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Gifted children are an extremely precious resource. But what does it mean to be gifted? Ellen Winner has devoted much of her career to addressing this question. In this essay, I argue that our society misdefines giftedness, placing undue emphasis on analytical skills. Moreover, the problem is getting worse. Amplifying factors in society are narrowing rather than broadening our definition of giftedness. I discuss what is happening, why, and what we can do about it. (PsycInfo Database Record (c) 2020 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)

The process of identifying students as creatively gifted provides numerous challenges for educators. Although many schools assess for creativity in identifying students for gifted and talented services, the relationship between creativity and giftedness is often not fully understood. This article reviews commonly used methods of creativity assessment, looking specifically at their role in identifying students as eligible for gifted and talented programs. Issues in understanding the creativity and giftedness relationship are reviewed, with special attention given to problems in assessing creatively gifted students. A multi-method best practice approach for assessing and identifying creatively gifted students is proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness can be both an asset and a burden when gifted students respond to developmental challenges. Characteristics associated with high intellectual ability likely affect how gifted students experience social, emotional, and career development, regardless of level of academic achievement. Counselors' lack of awareness of such qualitative differences, as well as positive and negative biases, may interfere with the therapeutic relationship. Characteristics related to giftedness, vulnerabilities, concerns, and counseling strategies are the focus of this article. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This special issue, pay tribute to Gallagher’s work by examining representative articles in five major areas in gifted education: theories of giftedness, curriculum and instruction, social and cultural acceptance of giftedness, the needs of underrepresented gifted students, and gifted educational policies. Two articles represent each area: an article by Gallagher and a reflection on its significance. Each reflection addresses three questions: "What were Dr. Gallagher’s major ideas?" "What is the current state of the field?" and "What would Dr. Gallagher advise us to do as we move forward?" (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Dr. James Gallagher published widely on most topics in gifted education, and was often invited to provide commentary on basic theories of giftedness for audiences of psychologists and educators. His own background as a psychologist and special educator as well as a gifted educator positioned him well to hold the theoretical views he did on the nature of giftedness and how it might be nurtured. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Social coping and self-concept were explored among Irish ( n = 115) and American ( n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Reports the retraction of "The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course" by Suriya Gilmanshina, Sergei Smirnov, Aygul Ibatova and Iza Berechikidze ( Thinking Skills and Creativity, 2021[Mar], Vol 39[100780]). This article has been retracted at the request of the Editors-in-Chief. After a thorough investigation, the Editors have concluded that the acceptance of this article was partly based upon the positive advice of one illegitimate reviewer report. The report was submitted from an email account which was provided to the journal as a suggested reviewer during the submission of the article. Although purportedly a real reviewer account, the Editors have concluded that this was not of an appropriate, independent reviewer. This manipulation of the peer-review process represents a clear violation of the fundamentals of peer review, our publishing policies, and publishing ethics standards. Apologies are offered to the reviewer whose identity was assumed and to the readers of the journal that this deception was not detected during the submission process. (The following abstract of the original article appeared in record 2021-38116-001). The development of critical thinking is a fundamental task of the modern education system. However, practically, it turns out that a number of teachers are not competent enough in this area. The purpose of the study is to identify the most universal and valid methods for the dynamic assessment of the level of critical thinking in children. There are also difficulties associated with the assessment of the level of critical thinking, the selection of valid methods for its study, especially when it comes to preschool or primary school children. The participants (186 children 6–8 years ages from 3 schools of Moscow (Russian Federation) in the group of gifted children did not fall into the groups with a low development of critical thinking, and the participants in the control group did not fall into the group with the highest or the highest level of development of critical thinking. In two tests, the data for the gifted and control groups showed high correlation values between the definition of giftedness and the level of critical thinking development (0.958 and 0.962 in the static test and 0.659 and 0.908 in the dynamic test, respectively). Therefore, it is relevant to select valid methods that would allow the assessment of critical thinking as one of the criteria for the giftedness of a child in dynamics, that is, in the process of developmental learning. During the research such methods were used – sculpture method, absurdity method, verbal fantasy method, drawing method, think of a game method. The research results have shown that giftedness has a psychophysiological basis, the described test methods are valid and can be used for the assessment of the level of critical thinking and the quality of the educational process. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This essay offers six reasons why the field of gifted education should retire the terms giftedness and gifted. Additionally, in the historical context of longstanding, severe, and pervasive racial and income inequities in the field of gifted education, the term Master’s Discourse is introduced and defined in this call to change terminology. Among the reasons to move on from the gifted terminology are its racist history; its association with underrepresentation; waning support for gifted programming; years of debate in the field over the use of these terms; issues with giftedness being narrowly defined by ability tests; and the need for language to evolve. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

