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Much research has explored cognitive functions and the nature of information processing since the cognitive revolution began with the advent of computers. With the establishing of music psychology attention was directed also to the cognition and processing of music. However, the initial reluctance of Science to avoid the study of emotions became a problem especially in studying music as a cultural phenomenon, with the inherent ability to trigger strong affective responses. For future research into music behavior to arrive at a more complete understanding of musical giftedness and what separates general music information processing from gifted music information processing, a heuristic model of gifted musical thinking, including affective behavior, bringing domain constituents together, is much needed. This is therefore the objective of this article, namely to review relevant research and in so doing propose a differentiated model of gifted musical thinking by outlining cognitive function and bringing the most probable constituents of such musical thinking together, drawing from Persson's (2009) multidimensional model of musical giftedness, which adds the significance of affective responses and emotive skills to the construct of musical giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This is a letter from the editor discussing the articles in the current issue of Journal for the Education of the Gifted (JEG) . In the first article the authors proffer a metaphoric representation of the field of gifted education. In the second article, the authors investigated the effects of an affective curriculum on multiple dimensions of perfectionism among gifted students in middle school. The third article for this issue of JEG offers a study that is groundbreaking as it is the very first psychological autopsy of the suicide of a gifted female. In the fourth article, the author conducted a study in an educational setting where giftedness is not officially recognized to explore intellectually gifted students. The fifth article utilizes a qualitative research approach to investigate "the phenomenon of selective achievement by examining the experiences of two gifted university males." The final article in this issue offers a fascinating glimpse into multigenerational giftedness. It includes perceptions of giftedness across three generations of one family. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Many theories of giftedness either explicitly or implicitly acknowledge the role of genetic influences; yet, empirical work has not been able to establish the impact that genes have specifically on gifted behavior. In contrast, a great deal of research has been targeted at understanding the etiology of individual differences in general and specific cognitive abilities across the entire range of ability and to a lesser extent, high cognitive ability. This paper attempts to outline what we know and what we don't know about the etiology of giftedness as operationally defined as high g. We review studies selected to represent a variety of approaches that each address a different question about genetics and giftedness. These studies include quantitative genetic research which estimate heritability, shared and nonshared family environment—at the high and low ends of intelligence—as well as the heritability of group differences for general cognitive ability and specific cognitive abilities. We discuss the molecular genetic methods and mechanisms contributing to cognitive ability and suggest how epigenetic factors may operate. Quantitative and molecular genetic studies that include endophenotypes representing intelligence at a level closer to the genotype, are also included. This last group of studies represent a relatively new area of work that builds on and extends the extensive groundwork established by classic quantitative genetic studies of behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses the theme creativity and giftedness for the articles featured in the current issue of Estudos de Psicologia. The section on the theme creativity and giftedness is in line with the positive psychology movement, which values individuals’ healthy and positive aspects. Two articles focus on the phenomenon of giftedness. Three other articles focus directly on the construct of creativity, two of them being empirical papers that focus on the school context using a sample of teachers, and the third being a theoretical paper. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This editorial informs the readers that the current and following issue of High Ability Studies share a focus on a special topic: motivational and emotional aspects of high ability. Together, the issues will present articles on various motivational and emotional aspects and their meaning for learning and achievement behavior as well as for learners of various giftedness and achievement levels. While some contributions focus on motivational aspects of high ability, others consider emotional aspects or both motivational and emotional components in equal measure. The authors employ a large variety of methods, ranging from experience sampling and interviews to questionnaires and standardized tests. Many of the contributions in both special issues offer new insights for giftedness research, and they show just how much giftedness research can profit from the work being done in other fields. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although considerable research has addressed development from childhood giftedness to adult excellence, subjective perceptions of this development by gifted individuals themselves have remained largely unexplored. This multiple case study examined the ways in which young adults, who in the past had been identified as gifted, made sense of their giftedness based on cues obtained from their social environment and the impact of this sensemaking on their development. Some participants made sense of their giftedness in a way that prevented them from developing a sense of agency in their education: Their sensemaking was based on social control or, conversely, on effortless learning and easy victories they experienced in childhood. The participants who showed the highest level of achievement and motivation in early adulthood perceived themselves as “agents of their learning” and made sense of their extraordinary outcomes as resulting from effortful, proper, and self-directed practice. Our findings indicate that a sense of agency is critical to maintaining gifted-level achievement through adolescence. We have identified some of the social environment factors that can diminish or enhance that sense of agency in high-achieving children. