educational and Learning Capital (QELC) was based on the AMG. The first aim of this study was to present the reliability and validity of a Turkish version of the QELC for 10th grade students. The second aim of this study was the administration of the QELC in gifted and non-gifted students and the determination of mean QELC-scale differences between both groups. Two different samples were included in the study. In the first sample, 421 10th grade students took the QELC (147 boys, 274 girls). The second sample consisted of 38 gifted students and 38 non-gifted students, the latter randomly selected from the first sample. In addition to the QELC, confidence in one’s competence, failure coping, stability and modifiability beliefs regarding one’s action repertoire were assessed and used to validate the QELC. School grades were collected, too. Results of a confirmatory factor analysis supported the two-factor structure of the QELC (i.e., educational capital and learning capital). The results supported the validity and reliability of the Turkish version of QELC. Gifted students had lower scores in educational as well as learning capital than non-gifted students. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Current textbooks, websites, research articles, and popular resources have stated that gifted individuals have longer and more pronounced responses to stimuli than the general population. This overexcitable nature of gifted persons has provided a commonly used lens to conceptualize, identify, and understand giftedness and gifted persons’ behaviors. Yet there are reasons to be skeptical about the evidence demonstrating that the gifted population is more overexcitable than the nongifted population. A meta-analysis was conducted to investigate the existence and strength of the giftedness–overexcitability (OE) relationship as presented in a number of studies comparing the OE scores of intellectually gifted and nongifted samples. Gifted samples were found to have higher mean OE scores than nongifted samples. However, the effect size for psychomotor OE was not statistically significant, while the effect sizes for the emotional and sensual OEs were small. Calculated effect sizes for intellectual and imaginational OEs were medium. A number of important limitations and implications exist. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Todd Lubart. Lubart is Professor of psychology and received his PhD from Yale University and was an invited professor at the Paris School of Management. His research focuses on creativity; its identification and development within the multivariate, investment approach; creative potential and creative giftedness; the creative process and the effect of context on creative work. The focus of the interview is on giftedness and creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The education of students identified as ‘gifted’ has had a highly problematic history, having been judged as conceptually confused, socially and ethnically discriminatory, and educationally exclusive. Despite this, it is argued that contemporary research and scholarship critiquing the concepts of giftedness and gifted education programmes may provide a base for teacher education and development generally, rather than only for those interested in giftedness. It has particular potential for altering teachers’ thinking about students’ ability. Such research has emphasised the developmental nature of intelligence, its multidimensional character and the sociopolitical role of the concept of ability in school systems. It is argued that the appropriate use of this research could contribute to a more equitable and inclusive model for teachers’ thinking and for practice in schooling. Five implications for teacher development are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article provides an introduction to the special issue "Intelligence, creativity and giftedness". Intelligence, creativity and giftedness are often studied separately. Journals and conferences are mainly focused on just one of these topics. However their joint examination presents interest in theoretical, social and practical respects. The articles of this special issue reflect the cooperation initiated by researchers from Germany, France and Russia. This cooperation lead to a number of conferences held in Moscow, Paris and Muenster with the large international participation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This editorial briefly describes the articles featured in this issue of Gifted and Talented International. The featured articles have diverse range of topics—related to giftedness, talent development, educating gifted students, mathematically advanced students and their programs, psychological effects related to giftedness, theoretical studies and sociocultural perspectives of gifted development, and so on. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Using a grounded theory approach to the study of historical texts and an expert interview, this study investigates culturally embedded conceptions of giftedness as evidenced in one of the most important Iranian literary canons, The Gulistan, to guide the development of education and programming for gifted and talented students in Iran. The Gulistan depicts the real world in its stories. Historically, The Gulistan has provided guidance to gifted and wise individuals regarding how to live life. Investigating these conceptions in The Gulistan’s stories gives us significant insight into what historically has counted as giftedness in the Iranian culture. Main themes arising from this study include Saheb Ferasat (insighted), Shukhdideh (wit), Dana & Aghel (practical intelligent), Kheradmand (wise), and Hakim (sage). This study is an exploration of an approach to developing an Iranian conception of giftedness that is embedded in the culture. The framework and findings may be of interest to scholars, policy makers, and educators in various roles. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The relative age effect (RAE) is a well-established phenomenon in education and sports. Coaches have been assumed to be important social agents of RAE via biased selection decisions in favour of children with maturation advantages. In the present research, we used the Implicit Association Test to investigate automatic associations between body size and a player’s domain-specific giftedness amongst youth baseball ( N = 18) and youth soccer coaches ( N = 34). We found medium to strong automatic associations between body size and player giftedness (baseball: M D = 0.62; soccer: M D = 0.51). Specifically, taller players were associated with positive performance-related attributes, whereas smaller players were associated with negative attributes. The results are in line with theories of grounded cognition by showing that the abstract concept of “sport giftedness” is partly grounded in the perception of physical height amongst youth sports coaches. We argue that this grounded cognition has the potential to influence coaches’ selection decisions and in turn account for RAE as coaches are biased towards physically more matured players, even when no apparent performance advantage is evident. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people’s socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (“harmony hypothesis”). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (“disharmony hypothesis”), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many “disharmonious” than “harmonious” raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Annemarie Roeper’s timeless perspectives were demonstrated throughout her long and productive life. Her prolific writings and speeches continue to influence our understanding of giftedness at all ages and stages of life, and the time I spent with her had a profound and meaningful effect on my work. Annemarie incorporated her inner view of giftedness into her definition, her collaboration with her husband George in developing the Roeper Philosophy and Roeper School, her global perspectives, and her qualitative assessment approach to understanding children and identifying those who are gifted. Direct involvement with Annemarie has been especially influential in my thinking about gifted adults, including educators and parents. The quality of agelessness that Annemarie demonstrated in the later years of her life also has been instrumental in helping me and others develop greater understanding of giftedness across the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)