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The first part of this article presents a theoretical and empirical review on the issue of gifted children's social development. As a whole, data does not allow for straightforward conclusion as to whether gifted children may be socially at risk. Conflicting results may be due in part to heterogeneity across studies in sampling procedures and in assessing social adjustment. Next, we will examine how social skills development could be viewed as a potential domain for the expression of intellectual giftedness, in the light of theories that posit a multi-factorial view of intelligence or creativity. Accordingly, there may be a need to reconsider the notion of giftedness and thus take into account social giftedness, both for identification and education purposes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article presents the findings of a recent ease study undertaken in one non-traditional state school in Manukan City, Aotearoa-New Zealand. The study suggests that increasing the visibility of Maori giftedness within mainstream environments is not simply a matter of incorporating a "Maori dimension" into existing constructs of giftedness and/or existing classroom/school practice. Rather, it is about critically unpacking and collaboratively redefining the very essence of the system itself. This article examines some of the ways one school has reconstructed relationships of power and control within its home-school-community dynamic to create a culturally relevant educational experience for Maori, within which Maori giftedness is authentically embraced. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author argues that the way Sternberg conceptualizes successful intelligence, creativity, and wisdom makes a compelling case that giftedness cannot be simply the genetic makeup of an individual. A valuable feature of the model is that it deviates from the traditional ability-centric conceptions of giftedness. As a point of disagreement, although Sternberg is correct in arguing that the distinction between natural ability and acquired expertise is a theoretical one, and that empirically teasing apart the two is extremely difficult, it seems safe to say that fluid ability tests rely much less on experience and prior knowledge than crystallized ability tests. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First, four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's ( Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There have been many definitions, across the history, about what means to be gifted. From the first Galton's definitions, resting on psychometric correlations and concerning with intelligence as measured, to the current global and integral definitions that include many different factors. Nevertheless, it seems that the giftedness field is still spread. In this paper we present a Dimensional Analysis made through a wide review of bibliography and working with a hundred of variables that seem to define giftedness. Our main goal is to establish an evolutional and chronologically hierarchical organization of the factors that play a role in the giftedness definition. The result of the analysis is very interesting not just at theoretical level, but always for its importance for educational practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article offers a set of recommended best practices in the identification of students who are gifted and talented. The article recommends that school psychologists gain familiarity with gifted children and their families, recognize the multiple manifestations of giftedness and the developmental nature of talent development, link identification to intervention, employ multiple assessment measures, include the assessment of motivation, consider social and emotional needs, and monitor the recommended interventions. The article also reviews recurring issues that adversely impact upon the provision of gifted services in the public schools. These issues include society not viewing the gifted as a high-priority special needs group, definitions of giftedness that vary across states, differing expert opinions on what giftedness represents, uncertainty about prevalence rates, under-representation of certain groups of gifted students, the role of creativity, and whether gifted education should be a part of special education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Mainstream education research has devoted little attention to studying highly talented students. Though there exists an expansive specialized literature dedicated to the study of academic giftedness, no recent study has used a large, nationally representative sample to describe gifted American students and how they differ from their nongifted counterparts. Yet identification and management of intellectual talent is essential to maintaining high national standards of achievement in education, international economic competitiveness, and labor market efficiency, as well as to avoid ever-increasing social inequality arising from nonlinear returns to ability. This study uses both descriptive statistics and multivariate analytic techniques to explore correlates of academic giftedness for American 8th graders, using the National Education Longitudinal Study of 1988. Findings indicate that students who are self-reliant and spend more time on homework assignments and leisure reading per week are much more likely to be academically gifted than other students. In addition, high levels of parental educational aspirations as well as high levels of family SES are important predictors of academic giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Explains how the theory of the motivated mind conceptualizes the productive