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Regional comparisons (cortical surface area and thickness) were performed on a well described sample of adults with reading disability alone (RD), nonverbal giftedness alone (G), and reading disability and nonverbal giftedness combined (GRD). These anatomical results are considered in relation to behavioral and functional work previously reported on this sample. GRD-RD regional differences were found in both hemispheres and were more common than GRD-G differences. Regional differences were found in the temporal, parietal, occipital and frontal lobes. While these data are preliminary given the small sample sizes, they suggest future avenues of research on the neurodevelopment of atypical samples. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Teachers’ beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers’ beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers’ beliefs about student giftedness possibly affect instructional decisions. In this article, within the context of specialized STEM schools, the beliefs of teachers as related to their students’ giftedness and ability are explored. Findings indicated that teachers believe their students to be gifted regardless of designation. Teachers articulated beliefs around the type of learning opportunities gifted students need as well as the amount of work required to stimulate these students. Specifically, teachers stated that gifted students flourish under heavy workloads with intense amounts of independent and inquiry-based learning. Students were also queried to determine their own perceptions of these instructional practices on their learning and daily lives. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study aims to examine the role of essentialist interpretations in education. A group of university students (N = 196) were asked to rank themselves on a social ladder and respond to a set of statements on essentialist beliefs about social class and differential notions of intelligence. Results showed that it is possible to construct a reliable scale measuring essentialist beliefs, comprising views of social class as a discrete and stable social category. The differential notions of intelligence, or the social representation of natural giftedness, seem to be connected to two frames pertaining to the definition of social position: the essentialist beliefs about social class and the subjective perception of one’s own social rank. Accordingly, the representation of natural giftedness is part of the social-positional perspective of education. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified— demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This study’s purpose is to sketch, using the historical method, the development of ideas about giftedness and programs for gifted children in Canadian schools, from the nineteenth century to the launch of the Soviet satellite Sputnik in 1957 that reignited interest in gifted education. The author notes that historians have paid scant attention to giftedness. The author argues that giftedness and gifted education in Canada developed in three historical phases prior to 1957. Rationales for gifted education today are discussed in light of the historical legacy. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLe but de cet étude est d’ébaucher, a moyen de la méthode historique, le développement des idées sur la surdouance et la formation pédagogique des surdoués dans les écoles canadiennes du 19e siècle jusqu’à 1957 et le lancement du satellite soviétique Spoutnik, ce qui signala un intérêt accru pour la formation des surdoués. Les historiens n’ont écrit que peu sur la surdouance. L’auteur présente l’hypothèse que la surdouance et les programmes scolaires pour les surdoués paraissent en trois époques antérieur à 1957. L’article termine en discutant la formation des jeunes surdoués aujourd’hui à la lumière de l’histoire. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article provides a brief review of some of the salient factors affecting giftedness, such as the origins of giftedness and creativity, nature vs. nurture as responsible for giftedness, characteristics of the gifted and possible emotional and social difficulties that may be correlated, or even caused, by high intelligence and talent, and the role of their family of origin and the educational system in enhancing their talents and assisting them to address disorders that they may develop. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

There is ample evidence that families are important in supporting the development of giftedness in children. Although there has been a great deal of research addressing individual and school factors in promoting giftedness, the role of parents and caregivers is comparatively underresearched, particularly in Australia. This study investigated the ways in which parents supported their children’s development, drawing on the educational and learning capital framework within the Actiotope Model of Giftedness. A qualitative design was adopted and semistructured interviews were conducted with 32 parents and caregivers. The data demonstrated that parents draw on all 10 educational and learning resources in creating favorable environments to support their children’s development. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers ( n = 30, females = 40%; age range = 24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: The aims of the present study were to (a) examine the effect of intellectual giftedness and the level of mathematical abilities on the Rey-Osterrieth Complex Figure (ROCF) and (b) compare two scoring systems used for ROCF. Sample and setting: The participants were 156 children (71 girls and 85 boys) of the third to fifth grades in elementary school, 49 of whom had been diagnosed as intellectually gifted before the research had started. Participants completed the Test for Identifications of Mathematical Giftedness (TIM) and copy, immediate recall and 15-minute delayed recall trials of the Rey-Osterrieth Complex Figure; the drawing procedure was constantly video recorded. Statistical analysis: Multiple linear regression and ordinal logistic regression were used to examine the effect of intellectual and mathematical giftedness on the ROCF scores depending on the type of the dependent variable—quantitative or qualitative ROCF scores. The effect of age and specific learning disabilities were analysed by regression analysis. Results: Intellectual giftedness and the level of mathematical abilities were moderately correlated with quantitative ROKF scores. According to these results, the authors recommend taking into account the intelligence effect while using the ROCF. On the other hand, they do not recommend using ROCF for diagnostics of intellectual and mathematical giftedness due to the small explained variances. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo prozkoumat vliv rozumového nadání a úrovně matematických schopností na kvantitativní a kvalitativní skóry Reyovy-Osterriethovy komplexní figury (ROKF). Vedlejším cílem bylo porovnat dva využité skórovací systémy pro ROKF. Výzkumný soubor a metoda: Data byla získána na souboru 156 žáků (71 dívek a 85 chlapců) z třetích až pátých ročníků základních škol, z nichž 49 dětí bylo před započetím výzkumu diagnostikováno jako rozumově nadaných. Všem byl zadán Test pro identifikaci nadaných žáků v matematice (TIM) a Reyova-Osterriethova komplexní figura—kopie, okamžitá reprodukce zpaměti a oddálená reprodukce zpaměti po 15 minutách, přičemž postup kresby byl vždy zaznamenáván na videokameru. Statistická analýza: Pro zjištění vlivu rozumového a matematického nadání na skóry ROKF byla použita lineární a ordinální logistická regrese v závislosti na typu závislé proměnné—kvantitativní či kvalitativní skóry ROKF. V modelech byl kontrolován vliv věku a specifických poruch učení. Výsledky: Rozumové nadání i úroveň matematických schopností středně silně souvisely s kvantitativními skóry ROKF. Na základě těchto výsledků autoři doporučují při použití ROKF brát ohled na souvislost příslušných skórů s inteligencí. Naopak nedoporučují používat ROKF k diagnostice rozumového či matematického nadání vzhledem k malému vysvětlenému rozptylu. Limity studie: Mezi limity studie patří málo jasná obsahová validita Testu pro identifikaci nadání v matematice a vysoký výskyt dětí s dvojí výjimečností ve výzkumném souboru. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)