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Paradigms of gifted education: A guide to theory-based, practice-focused research by author D. Y. Dai & F. Chen (see record 2014-03078-000). This book is one of several recent attempts to bring structure to uncertainty about the nature, study, and service of giftedness. Gifted education as a paradigm incorporates the bulk of traditional thought on giftedness, tracing conceptual foundations from Terman through Torrance and relying on a categorical conception of giftedness as an inherent and measurable quality. In addition, educators and administrators who are willing to engage the highly technical writing would benefit from the comprehensive, research based history of the field as a context for making immediate programmatic decisions in service to students identified as gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Families, Education and Giftedness: Case Studies in the Construction of High Achievement by L. Mazzoli Smith and J. Campbell (2012). This presents a challenging social equity concern that requires further research for us to be able to understand the associated factors that contribute to educational achievement and high ability. The authors of this book address this significant issue by presenting empirical evidence from four families of working class origins with children identified as gifted. The authors provide a clear rationale for the methodology and narrative enquiry approach. Overall the book makes a very valuable contribution to the field. The research that underpins the book was clearly small scale in nature, but rich in depth. It also addresses an under-researched and little understood topic by adopting a narrative methodology. This approach addresses a gap in the research base and in the book market, making it an important text in the field. A particular strength of the book is its interdisciplinary approach, drawing upon literature from sociology, social history, anthropology, biographical analysis and psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article discusses the school-based conception of giftedness (SCG). The development of human potential occurs in a vast array of settings across the world. In the United States, in addition to the options of both public and private schools, parents home school their children and send them to academic summer programs, often resulting in able students developing to a point of extraordinary accomplishment. Some talents are typically developed early in life, whereas others manifest much later. Some talents are developed entirely outside of school, whereas others are developed in schools to a considerable extent. Some talents are in domains that schools have key roles in developing, others may have no direct relationship to a school’s curriculum. Given the limited resources and dominion of schools, we set out to create a conception of giftedness that is situated in schools. SCG clarify what talents schools can and cannot be expected to develop. The SCG will allow for clearer communication among educators, administrators, and school boards about the role and responsibilities of our schools in developing talent. Giftedness is a combination of advanced development and creativity. It is developmental in nature in that it begins as potential evolves into achievement within recognizable domains during the school years, and becomes increasingly advanced through the nonuniversal development of the individual. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a grounded theory approach to the study of historical texts and an expert interview, this study investigates culturally embedded conceptions of giftedness as evidenced in one of the most important Iranian literary canons, The Gulistan, to guide the development of education and programming for gifted and talented students in Iran. The Gulistan depicts the real world in its stories. Historically, The Gulistan has provided guidance to gifted and wise individuals regarding how to live life. Investigating these conceptions in The Gulistan’s stories gives us significant insight into what historically has counted as giftedness in the Iranian culture. Main themes arising from this study include Saheb Ferasat (insighted), Shukhdideh (wit), Dana & Aghel (practical intelligent), Kheradmand (wise), and Hakim (sage). This study is an exploration of an approach to developing an Iranian conception of giftedness that is embedded in the culture. The framework and findings may be of interest to scholars, policy makers, and educators in various roles. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This study aimed to perform item analysis of a battery for assessment of high abilities/giftedness. The sample was composed of 987 elementary and high school students aged 8-17 years old (Mean = 11.5, Standard Deviation = 1.9), among which 523 were female. A battery for the assessment of high abilities/giftedness consisting of four subtests of intelligence (Verbal, Abstract, Numerical, and Logical Reasoning) and two subtests of creativity (Figure Completing Test and Metaphor Creation Test) was used. The results of the analysis of fit indices pointed to the fact that three items of verbal reasoning (RV4, RV8, and RV10), two figural creative characteristics (Fantasy and Originality) and a judge of the subtest of verbal creativity had infit higher than the expected value; therefore, these items deserve special attention. The second analysis, the item map analysis, allowed for the identification of the features that best differentiate the subjects indicative of high ability/giftedness in three constructs assessed by the battery. