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Examined the construct validity of the 4 × 4 Structure of Giftedness Model in which giftedness is conceptualized in terms of 4 categories (i.e., general intellectual ability, specific intellectual ability, general original/creative thinking, and specific reactive talent) in 392 junior (Grades 7–9) and 381 senior (Grades 10–12) students. Ss were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to a number of goodness-of-fit indices to determine which model fit the data best. The best fit was the 4-factor model. Results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creatively gifted individuals, particularly those whose talents lie in the verbal domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Explored the nature of sibling dyads with 1 or 2 gifted members, with 366 triads, each including a mother and her only 2 children (aged 7–14 yrs). Ss completed The Verbal Battery of the Cognitive Abilities Test, Children's Competence Scale-Scholastic, Child Behavior Checklist, Sibling Behavior Inventory, and Family Intimacy Scale. Except for academic-ability variables, group comparisons according to school-based categories were not suggestive of sibling-giftedness effects. When sibling pairs were reclassified using a median split of the first principal component of maternal perceptions of the S's giftedness, both giftedness and having a gifted sibling were generally associated with more favorable responses by children and mothers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted 15–16 yr old schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label "gifted" was used for the top 6–10%, "highly gifted" for the top 3–5% and "extremely gifted" for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Three factors have traditionally prompted a large section of the population to oppose the idea of special support for the development of excellence: the view that intellectual giftedness depends on innate dispositions and can manifest itself under any educational and environmental conditions; the feeling of injustice connected with the perceived superiority of gifted people; and the perception of special education for the gifted as a threat to ordinary people and/or to democracy. In contrast, more recent perceptions of the faults of an educational orientation inspired by the above prejudices and a decline in egalitarian ideology have combined to opening new perspectives on better educational support for the gifted, although agreement on the means of support is often lacking. There is a strong connection between the underlying principles of a democratic society and the conditions which foster giftedness and creativity. However, the development of creativity and giftedness should not entail the separation of the gifted from others during the school years, because such separation would damage both social development in general and the specific moral development of the gifted, and would prevent acceptance of the gifted by others and by society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Intelligence and giftedness: The contributions of heredity and early environment by Miles D. Storfer (see record 1990-97741-000). For at least the past 70 years our IQ scores apparently have risen by the equivalent of approximately 1/5 to 1/4 of a point per year. If we accept the idea of what Flynn (1987) himself refers to as "Massive IQ gains" (and the supporting evidence that Flynn has amassed appears solid) our next step should clearly be an attempt to identify the factors responsible for these gains. Have our educational systems improved dramatically? What about our nutrition and general levels of health? Have home environments and parent-child interactions undergone radical changes? Besides environmental factors, is it possible that some sorts of hereditary mechanisms might be implicated? In Intelligence and giftedness: The contributions of heredity and early environment, Storfer addresses these and related issues. The result of his extensive review of the literature in areas as diverse as behavioural genetics, infant intelligence tests, white-black IQ differences, educational enrichment programs, and neurophysiology is a 500-plus-page book which is sometimes informative, often disappointing, and, in the end, too speculative to live up to its promotional claim of advancing "one of the most exciting and controversial evolutionary theories since Darwin". Parts of this book are good. Storfer is to be commended for the wide range of material that he surveys, and his attempts to integrate this diverse material have generally been successful. Another positive feature is the inclusion of numerous notes at the end of all but one chapter, plus one appendix, which provide additional information and/or technical details for readers interested in learning more about specific studies or issues mentioned briefly in the text. Unfortunately, Storfer does not seem to appreciate the varying quality of the research studies that he reviews, and some of the conclusions that he draws are highly speculative. Intelligence and giftedness was an ambitious project that would have benefitted considerably from a more cautious interpretation of the results and the implications of the research that it surveys. The issues that this book addresses and the questions that it raises are undoubtedly important and deserving of study. For the most part, however, the answers will have to be found elsewhere. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the long tradition in Poland of psychological research on identification of musical giftedness and the psychology of talent, and the system of education of the musically gifted. Four stages of research are discussed: (1) romanticism and belief in the power of the psychology of music, (2) perfectionism and concern with adaptation and restandardization of musical ability tests, and application of music psychometrics, (3) integration, or designing research projects on predictors of music achievement at school and in professional careers, and (4) skepticism, or searching for new research paradigms. Musical giftedness can be seen as a lifelong process of music-related activity, with strong intrinsic motivation required to improve both results and knowledge. Recent research has focused on new aspects of musical giftedness, including the relationship between cognitive traits and music teacher's evaluations, age differences, differences related to different instruments and fields of music, types of music schools, and predictors of success in music school and in musical careers. Continuing research will require