interaction of intelligence, creativity, and achievement motivation and shows how this theory can help educators to maximize students' emergent potential for giftedness. According to this theory, students' motivated minds are complex-adaptive systems comprised of two co-evolving psychological subsystems: cold-order thinking expressed as serious intelligence and hot-chaotic thinking expressed as fun creativity. When these co-evolving subsystems become fully differentiated and integrated students' complex capacity for giftedness emerges as fluid-adaptive thinking. This enhanced thinking capacity is both seriously intelligent and playfully creative at the same time. Students' optimal motivation for self-regulating and educators' ideal leadership style for promoting fluid-adaptive thinking are operationally described. The motivated mind is also compared and contrasted with J. Renzuffl's three rings of giftedness, H. Gardner's multiple intelligences, R. Sternberg's successful intelligence, and M. Csikszentmihalyi's optimal experience of flow. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Utilized qualitative and quantitative measures to explore the abilities of 11 young children (36–49 mo old) nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their child's giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Examined the effects of educational context on affective outcomes in 743 gifted Israeli adolescent students (7–9th grade). Educational context (special gifted classes vs regular classes—with one day pull-out program) was hypothesized to predict context-sensitive personal variables and labeling of giftedness in the direction of better student personal–social adjustment and more favorable self-perceptions of giftedness in regular vs special gifted classes. Students in special classes were predicted to show more positive school attitudes and better overall satisfaction with school than their mainstreamed counterparts. Results showed that gifted adolescents in regular classes revealed a more positive personal–social profile than gifted mainstreamed students, showing lower test anxiety, a higher academic self-concept, and more positive perceptions of their giftedness. Students in special gifted classes held more favorable school attitudes and were more satisfied with their school environment compared to their mainstreamed counterparts. Overall, these data support the research hypotheses and point to a differential pattern of relationships between school program and personal–social adjustment, on one hand, and school attitudes and satisfaction, on the other. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a qualitative cross-case methodology over 3 yrs, the author investigated the ways in which 2 male, gifted students (aged 6 and 14 yrs) with cerebral palsy and no speech indicated their cognitive abilities. Data collection methods included participant observation, interviewing, document analysis, audiotaping, and videotaping. Data were analyzed using analytic induction, constant comparison, diagramming, and cross-case analysis. The Ss demonstrated several academic characteristics of giftedness, some of which were modified by effects of the disability. Personality traits which often accompany giftedness were manifested: maturity, goal orientation, persistence/determination, and patients. Giftedness was also apparent in ways that were related to the disability: recognition of limitations at a mature level, desire for independence from human aides and technological devices, and use of the intellect to circumvent the disability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This issue collects articles offering markedly divergent approaches to the topics of talent development and excellence. Alongside empirical studies within various talent domains, the authors present theoretical reflections on the best measures for supporting and encouraging giftedness and expertise, and take a closer look at common notions regarding giftedness. The first two contributions describe work done in the realm of athletics. With their examination of the meaning of creative behavior in team ball sports. Some of the authors concentrate on self-efficacy in career and talent development as well as the identification of career and talent development needs among Hong Kong middle-school adolescents. In contrast to results for other countries, Author's research points to a multidimensional understanding of giftedness in which both intrapersonal and environmental contributions are regarded as meaningful for talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The giftedness ideal of the 20th century is a gifted person who is able to fit in, someone whose outstanding abilities and creativity can be diagnosed with tests. Giftedness, however, is not measurable. There an increasing amount of evidence that even thoroughly elaborated methods can fail in the case of people with atypical cerebral structure, in the case of exceptions, the idiosyncratic minority, the number of whom is increasing, and of whom many can be able of outstanding achievements. The first and foremost stumbling-block in the diagnosis of giftedness is creativity. Creative power essentially resists identification. Something is creative by the very fact that it transcends the existent. Creative people appear as a disorder in most cases. The unbalanced profile of abilities and the manifestation of an idiosyncratic personality, charactersitic of the exceptionally gifted, render traditional assessment methods unreliable and unsuitable for identifying the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

