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The author defines giftedness (or talent) as a complex of properties responsible for regulating man's activities. He then differentiates between impairment of psychic, physiological and anotomical structures, disorders of the function (health impairment), and handicap (social disadvantage). He goes on to show that giftedness and handicap, as also giftedness and impairment are reciprocally independent and may occur in any combination. He supports this thesis with case histories from his own practice. Finally, he summarizes recommendations for identifying and promoting talent in handicapped children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and %ADHD% as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with ADHD (aged 8–10 yrs) and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and ADHD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with ADHD rather than serve a protective function. The findings suggested that ADHD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study was an attempt at furthering previous broad-based analyses of intellectual giftedness and at extending our knowledge and understanding of giftedness, achievement and intelligence in general as well as the youth developmental process and differences for males and females. To do this, 6 groups of 10th grade students were selected from distributions of a large stratified random sample of 1,000 American high schools. Groups were selected based on scores on a highly reliable composite of general intelligence. Samples were created by selecting the top 5%, the top 20%, and the lower 80% of male and female distributions. Indices assessed in the base year (10th grade) as well as 4 yrs following high school graduation were examined. Measures of high school experiences, family characteristics, study habits, social attitudes, future plans, post-graduation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results are discussed with respect to their implications for American youth achievement levels, manpower planning, and possible educational interventions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Describes a largely neglected kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article presents an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a way of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

When the term gifted is used in casual conversation, it generally is assumed the discussion is about someone under the age of eighteen. Yet the attributes and concerns of the gifted do not disappear in adulthood, and at certain junctures in an adult's lifespan can become critical to an individual's well-being. As adults proceed through various stages of development, they inevitably seek a clearer sense of identity, integration, and purpose. Such tasks are replete with difficulties, particularly for those gifted adults whose drive toward realization is obstructed by mistaken self-concepts. Especially challenging to the counseling psychologist are clients who were identified as gifted children, but now believe their special abilities have somehow expired, who never were appropriately identified as gifted or educated about what giftedness means, and who suffer from anxiety, depression or relationship problems that are unknowingly related to lack of information and support as a gifted person. To further understandings of the nature of giftedness across the lifespan, this article offers a glimpse into the clinical "aha" experience of under-recognized giftedness in adults, and suggests methods for exploring and supporting a reunion with the gifted self. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon – where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the concepts of adult giftedness in the context of domain achievement and questions whether giftedness in women is somehow unique. The seemingly inequitable eminence model standard of adult giftedness is juxtaposed against the "relative context" model in which one's achieved potential is compared with members sharing characteristics such as gender, ethnicity, SES, etc. The issues of the psychological needs and unique circumstances facing gifted women are focused upon as they enhance or inhibit their exceptional abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews a formal 2-stage model for dialectical psychology and shows its connection with many facets of Piagetian operations, especially in K. Riegel's (see record 1974-22691-001) formulation of the 5th stage of dialectical operations. In the latter, thought processes pass freely back and forth among those characteristic of the several Piagetian periods. The close connection with several dialectical views of the learning process is studied. Application is made to the enhanced cognitive abilities of the gifted intellect and to an exploration of gifted affect variables. Finally, the manner in which dialectical operations enter into gifted creativity is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a differing perspective on the nature of giftedness. It represents gifted people who do not necessarily excel by society's standards or fit neatly into our culture. Instead, it addresses the phenomenological reality of gifted people who are asynchronous and unusual in development. Topics discussed include adult characteristics of giftedness, the emotional impact of a gifted lifespan, talking about giftedness is taboo, and networking can help. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue of High Ability Studies is devoted to contexts that support talent development. While numerous conceptions of giftedness consider the role played by the environment for talent development, most of these conceptions nevertheless viewed giftedness itself as an individual attribute. Newer approaches have, however, begun to fundamentally alter this view: The environment and learning contexts are not only important for talent development, but they also make up an integral part of what giftedness actually is. Plucker and Barab (2005), for example, have called for investigating “gifted transactions” (p. 210) rather than gifted individuals. In a similar vein, Ziegler (2005) defined giftedness as the property of a system made up of the individual and his or her environment. The articles assembled in this special issue emphasize different perspectives of the relevance of learning environments. The first three contributions present empirical studies on the relevance of learning contexts in general and in different cultural settings. The following two articles discuss important implications of current research for the establishment of supportive learning contexts at school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Giftedness 101 by L. K. Silverman (see record 2012-34354-000). In this somewhat scattershot but well-meaning short book, Linda Kreger Silverman is on a consciousness-raising mission, attempting to improve awareness of the experience of gifted children, who she contends have often been left out in the cold by educators and research psychologists. She argues that, if psychologists are committed to social justice for those with intellectual disabilities, they should be similarly supportive of those with particularly high abilities, who are also subject to discrimination, misunderstanding, and bullying. Perhaps unintentionally, the part of the book that is most convincing that something is amiss in psychology's treatment of the intellectually gifted is the reference section. A further purpose of the book is 'mythbusting'. Intelligence researchers will appreciate Silverman's debunking of several of the stultifying untruths that surround our discipline along with her