What is the aim of giftedness? Is the goal to narrow in on the gifts of a select few or to nurture everyone’s gifts such that they may be exchanged with each other? Drawing from creativity theory, we emphasize the possible interactive element of giftedness. Current paradigms risk ignoring hidden creativities and for potential to remain in the shadows. Is the promise of one possible eminent creator worth thousands of everyday creators? Do we need to make such a choice? By fostering perspective-taking and other collaborative skills, we may try to have it all. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The terms giftedness and genius entered the research literature in the 19th century. Although not synonymous, both terms were defined according to potential or actual achievement in a specific domain. However, in the early 20th century, both terms became defined according to performance on domain-generic IQ tests. Given the empirical relations between achievement and intelligence, this transfer of meaning is unjustified. Both giftedness and genius must be defined with respect to potential or actual domain-specific achievements. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Describes the psychometric approach to the identification of giftedness, reviewing methodological issues, data sources, measurement instruments, and concrete decision-making and identification strategies. Theoretical implications of the trait-oriented definition of giftedness are discussed, and a general model for identifying and promoting giftedness is described. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines several definitions of the concepts giftedness and talent, particularly those of J. S. Renzulli (1979) and S. J. Cohn (1981). Criticism of their models leads to a proposal for differential definitions, where giftedness is associated with skill domains that underlie and explain exceptional performance in different fields of activity. An individual can be gifted without necessarily being talented, as attested by the phenomenon of underachievement. However, the inverse is not true. Several factors, such as motivation and environment, which act as catalysts for actualization of giftedness in specific talents, are discussed. (29 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines notion as a reflection of objective reality; selected principles of Marxian psychology are used in this definition: historicism, the unity of mind and activity, the mutual quantity–quality relation, and the dialectic unity of opposites. Using this definition, the author discusses talent and giftedness. In contrast to aptitude and ability, which can be developed, giftedness is viewed as a complex of stable internal conditions of activity and a functional substructure of personality. Various proposals for distinguishing talent from giftedness are reviewed, and the author concludes that the 2 terms are synonymous. (Russian abstract) (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

As the education for gifted students should be an integral part of a quality educational program for all students, it is important that the identification of gifted students be part of an ongoing comprehensive guidance program that is equitable and accurate. Many current identification procedures commit elementary psychometric errors. The present paper draws attention to some of these errors, and suggests improvements that can be effected. No method of selection can ever be perfect, so that identification policies must be permeated by a sensitivity for students' self-respect. Issues covered apply to the identification of giftedness in all its facets, but examples are drawn primarily from the identification of academic giftedness. Specific issues include the choice between predictive validity and social justice, methods for making teacher's assessments usable, and some misconceptions concerning giftedness. (14 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Defines the terms talent and giftedness from the viewpoint of functional systems theory. It is contended that this approach may become the basis for the emphasis of individual talents and their classification. This approach enables the assimilation of complementary approaches to the problem of defining giftedness and makes it possible to formulate goals for the problem's physiological study. (30 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the differential guidance for gifted (DGG) model for use in determining individual counseling plans for gifted students. DGG represents a proactive, mental health approach that deals with problems but focuses on processes. Type of giftedness, SES, family value orientation (VO), and the grade/developmental levels of the child are variables used for determining guidance and counseling procedures for the gifted child. Categories of giftedness that differentiate treatment include academically gifted, highly creative, gifted females, talented, culturally diverse, disadvantaged, underachieving, physically handicapped, learning disabled, and emotionally disturbed. The SES variable is divided into high, medium, and low to help point out essential differences in family orientation that may provide a counselor with information about the child's experiences and general attitude toward life. VO is also divided into high, medium, and low, as the value families put on education can profoundly affect the child's performance. The developmental stage/grade is important for the selection of the appropriate strategy for the particular period of the child's growth. Some specific, differential needs of each category of giftedness in the DGG model are examined, and types of services, special factors in identification, and counselor intervention are discussed. (65 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)