international cooperation among researchers, counselors, music teachers, and parents of the musically gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses an interdisciplinary research project to identify and foster verbally gifted adolescents through an out of school course (creative writing) at Hamburg University in Germany. Objectives were: (1) development of a method to identify and select participants, (2) development and evaluation of a creative writing program, and (3) redefinition of the concept of verbal giftedness. The identification and selection process is described, which covered the important domains of verbal giftedness (convergent and divergent verbal ability, text production). Issues related to the creative writing program were (1) development and evaluation of the extracurricular program, (2) creation and evaluation of didactic materials and methods, and (3) training creative writing teachers. Program evaluation is discussed, with the conclusion that all those involved considered the creative writing model beneficial for cognitive and creative training and personal growth of the 82 adolescents (most 12—13 yr olds) who participated. It was concluded that verbal giftedness is not one-dimensional, but must be redefined as a multitrait concept that includes ability and performance factors as well as functional and process variables. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Questions the association between left-handedness and mathematical giftedness in terms of the data provided by C. P. Benbow (see PA, Vols 75:7078 and 76:18545). Benbow proposed that male and female differences in brain organization, as represented by factors such as handedness, are at the root of differences in mathematical ability. The link between mathematical giftedness and an increased prevalence of left-handedness is not convincing. However, Benbow's data do show a convincing link between strong right-handedness and lack of mathematical giftedness. It is suggested that some general (ultimately biologically based) factors may interact with environmental factors to yield sex differences in some aspects of mathematical performance. (French abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved) Resumen en idioma originalUne partie importante de l'assertion de Benbow (1988) selon laquelle les différences sexuelles dans l'habileté mathématique sont principalement dues à des facteurs biologiques représente le lien entre un caractère qui est sensé refléter les différences dans l'organisation cérébrale (gaucherie) et le don pour les mathématiques. Nous montrons que le lien entre le don pour les mathématiques et une prévalence augmentée de gaucherie n'est pas convainçant. Cependant, les données de Benbow (1986) montrent une relation convainçanie entre une forte dextralité et le manque de don en mathématiques en accord avec les travaux récents de Annett et Hanning (1990a, 1990b). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Studied giftedness, defined as individual cognitive, motivational, and social potential to perform at a high level in 1 or more of the following areas: intelligence, creativity, social competence, artistic ability, and psychomotor ability. Human Ss: Normal male and female German schoolage children and adolescents (a large national sample divided into 6 age cohorts: 1st–11th graders). Parameters of giftedness were measured from 1986 through 1988. A 2-stage longitudinal study was conducted: (1) screening and differential testing to measure personality variables and study parameters of the social environment that affect giftedness and (2) development and analysis of academic achievements, with consideration of the effects of personality and environmental factors. Tests used: The German variant of the California Achievement Tests and the Torrance Tests of Creative Thinking. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In discussing early signs of giftedness, 3 kinds of giftedness can be distinguished: (1) general, accelerated mental development, (2) early displays of intellectual specialization, and (3) unusual aptitudes (e.g., in memory, imagination, or observation). Although this giftedness is a proclivity in the child, it cannot develop without the child actively participating through self-regulation. Further discussion concerns general vs special aptitudes, the role of unique developmental characteristics, the creative aspects of aptitudes, natural competences, and difficulties in prognosis of children's gifted development. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses results of an analysis of the US publications Annual Review of Psychology and Journal of Educational Psychology with regard to the tasks of educational psychology and the status of giftedness research and promotion within the field of educational psychology. The analysis reveals a lack of agreement concerning the goals of educational psychology and inadequate attention to the field of giftedness. The role of values in guiding educational psychology is noted, and the need for integration of theoretical and empirical approaches in giftedness research and promotion is discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Autism and the God connection. Redefining the autistic experience through extraordinary accounts of spiritual giftedness by William Stillman (2006). This book is a combination of autobiography, information, and support for caregivers of autistic children, and anecdotal psychic experiences of autistic children and their caregivers. I found the book most compelling in reading about the variety and types of psychic experiences that autistic children have reported. This book is in no way a scientific study nor a rigorously executed analysis of the anecdotes. However, the author does refer to some research material and provides an extensive bibliography for the reader. But the author fully believes the reports he has accumulated, along with his own personal experiences. He states that "we have no reason to believe that their stories are not authentic," and accepts them at face value. Although the book is not presented in a scientific manner and was not meant to be written in such a way, it is still a useful addition to the paranormal field, for it does offer us a body of anecdotes from a special and understudied population. This book gives the reader valuable insight into the spiritual and psychic lives of autistic individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This paper examines the Chinese literature on giftedness and talented performance (TP) and compares its dominant theoretical features with some influential models to be found in the