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Reviews the book, Gifted children: A guide for parents and professionals by K. Distin (2006). This book is a helpful tool for parents and professionals alike. The authors effectively outline how giftedness influences familial relations, interpersonal relations, and academic life and profile different types of gifted students. Additionally, the authors provide suggestions for effective communication with gifted children and conclude the book by explaining how to live with giftedness. According to the authors, the specific purpose of the book is to provide an understanding of how giftedness affects children and their parents socially, emotionally, and interpersonally. The second part of the book takes a more idiosyncratic shift as individual authors write about their particular areas of expertise, including the challenges of Asperger's syndrome and other special needs. Attention also is given to the special talents of those who are gifted linguistically and musically and how to effectively communicate with those who are gifted. Although the authors do an adequate job of presenting relevant research to the reader, a major limitation of this book is the lack of empirical evidence used to support the authors' assumptions and advice. Another limitation of the book is the abrupt introduction of case studies. Although they were helpful, they were consistently distracting. Overall this book would be a beneficial addition to any parent's library. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study examined the accuracy of three shortened measures of intelligence: the Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and KBIT. Four scores (SB5 ABIQ, KBIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K-BIT score was the least accurate in identifying giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness' identification is a tricky subject nowadays. The only criterion stays the IQ whereas some theoretical models emphasize the important role of creativity in this phenomenon. We propose a literature's review which deals with links between creativity and giftedness. The main question is to know how creativity is involved in a general intelligence's theory point of view. Another point of view is to consider creativity as a specific module which would be independent. From these two theoretical views, some elements could change psychological evaluation and diagnosis of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an "open character," evaluate the basis of giftedness (not its numerous traits or manifestations), and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory) and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child's sensitive periods--which form the developmental foundation of giftedness--should be examined as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although the association between giftedness and genius has been the subject of several retrospective, longitudinal, and historiometric studies, this research concentrated on majority-culture samples. In the current study, Cox's (1926) findings regarding 301 geniuses were replicated on a sample of 291 eminent African Americans. Relative genius was measured by two archival eminence measures (majority White and minority Black culture) and by scores on the Creative Achievement Scale (Ludwig, 1992). Giftedness was assessed by raters blind to the identity of the individuals being evaluated. Control variables were defined for gender, year of birth, status as a living contemporary, and 18 domains of achievement. Multiple regression analyses indicated that adulthood eminence and creative achievement are positively correlated with early giftedness, with an effect size comparable to that found in the Cox study. Furthermore, this association was not moderated by gender, birth year, or most of the remaining variables. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This paper reviews major research findings on social cognition in gifted adolescents. We discuss interpersonal and intrapersonal perceptions of giftedness (i.e., how gifted students view themselves, and how they perceive others' views of them), the social coping strategies of this population (e.g., denying and hiding one's giftedness, conforming to mask giftedness, and helping others), and the gender, age, and self-concept differences shown in strategy choice when interacting with others. Results suggest that both American and Chinese gifted students employ social coping strategies to manage the visibility of their abilities in social situations, and there is a consistent link between coping strategy and self-concepts; but the findings with regard to social cognitive strategies, themselves, are conflicting. Implications of these findings and recommendations are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents a discussion on giftedness and how to define and measure intelligence. During the past few years, the researchers have been having a renewed discussion about the definition of giftedness and how to define and measure intelligence. Actually, much of the discussion is a replay of earlier debates. Questions are being asked as though they were fresh and new when they have been asked and answered before. The author cites some examples of the studies conducted by his favorite philosophers and psychologists including the works of George Santyana and Lewis Terman and J. P. Guilford. The data they collected and models that they presented were steps to the present and future research in the field of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The lack of a unified definition of giftedness leads researchers to use very different operationalizations when selecting a sample of gifted individuals for use in research. We found 104 empirical articles from 38 journals that differentiated between gifted and nongifted students which were analyzed to determine the most common methods of identifying individuals in research. Results of the analysis show a lack of consensus as to what qualifies a person to be defined as gifted for the purposes of research. This lack of consensus leads to lower generalizability of research about giftedness and to an inability for researchers in the field to compare results of studies. An agreed-upon unified definition of giftedness for the purposes of research will lead to a more homogeneous group of participants, which in turn would lead to multiple benefits, including higher external validity in research designs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article examines the cultural-activity approach to the study of giftedness, which is based on the ideas of L. S. Vygotsky, A. N. Leontiev, and O. K. Tikhomirov. Three basic principles of this approach are described: the principle of polymorphism, the dynamic principle, and the principle of the holistic analysis of the giftedness phenomenon. The article introduces the results of empirical research (including a 10-year longitudinal study), which verifies the efficacy of the cultural-activity approach and its prospects for solving actual problems in the psychology of giftedness in light of the creation of new diagnostic procedures and methods of education and the development of gifted children. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this article, we present a subtest of the Aurora Battery, Metaphors, a new measure for the identification of gifted students. Metaphors is an assessment of analytical thinking in the verbal domain with an open-ended response format, an alternative to the conventional achievement measures or analytical assessments in multiple-choice format often used for giftedness identification. The comprehension of metaphors requires a combination of comparative, categorical, and evaluative thinking, and an ability to map meanings—literal and figurative—from one word to another. In this article, we first show that performance on Metaphors can contribute to the identification of giftedness, and we identify the items that seem to contribute to this discrimination most effectively (Study 1). Next, the comparative terms of each subtest item were characterised according to two key aspects—the concreteness and similarity of their comparative terms (Study 2). Results showed that gifted children may be better identified when these aspects are considered. New perspectives on metaphor processing in gifted students and premises for the identification of giftedness are then discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

To compare the occurrence of bullying among students with and without characteristics of giftedness and talent it was applied a questionnaire to 339 elementary school students, being 59 of them gifted students. No significant differences were found between subgroups with and without giftedness in regard to their involvement with bullying, types of aggression suffered and sociometric variables. Gifted students more often adopt the behavior of calling for help to combat bullying. Students with talent for arts tend to be more victimized than the ones gifted in other domains. Although few variables related to socioemotional adjustment have been investigated, the results may imply that students with giftedness do not necessarily differ from peers regarding that aspect of human development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Current gifted education clearly has its problems as outlined by Ziegler and Phillipson. The focus on personal traits and the assumption of an autocatalytic development of gifts into extraordinary achievement has not been proved a valid approach for designing effective supportive measures. At least one of the reasons proposed by Ziegler and Phillipson—lacking consideration of the very individual contexts the gifted persons find themselves in—is also acknowledged by counselors in the field of giftedness. To sum up, all counseling centers show at least tendencies towards systemic counseling strategies. Obviously, these principles are viewed as essential to reach long-term effects in fostering giftedness. Despite this practical need for a holistic–interactive theoretical approach common theories of giftedness do not explain the complex process of talent development in a realistic way. Gifted education as well as counseling practice show the need for a paradigm shift which has already begun.But the empirical and theoretical foundation must extend dramatically to ensure the required professional standards an educational system should fulfill. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). The beginning of China’s gifted education programs in universities seemed promising. However, its proceeding was frustrating. By the end of the 1990s, eight out of the 13 universities had ended their programs for various reasons. How can Chinese gifted education best emerge from this predicament? Undoubtedly, AMG has some implications for the possible solutions. According to the AMG, there is no choice but to go in two directions. First, if we continue to put gifted children into special programs, we must pay more attention to the systematic characteristics of gifted education, particularly to the dynamic, interdependent, interconnected, and interactive characteristics of the system. Second, we must lay more emphasis on the equifinality of the gifted education system. Giftedness is not a personal trait, but a product of systematic achievement behaviors. A gifted education program, even if it is very specialized, does not necessarily bring about giftedness. Common college education, if meeting students’ needs well, can also cultivate giftedness. Thus, another realistic solution to China’s gifted education problems is to offer good developmental opportunities for the ordinary students. In my view, this is a broader way forward. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Spousal giftedness, dual-career status, and gender were studied in relation to marital and life satisfaction among gifted adults. The data for the present study were collected twice over a 5-year period in order to examine the stability of the findings over time. Results indicated that marital satisfaction was significantly related to life satisfaction at both episodes of data collection. However, differences were found between the first and second data collection period regarding spousal giftedness and dual-career status. No gender differences were found in marital or life satisfaction at either data collection period. Further, qualitative data were collected regarding areas of spousal giftedness. The most commonly identified areas were math and science, interpersonal skills, creativity, and general intelligence. Example responses were provided for each of the identified areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individuals actually receive gifted services. This article reports on a national survey of how state policies and practices define giftedness, identify gifted students, and accommodate for gifted minority group students. Results