For more than ten years, gifted children have attracted media attention. Such a situation contrasts with the limited number of scientific studies devoted to these children. However, several questions about giftedness would deserve substantial research. These questions belong to four main categories. The first category refers to the identification of gifted children. New intelligence tests and current models of giftedness nowadays question the use of IQ as the sole criterion. A second category of questions refers to how to capture the core of giftedness and its development: Which are the variables supporting or hindering the potential of gifted children? A third category of questions concerns the psychological, relational and academic characteristics of these children. Finally, a fourth category refers to the education of gifted children: Which are the most appropriate and efficient educational practices for these children? (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The myth that gifted children constitute 3% to 5% of the school population was addressed in the 1982 issue of the Gifted Child Quarterly by Joe Renzulli, a fact that is more than a little intimidating to one charged with addressing the same myth 27(!) years later. In his 1982 article, Renzulli interpreted the 3% to 5% myth as an implicit endorsement of the belief that giftedness equals high IQ, which he rightly took pains to refute. Moreover, consistent with his Three-ring Conception of Giftedness (e.g., 1978), of which “above-average ability” is a major (and salutarily radical) component, Renzulli argued that “high levels of creative productivity can be achieved by students below the top 5% if we use a more flexible identification process.” Because more than a quarter of a century has passed, the belief that 3% to 5% of the school population is gifted and the belief that giftedness can be reduced to a high score on an IQ test must now be mere historical curiosities from the Reagan years, as outdated as Cabbage Patch Dolls, Milli Vanilli, and supply-side economics. Alas, this is not the case. Both myths still flourish, apparently invulnerable to reason and the lessons of experience. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

"The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences." We believe there is no more potentially dangerous and false myth than the one above. Let us, therefore, begin this response with the following resounding statement: There is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Our current federal definition suggests that gifted and talented students are indeed a diverse group of individuals, students with varying abilities and potentials in one or many domains. This widely accepted federal definition of giftedness (Ross, 1993) highlights students’ intellectual, creative, and/or artistic areas; unusual capacity for leadership; or excellence in specific academic fields. This definition discusses outstanding talents present in children and youth from all cultural groups, across all economic strata, in all areas of human endeavor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This issue of High Ability Studies appears to be a further indication that giftedness research and expertise research do not necessarily have to be considered contending fields, and can very well complement one another. Three of the articles in this issue are founded in the area of classical giftedness research. They address theoretical and practical questions associated with the measurement of high abilities, the significance of motivation within the framework of conceptions of giftedness, and issues of social adjustment among gifted children. The fourth contribution creates a link between the two fields in that it examines the academic achievements of talented athletes and describes the structures and qualification profiles of special schools for talented athletes. The three remaining articles pertain to expertise research—two address the concept and significance of early sport specialization, and the third is concerned with excellence and professionalism among environmental experts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The paper presents the author’s views on inspiring creative thinking among students through a folktale. The mbira metaphor is this author’s interpretation of a unique African (Shona) folktale that has the potential to enrich the pedagogy of giftedness. The mbira metaphor is an informative and thought-provoking folktale originating from previous studies on Shona culture’s views of giftedness. The recognition of the mbira folktale as a metaphor that has the potential to enrich gifted programming follows new thinking in research that values the contribution of sociocultural perspectives to our understanding of giftedness and creativity. The author recommends that the mbira metaphor be used in gifted programming to inspire creative thinking among students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A selective review of past and present neuropsychological research on savant skills is highlighted, including both empirical findings and theoretical accounts. Results from this research are then compared to extant results within the giftedness literature. Three major conclusions are taken from this review of the research: (a) savant skills are inextricably linked to autism spectrum disorders; (b) neuropsychological models of autism spectrum disorders may help to explain the raised incidence of savant skills in this population and provide promising directions for future research; and (c) neuropsychological research into savant skills may have direct implications for better understanding the neuroscience of giftedness, particularly as it relates to domain-specific skills (e.g., mathematics), as opposed to general (i.e., high IQ) giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)