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Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development perspective. This shift to a developmental perspective advocates that we consider giftedness as the unfolding and transforming of uncanny potential among young children into actual outstanding performance and accomplishments in adulthood. The early identification and ongoing assessment of individuals of uncommon ability takes on a more complex, nuanced, and rich perspective when viewed from a developmental model. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue of High Ability Studies pertains to sex differences and implicit theories among gifted students. The issue particularly focuses on the misconceptions, dogmas and popular views regarding giftedness commonly found among layperson as well as perceptions of giftedness held by parents and implicit theories of creativity held by educational researchers. To conclude, multi-method research studies in particular can contribute a great deal—both to our understanding of the individual constructs and of the differences between gifted students and students of average giftedness as well as to the optimal improvement of educational and gifted-support efforts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in "Communicating love or fear: The role of attachment styles in pathways to giftedness" by Mimi Wellisch ( Roeper Review: A Journal on Gifted Education, 2010[Apr-Jun], Vol 32[2], 116-126). In the original article there was an error in the section "Attachment" on page 117, line 10. The correction is given in the erratum. (The following abstract of the original article appeared in record 2010-08278-004). Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, The natural musician—On abilities, giftedness and talent by Dina Kirnarskaya (2009). The author of this book explores the concept of musical talent. The book effectively combines findings from neurological and scientific studies with psychological theories and considers the historical development of humans and music from a sociological perspective. In essence, the book discusses specific psychological components that are significant for the development of musical talent and proposes a theoretical model on this basis. Ideas for pedagogy are provided on the basis of the model. Throughout the book, arguments and theorizing are supported by a wealth of studies, highlighting the phenomenal knowledge that the author holds on the topic from evolutionary, historical, psychological, musical and scientific perspectives. The book is divided into six parts. Each part focuses on a concept that the author considers to be an essential ingredient in facilitating talent. The book offers an impressive amount of research data and references on ability, giftedness and talent from different perspectives and opens up discussions on the topic from an alternative theoretical viewpoint. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers' periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children's possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial provides an introduction to the special issue focusing on current international research on character education and giftedness. The first two articles are discussion articles by experienced experts in the fields of giftedness and character education. The purpose of these articles is to direct and stimulate the future empirical research in these areas. The four articles that follow are research-based empirical studies. The editor concludes by challenging all the authors, as well as our readers, to further explore new horizons in the fields of character education and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Fostering creativity among gifted students has become forefront as an important element in Korea’s future economic prosperity. Since the passage of a gifted education act in 2002, all K-12 schools have been developing gifted programs. The first of two studies examines Koreans’ concept of giftedness based on the implicit theory. Three hundred twenty-eight Koreans including scientists, parents, teachers, and college students described their concept of giftedness, which includes intelligence, task commitment, creativity, interpersonal relationship, moral sense, and artistic talent. The second study explores self-reported characteristics of Korean students identified as gifted and whether identification criteria for giftedness miss creative students by emphasizing IQ and achievement scores. One thousand one hundred fifty-four students (469 gifted in sciences, 285 gifted in humanities, and 400 regular students) answered a questionnaire developed from the first study. The results indicate that students identified as gifted tend to have higher intelligence and task commitment than regular students, but tend not to differ from regular students in creativity when compared to Renzulli’s three rings concept of giftedness—above average ability, task commitment, and creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to replicate and extend Hartnett, Nelson, and Rinn's (2004) study using a sample of preservice teachers in order to examine the potential for the misdiagnosis of giftedness and ADHD. Participants included 132 preservice teachers enrolled in a comprehensive university in the South. A chi-square analysis indicated the suggestion of giftedness influenced the diagnosis of behaviors that can be typical of both giftedness and ADHD, as found in Hartnett et al. Conclusions and implications are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Classroom teachers play an important role in the identification of gifted students through teacher recommendations and referrals. This study is an investigation of teachers' theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories. Comparisons of teachers with greater and fewer hours of training in gifted education showed no significant differences between the groups. However, there was also little consistency among the teachers in their graphic representations of their theories, suggesting that not all elementary classroom teachers define common characteristics of giftedness in the same way. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on the reconceptualization of giftedness. Five papers explore how we define, identify, research, and support gifts and talents. As guest editors, this has been a very exciting project. It began as a symposium at the Canadian Society for the Study of Education in 2008. Our passion for challenging the status quo, questioning what is 'inside the lines' of current definitions of and research into giftedness, and doing so in forms that are themselves 'outside the lines' prompted further exploration and writing. The last two decades of the 20 th century were characterized by efforts designed to encourage the reconsideration and expansion of our definitions of giftedness to allow for the multiple ways in which one can be competent. Now, more attention is directed to cultural influences on valued competencies, factors important to extraordinary competence that move "beyond knowledge" and the role of rich, complex environments in the determination and support of competent behaviors. Intelligence is situated in context, demanding multiple views of giftedness consonant with our pluralistic society and global community, recognition and support of "nontraditional" talents, and multiple representations of what it means to realize and understand competence. One of the issue in this issue paper presents a powerful metaphor for research in gifted education. The experience of swimming 'past buoy lines' provides a poetic basis for understanding how we position ourselves as researchers and how we conceptualize and relate to the constructs which we purport to investigate. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Del Siegle presents his presidential address to the National Association for Gifted Children. In his address, he makes several recommendations for members of the field of gifted and talented education to stand up for gifted education. The recommendations are to do a better job of defining giftedness, talking with children about their giftedness and to be cautious in trying to predict future giftedness. He suggests that it is less difficult to identify students with exceptional skills and talents and provide learning opportunities for them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The diagnosis of Attention-Deficit Hyperactivity Disorder (ADHD) in children with a high intellectual quotient (IQ) and/or giftedness is controversial with many opinions existing on both sides of the debate. Relationships between IQ and cognitive vulnerabilities frequently described in the ADHD population vary in strength. Data asserting the validity of ADHD in the high IQ/giftedness population are discussed with comparisons made to average IQ ADHD. Educational implications of having ADHD in the context of a high IQ/giftedness are presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this article, an overview of topics solved in the contemporary research on giftedness is presented. A selection of important theories of giftedness and the theory of deliberate practice are introduced, the significance and the origin of abilities, threshold level of giftedness and other factors are discussed. At the end, methods used in education of gifted and some examples of special educational programs are mentioned. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Introduces the target article for this issue, 'Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework.' In this paper, the authors address the question of whether giftedness and attained level of achievement can be empirically distinguished. The target article is followed by peer commentaries among expertise and giftedness researchers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The articles in this issue of Gifted Child Quarterly include three studies on psychological characteristics of giftedness, including attributional style, overexcitabilities (OEs), and social and racial identity. Another article details work on an instrument to identify pools of potentially gifted students, and a fifth presents the practical implications of a well-known theory of giftedness. In second article, the construct of OEs in gifted children is described but with an interesting new twist: Examined the role of parents’ excitabilities on their children’s scores. Third article studied the social identities of gifted students and specifically the role of identification with one’s ethnic group and other groups on self-esteem and academic achievement. Fourth article describes new instrument for selecting a potential pool of students to assess for giftedness is presented. Fifth article give an account of the use of qualitative research methods within the field of gifted education. In third article the attributional patterns of three different groups of mathematically gifted individuals—from highly gifted to mildly gifted are discussed. Last article offers a somewhat lighthearted yet interesting and thoughtful look at the implications of his Differentiated Model of Giftedness and Talent (DMGT) for practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool. Putting the Research to Use: A number of issues compromise the ability to identify gifted students. Definitions of gifted and talented are inconsistent across states. Experts disagree on how to conceptualize and define giftedness. In addition, there are few technically adequate screening instruments to assist in the identification of gifted students. The present study reports on an analysis of the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scale–School Form (GRS-S) is a 72-item teacher rating scale based on a multidimensional model of giftedness. In this study, we have shown that the GRS-S is a technically sound screening instrument that works equally well with African American, Asian American, Hispanic, and White children across the entire age range: 6.0 to 13.11 years. Small but significant differences in favor of females were found on three of the six GRS-S scales: Artistic Ability, Motivation, and Leadership Ability. However, gender differences were not found on the Intellectual Ability, Academic Ability, and Creativity scales of the GRS-S. The GRS-S holds promise for practitioners in helping to identify gifted students. The GRS-S also holds promise for researchers in providing a technically sound instrument to measure multiple manifestations of giftedness. Policy makers will welcome the GRS-S as an easy-to-use, score, and interpret test with strong face validity that provides a level playing field and strong face validity for students from diverse ethnic and racial backgrounds. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted young children by Louise Porter (2005). Dealing with an often-overlooked group, this book offers an overview of giftedness and talent in young children. The author guides the reader towards an analysis of the social and emotional development of such children, broadening the issues way beyond mere consideration of IQ measurement towards a more holistic view of giftedness. The second section of the book addresses issues surrounding self-esteem, socialisation and autonomy, although warns the reader not to succumb to the unsubstantiated myth of the emotionally problematic gifted child. The book succeeds in emphasising the role of environment in facilitating giftedness. It also provides a useful basic starting point for beginning research in this area, as pitfalls and gaps in the literature are identified. This is a very readable book. It would clearly be suited to teachers with a specific interest in this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Research shows that social circumstances influence the development of an individual's high abilities. This paper identifies the micro-social1 factors in the development of entrepreneurial giftedness. Specifically, the paper considers the family milieu, 'significant others' and great contemporaries in the case of Richard Branson, the most successful entrepreneur in the UK. Despite the quite evident importance of entrepreneurship in the prosperity of any society, one should acknowledge that the phenomenon of entrepreneurial giftedness is terra incognita from a research viewpoint. The paper introduces the concept of entrepreneurial giftedness and thus fills an apparent niche in the literature on high abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)