indicate substantial changes in definitions and categories of giftedness over the past decade. Results also reveal variability in identification methods, with a majority of states using a 3–5% cutscore for demarcating giftedness while endorsing a multiple cutoff or averaging approach to gifted decision making. Most noteworthy is the fact that at present, no state advocates using a single-score decision-making model for gifted classification. The authors discuss the implications for school psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to investigate the prevalence of misconceptions, dogmas and popular views about giftedness and intelligence among Turkish lay people. A survey questionnaire consisting of 12 forced-choice items about global misconceptions, dogmatic beliefs and popular views related to giftedness and intelligence was used to collect data. Participants included 812 people (41.6% male; 58.4% female). Descriptive analyses yielded that a significant number of the participants expressed agreements with the statements related to misconceptions, dogmatic and popular beliefs. Nonparametric correlational analyses showed both educational status and age to be associated either negatively or positively with most of the statements. Findings imply that misconceptions, dogmas, and popular views about giftedness and intelligence are quite prevalent among Turkish lay people. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Studies have shown sex differences regarding ‘overexcitabilities’: women score higher than men in emotional and sensual overexcitability whereas men tend to excel in intellectual as well as in psychomotor overexcitability. Some studies even found no sex differences at all. Many studies comprised gifted/talented subjects. Taking into account the few studies that simultaneously examined the factors ‘giftedness’ and ‘sex’ in relation to overexcitability and that yielded conflicting results, our study attempts to clear these heterogeneous findings by investigating a German sample. Our study comprised intellectually gifted ( n = 96) and averagely intelligent ( n = 91) adults who filled out the ‘Overexcitability Questionnaire-Two’. We found no statistically significant interaction of ‘giftedness × sex’. Women (regardless of their intellectual status) scored statistically significantly higher than gifted and non-gifted men on emotional as well as sensual overexcitability. With regard to the factor ‘giftedness’, gifted individuals displayed a statistically significantly higher intellectual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One of the underutilized tools in gifted identification is personality-based measures. Previous research has shown the Overexcitability Questionnaire II (OEQII) is able to differentiate between gifted and nongifted respondents; however, the OEQII is difficult to administer and has questionable reliability. The Sensory Profile measures a similar construct to the OEQII without those issues. A multiple confirmatory factor analysis was utilized to examine the relationships between traditional identification methods (grade point average, achievement test, intelligence test, high school class rank) and personality-based measures (OEQII and Sensory Profile). The pattern of correlations between the four latent variables indicate this model could be measuring two constructs, one related to traditional intelligence-related aspects of giftedness and the other related to personality-related aspects of giftedness. If that is the case, a personality-based measure could prove to be a good measure of “personality-related” giftedness. Multiple discriminant analyses were then conducted to determine if the identification method would discriminate between gifted and nongifted in a sample of adult students at a large Midwestern university. Traditional identification methods and the OEQII were able to discriminate between gifted and nongifted but the Sensory Profile was not. One potential reason is that both the OEQII and Sensory Profile measure psychomotor and sensual overexcitabilities but only the OEQII measures imaginational, intellectual, and emotional overexcitabilities. Future research finding a personality-based instrument that is easy to administer and reliably measures the imaginational, intellectual, and emotional overexcitabilities is encouraged. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article presents the issues of new perspectives on identification and fostering mathematically gifted students. The idea of the special issue on mathematical giftedness arose during the Topic Study Group 6 (TSG6) meeting at the 11th International Congress on Mathematics Education (ICME-11) in Monterrey, Mexico, in 2009 led by Viktor Freiman and Ali Rejali in collaboration with Mark Applebaum, Pablo Dartnell, and Arne Mogensen. Dealing with the topic of mathematical giftedness is a very delicate and complex task because of the existence of multiple views, cultural perspectives, and pedagogical approaches to the subject. There is a growing interest of the mathematics education community in the field of giftedness and creativity that is supported by the intensive continuous work of the Topic Study Group on Activities and Programs for Mathematically Gifted. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In practice, a small number of scales were used to determine various aspects of gifted preschool children, in conditions of their stay in kindergarten; their psychometric properties ore very rarely examined. The aim of this study was to determine the reliability and validity of three scales for certain aspects of the children's giftedness children and correlations of their dimensions. We examined an intentional sample (74) of older preschool children from Kindergarten "Ivanic Grad, " the three scales were used to assess: the behavior characteristic of a gifted child, artistic and musical talent. The results showed that all scales used in research were satisfactorily reliable and construct valid. We found the existence of latent dimensions in various aspects of children's giftedness, as following: two factors define the artistic talent, one defines musical talent, and one defines behaviors characteristic for the gifted child. AII dimensions of three different estimation scales for the assessment of giftedness were statistically significantly and positively related. However, the possibility of generalization of the results of this study is small. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)