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The relative age effect (RAE) is a well-established phenomenon in education and sports. Coaches have been assumed to be important social agents of RAE via biased selection decisions in favour of children with maturation advantages. In the present research, we used the Implicit Association Test to investigate automatic associations between body size and a player’s domain-specific giftedness amongst youth baseball ( N = 18) and youth soccer coaches ( N = 34). We found medium to strong automatic associations between body size and player giftedness (baseball: M D = 0.62; soccer: M D = 0.51). Specifically, taller players were associated with positive performance-related attributes, whereas smaller players were associated with negative attributes. The results are in line with theories of grounded cognition by showing that the abstract concept of “sport giftedness” is partly grounded in the perception of physical height amongst youth sports coaches. We argue that this grounded cognition has the potential to influence coaches’ selection decisions and in turn account for RAE as coaches are biased towards physically more matured players, even when no apparent performance advantage is evident. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people’s socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (“harmony hypothesis”). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (“disharmony hypothesis”), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many “disharmonious” than “harmonious” raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance. (PsycInfo Database Record (c) 2020 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)

Annemarie Roeper’s timeless perspectives were demonstrated throughout her long and productive life. Her prolific writings and speeches continue to influence our understanding of giftedness at all ages and stages of life, and the time I spent with her had a profound and meaningful effect on my work. Annemarie incorporated her inner view of giftedness into her definition, her collaboration with her husband George in developing the Roeper Philosophy and Roeper School, her global perspectives, and her qualitative assessment approach to understanding children and identifying those who are gifted. Direct involvement with Annemarie has been especially influential in my thinking about gifted adults, including educators and parents. The quality of agelessness that Annemarie demonstrated in the later years of her life also has been instrumental in helping me and others develop greater understanding of giftedness across the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This editorial presents the current issue of Journal of Advanced Academics. In the development of this special themed issue on rural giftedness, we wanted to offer critical explorations into the ways in which we typically define both ruralness and giftedness. The authors examine the complexity of defining rural with a review of rural education research in the past decade, examining whether or not locale codes fall short in capturing the concept of rural education itself. The articles also explore how place leverages or potentially limits educational opportunities for high potential rural students. The articles represented in this issue examine rural giftedness with attention to equity and issues of social justice. The articles also highlight the unique needs of rural populations and offer findings that allow educators to develop the talent of young people living in these settings. We hope these articles call further attention to the needs of talented youth living in rural America. Rural students, like their suburban and urban peers, want to live a life of significance. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

As a causal attribution, attributing academic success to giftedness might influence students’ academic achievement. According to previous studies, students’ self-regulated learning and negative learning emotions may mediate the association between achievement attribution and academic achievement. Therefore, the present study employed structural equation modeling to examine the association between attributing academic success to giftedness and academic achievement among elementary and secondary students, and included students’ negative learning emotions and self-regulated learning as mediators. The 2018 data from China Family Panel Studies were included in the present study for analysis. Results showed that the full mediation models had satisfactory model fits. After controlling the effects of the covariates, attributing academic success to giftedness had a positive indirect association with their academic achievement, through the mediation of self-regulated learning and negative learning emotions. Based on these findings, possible explanations and suggestions for practices and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The development of research on giftedness and on psychological characteristics of the genius could have been limited by the ambiguities present in the field. In fact, giftedness has been referred sometimes to individuals with a high Full Scale Intelligence Quotient, but other times to people with a very high competence in a particular domain. The present paper argues that general intelligence, talent, creativity and genius must be distinguished. In particular, very high general intelligence and very high talent can be understood only within a hierarchical theory of intelligence and the psychological profile of a genius typically involves also creativity and other personality characteristics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl modesto sviluppo della ricerca sulla plusdotazione ( giftedness) e sulle caratteristiche psicologiche del genio potrebbe anche essere dovuto al fatto che il campo è stato diversamente definito. Infatti talora si è fatto riferimento ad una popolazione con alto Quoziente di Intelligenza Totale, talora invece a popolazioni che presentano un’alta dotazione in ambiti specifici. Il presente intervento parte dalla ipotesi che intelligenza generale, talento, creatività, e personalità geniale vadano distinti. In particolare, superdotazione intellettiva e alto talento possono essere compresi solo all’interno di una teoria gerarchica dell’intelligenza e il profilo psicologico del genio implica tipicamente anche creatività e altre caratteristiche di personalità. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)