forceful defense, and detailed explication, of the use of IQ testing to identify and assess giftedness. Finally, Silverman's assertion that "giftedness is not elitist" does not chime with the reality that societal and cultural elites are highly likely to score well above average on IQ tests—that is, in meritocratic systems the gifted already tend to rise to the top. Whether or not giftedness currently "cuts across all socioeconomic, ethnic, and national groups", if we followed Silverman's advice and gave gifted children from all backgrounds the support and resources they deserve, we might expect even more 'elitist' results in the future, as more of the elevated positions in society become occupied by those with high ability and their children, to whom they will pass on their high-ability genes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this paper we suggest that instruments of neuro-cognitive research enable the evaluation of giftedness in mathematics. We start with a literature review on the related topics presented so as to situate our suggestions within the existing research on giftedness and excellence in mathematics. This literature review allows us later to discuss our findings, which are based on neurocognitive data collected in a large-scale multidimensional examination of mathematical giftedness. Sampling procedure in the study was performed based on two orthogonal (in our view) characteristics: general giftedness (G) and excellence in mathematics (EM). In this paper we present findings that lead to a definition of the mathematically gifted population. We present selected results to provide evidence for our findings. In this paper we demonstrate three major findings: A. Effects of G and EM factors are task-dependent both in behavioral and neurophysiological measures' the EM factor has significant main effects on tasks that require implementation of knowledge familiar to students from school mathematics. By contrast, the G factor has a significant main effect on insight-based problems which are not part of the school mathematical curriculum and, thus, require original mathematical reasoning. B. Mathematical performance in gifted students who excel in mathematics (G-EM students) on insight-based tasks has specific characteristics in both behavioral and electrophysiological results. C. G-EM participants exhibited superior performance in all the tests, showing a constant neuroefficiency effect. Based on these observations we suggest that mathematically gifted students are those who are both generally gifted and excel in mathematics. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses, the papers on the theme of new approaches to conceptualizing and assessing giftedness. The current issue adds an additional five papers to this special focus. The first paper of this issue, explores the domain of mathematics. The second paper, analyses the highest levels of performance (top positions) through the lens of mathematics. The third paper also targets mathematical giftedness. The fourth paper, details the development and validation of a self-report instrument to measure the intelligence. The final paper also reports on the validation of an instrument for the measurement of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews the book, The development of giftedness and talent across the life span edited by F. D. Horowitz et al. (see record 2009-00231-001). The book is organized logically by developmental period and divided into five sections: 'Infancy and Early Childhood,' 'Childhood,' 'Adolescence,' 'Adulthood and Later Years,' and 'Life-Span Perspectives: Understandings and Implications.' The book is best suited for researchers and educators and would not necessarily be accessible to the lay reader or parent of a gifted child. The book addresses the specificity of talent and individual differences, that a person's giftedness may be specific to one or more areas rather than a consistent trait across domains. The book also suggests that giftedness flows like ebbs and tides across the lifespan, and a gifted child may not necessarily become a gifted adult. The book places a stronger emphasis on the cultivation and development of talent and the critical need for positive interventions at key points in a gifted person's development. Though the book makes a noble effort toward recognizing giftedness across the lifespan, it does not completely succeed. The preface acknowledges the gaps in the literature and expresses a hope that the book 'will inspire developmental psychologists and others to move the field forward'. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Models of giftedness are aimed at creating a picture of aspects which are important for developing a special talent. Approved models of giftedness are based on influencing factors like genetic, environmental and individual orientated variables. But the described models do not focus on the interdependencies of the mentioned variables. Therefore, for Ziegler and Phillipson these approaches are insufficient. They favor a broader view, taking into account interactions between the components of previous models and more, pointing on a variety of possible influences and their interdependencies. The systemic theory offers a perspective on a way of working with one child,honoring her or his special needs, adapting pedagogical actions on a special situation fitting at a certain moment on an individual. The systemic theory of gifted education is closer to reality of gifted education and its multidimensional aspects. At the moment, the actiotope model poses open questions and therefore inspires discussions about the process of development of giftedness. Especially due to the necessity to deal with complex and dynamic systems, the question of controlling the procedures comes up again. It is to credit the authors that they do not exclude influencing factors but encourage the scientific community to take them into account.So it is time to start a discussion about a change of perspective on giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Ziegler & Phillipson (Z&P) have provided a valuable discussion of the identification and development of giftedness under a systemic umbrella, including issues of differing theoretical approaches and efficacy. This commentary considers their discussion within a novel systemic framework that links also individuals and environment,but in terms of interacting information processing systems. Gifted education,in this framework, involves developing interacting systems that give rise to culturally-valuable performances (actions). In this framework, information is all of the matter and energy that makes up the universe. All discrete entities are information processing systems, with processing referring to changes in information. Within this framework, the mechanism that Z&P attribute to Descartes can be utilized in examining component systems and their interactions, with no separation of structure and system (p. 11), or separation of biological and social interactions. This framework may allow comparison of differing approaches to cognition and, as a result to giftedness, through consideration of differing theories, at least where these can be paraphrased in terms of matter and energy interactions, or related emergent properties, and it may be useful for Z&P to consider how their systemic view can be applied to cognition more generally and then to specific results of cognition,such as seen in giftedness. The broad framework here, however, suggests an emphasis on the identification and improvement of culturally-valuable performance,rather than trying to identify giftedness per se. (PsycINFO Database Record (c) 2016 APA, all rights reserved)