North American literature. One significant feature to emerge from the Chinese literature is a deemphasis on giftedness as an innate ability and an emphasis on the concept of talented performance. Such a finding is congruent with a Confucian cultural outlook that encourages effort, rather than the identification of giftedness. In order to test this finding against the perceptions of Chinese educators, a preliminary study was carried out involving 14 secondary school teachers. The results confirmed the findings from the literature survey, suggesting that these teachers' perceptions conformed to a model of TP with a developmental conception as its central organizing feature. It is hoped that the implications of this study will contribute to the practice of gifted and talented education in China and will also provide basic theoretical grounds for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this article, I propose that various conceptions and theoretical models of giftedness can be understood along a continuum from the most reductionist to the most emergentist. Along with this continuum, I specify four levels of analysis based on the human functional hierarchy: the biological, operational (computational), intentional, and activity levels. I illustrate how reductionist and emergentist approaches provide contrasting views of intelligence and giftedness, with the former seeking basic elements and lower level explanations and the latter stressing complexity and higher level organization. I suggest that clearly articulating levels of analysis and principles for efforts of the reductionist or emergentist nature will enhance conceptual clarity and methodological rigor. Whether giftedness is understood in the reductionist or emergentist frameworks has many practical and policy implications for gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study investigated the thinking styles of Korean gifted students in Korea and examined whether thinking styles based on the theory of mental self-government could predict scientific giftedness based on Korean people's implicit concepts. Participants were 179 students from the two science high schools and 176 students from the general high schools in Korea. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and Scientific Giftedness Inventory (Shim & Kim, 2003). Results indicated that Korean gifted students had higher scores than nongifted students in all factors, including scientific accomplishment, leadership, creativity, morality, motivation, and cognitive experimentalism. In addition, Korean girted students prefered the legislative, judicial, anarchic, global, external, and liberal styles, whereas Korean nongifted students prefered the executive, oligarchic, and conservative styles. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of scientific giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The author's goal in this book (see record 2003-04866-000) is to show that the linguistic and cognitive processing skills that young people demonstrate when they interpret are part of what it means to be gifted and that this giftedness needs to be measured, nurtured, and developed with Latino immigrant students. There are formidable challenges to accomplishing this goal: (a) traditional definitions and constructs of giftedness do not include bilingual performance; (b) there is confusion about what "bilingualism" means and a general understanding that bilingualism is a limiting condition rather than a talent or skill; (c) there are few mechanisms in place for identifying interpreting skills of bilingual young people; (d) Latino--and especially Mexican--children are significantly underrepresented in gifted programs, and many researchers and educators who work in gifted education have limited experience with recently arrived immigrant students; and (e) even if researchers and educators expanded their understandings of giftedness, the general public needs to be convinced that immigrant students might be gifted and included in gifted programs. This book seeks to address these challenges and suggests actions to be taken. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Françoys Gagné, who recently retired from his full professorship in the Department of Psychology (Educational Psychology) at the Université du Québec à Montréal and is now honorary professor. Dr. Gagné is better known in the US and abroad for his Differentiated Model of Giftedness and Talent (DMGT), as well as his psychometric studies of peer nominations (Tracking Talents). He has won major awards in the field of gifted education, among them awards from the American MENSA Association in 1993 and 1998 for his research in gifted education, and an award from Gifted Child Quarterly in 1994 for best article of the year. In this interview he speaks about the following topics: his reasons for choosing gifted research, his first work in this field, his thoughts on the most important questions in this field, the importance of giftedness research and the support of gifted and talented, ability grouping, intrapersonal and environmental catalysts for gifted persons, cross-cultural validity of the DMGT model, teacher preparation, and important teacher qualities to support giftedness and talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Most theoretical accounts of giftedness now include an emotional as well as an intellectual component. Yet the multi-dimensional nature of giftedness has often been overlooked in the field of education. According to practitioners, gifted children not only think differently but also feel in other ways. From this point of view, the intellectual complexity interacts with emotional intensity to provide a qualitatively different way of experiencing the world, which leads to the production of the gifted child's greater potential for high achievement. This paper will focus on emotional features of gifted individuals, and how they could be used to complete current measures and to enrich the concept of giftedness. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this introduction to the special issue on giftedness of the review Psychologie Française, the evolution of ideas on intelligence is first discussed. The broadening of the concept of intelligence and the distinction between different kinds of intelligence have indeed some consequences for the definition and for the assessment of giftedness. Some general remarks are then made on the current state of the art in the research on giftedness, in France and in the world, before introducing the various contributions gathered in this special issue. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)