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In a previous article, we provided a review of the literature pertaining to the potential misdiagnosis of giftedness as ADHD, as well as a small-scale study to illustrate this potential misdiagnosis (see record 2004-11177-002). In this issue of Roeper Review, Mika (see record 2006-11964-007) provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the "symptoms" of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue of the journal is composed of thought-provoking, dense, complex studies of the psychology of learning among gifted students. Two of the studies are empirical investigations, one is a comprehensive literature review, and two bring together research from a number of studies and variety of fields to argue a point of view, present new theory, or both. In a study the authors proposed and investigated a number of psychological constructs, including state and trait anxiety, coping resources, and extrinsic and intrinsic motivation, in order to understand how they interact in a complex set of relationships to affect students' attitudes about school. Another article provides compelling evidence that motivational giftedness and intellectual giftedness are distinguishable and that motivational giftedness makes an independent contribution to the prediction of academic achievement beyond IQ. These studies address important issues of psychological motivation, achievement, learning, and the nature of cognitive abilities among gifted children. The articles in the journal present and apply some new psychological constructs, such as optimism and motivational giftedness, and clarify some existing constructs, such as nonverbal testing, acceleration, and the widening achievement gap phenomenon. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite efforts to create alternative strategies to identify students from diverse backgrounds, there remains a disproportionately small minority representation in programs for the academically gifted. One reason for this discrepancy may be the effect of teachers' theories of giftedness on how they nominate students for gifted programming. However, very little research has been conducted on teachers' individual theories of giftedness. Inspiration for new ways of conducting research on theories of giftedness may come from research on concept and category formation from the field of cognitive psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The genetic endowment underlying giftedness may operate in a far more complex manner than often expressed in most theoretical accounts of the phenomenon. First, an endowment may be emergenic. That is, a gift may consist of multiple traits (multidimensional) that are inherited in a multiplicative (configurational), rather than an additive (simple) fashion. Second, the endowment may not appear all at once but, rather, will more likely unfold via an epigenetic process. These 2 complications have consequences regarding such aspects of giftedness as the likelihood of early signs, the appearance of early versus late bloomers, the distribution of giftedness in the general population,, and the stability and continuity of gifts over the course of childhood and adolescence. These complexities lead to a 4-fold typology of giftedness that has important practical implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

When we identify people, especially children, for giftedness, we often neglect what arguably is the most important kind of giftedness of all--giftedness for leadership. Ultimately, the individuals we identify should not just be potentially "good" in one or more domains, but also potential leaders in that domain. There is a big difference between merely knowing a lot about a field and taking a leadership role in that field. Gifted adults-- certainly those who are remembered--are those who take a leadership role. This article argues that effective leaders demonstrate in their leadership a synthesis of three elements: creativity, intelligence, and wisdom. Creativity is used to generate novel ideas; intelligence is used to analyze the quality of these ideas, as well as to implement the ideas and persuade others of their worth; and wisdom is used to balance the effects of these ideas on all possible stakeholders. This article reviews the proposed "WICS" (Wisdom-Intelligence-Creativity-Synthesized) theory of giftedness in leadership, and compares it to some other theories. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Although her career was cut woefully short, Dr. Marcia Gentry’s contributions to the field of gifted and talented education will undoubtedly be remembered for years to come. Building on landmark historical events that highlighted the need for talent development, Gentry fervently worked to address complex, enduring questions within our field, namely: Who are gifted and talented students? How do we find them? What strategies will develop students’ emerging gifts and talents? Gentry’s research on enrichment clusters, cluster grouping, access and equity, identification, and scholarly identity development in underserved youth made commendable progress, but further work is needed. Gentry’s enduring body of work signals an important call to action. We must honor her legacy by answering it. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Many studies indicate the importance of including the instructional illustrations (pictures, drawings, concrete objects . . .etc.) in childhood education learning materials and employing them in a way that suits the psychological and cognitive levels of young children. In this context, the current study aimed to develop a list of standards to be considered and adopted in designing instructional illustrations, and to reveal the perceptions of childhood teachers about the extent to which these standards are considered in instructional illustrations used in children’s learning materials. The participants were childhood education teachers in the Jordanian region of Irbid, who were randomly selected. Two hundred thirty-four teachers completed the questionnaire online. The scale consisted of a total of 34 items distributed over four dimensions. The results showed that the scores of teachers’ estimation about employing design standards in the instructional illustrations used in childhood education came at low levels, ranging from average to low, and did not reach high ratings. The study also revealed that there is an impact attributed to teaching experience on teachers’ perceptions about the extent to which these standards are employed in instructional illustrations, while there is no impact of gender, academic qualification, or the classes taught by the teachers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Self-Control can be defined as the self-initiated effortful process that enables individuals to resist temptation impulses. It is relevant for conducting a healthy and successful life. For university students, Grass et al. found that Need for Cognition as the tendency to engage in and enjoy thinking, and Action Orientation as the flexible recruitment of control resources in cognitively demanding situations, predict Self-Control. Further, Action Orientation partially mediated the relation between Need for Cognition and Self-Control. In the present conceptual replication study, we investigated the relations between Self-Control, Need for Cognition, and Action Orientation in adolescence ( N = 892 9 th graders) as a pivotal period for the development of self-control. We replicated the findings that Need for Cognition and Action Orientation predict Self-Control and that Action Orientation partially mediates the relation between Need for Cognition and Self-Control. In addition, Action Orientation moderates the relation between Need for Cognition and Self-Control. This result implies that in more action-oriented students Need for Cognition more strongly predicted Self-Control than in less action-oriented students. Our findings strengthen theoretical assumptions that Need for Cognition and Action Orientation are important cognitive and behavioral mechanisms that contribute to the successful exertion of Self-Control. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

As stated by Bialystok et al. (2014), metalinguistic awareness (MLA) is a set of multiple skills that are related to the formal aspects of language : phonological, morphological, syntactic and lexical awareness (Altman et al. 2018). Throughout the last decades, studies on bi- and multilingual learning showed that language aptitude and metalinguistic abilities or skills present related concepts which might be interpreted as identical under certain circumstances (Jessner 2006). In this frame, this paper tends to highlight the role of MLA in defining the relationship between language learning ability, linguistic giftedness and multilingual learning via focusing on the Dynamic Model of Linguistic Giftedness (Dolas 2021 ; Dolas et al. 2022) which states that the universe of able language learners intersects with the universe of metalinguistically aware ones upon the observation of cognitive and linguistic performances of a number of mono-, bi- and multilingual children from gifted and non-gifted educational contexts in a dynamic perspective. The results highlight that MLA can be regarded as an indicator of linguistic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

While personality and cognition are distinct domains, some personality traits may affect the capacity for problem-solving. It was suggested that there is a positive association between the Playfulness trait and problem-solving performance in humans. Studies on giftedness (extremely good capacity in the case of a specific skill), typically aimed to reveal the genetic, experiential, and mental origins of such extreme inter-individual variation. We exploited recent findings on giftedness in a specific cognitive skill, object label learning, in dogs to explore the potential association between this exceptional skill and personality traits. We administered the Dog Personality Questionnaire to 21 gifted dog owners and compared the personality traits of their dogs to those of matched samples of 43 Hungarian and 101 Austrian typical dogs, i.e., dogs lacking this exceptional capacity. Since most Gifted Word Learner dogs are Border collies, we restricted our analysis to dogs of this breed. We hypothesized that the Gifted Word Learner dogs may show higher levels of Playfulness. As expected, we found that the gifted Border collies were rated as more playful than both the Hungarian and Austrian typical ones. Our results suggest that an extremely high level of Playfulness is associated with giftedness in a specific cognitive trait in dogs: the capacity to learn object verbal labels, thus opening new possibilities for comparative research on the relationship between giftedness and personality. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term “giftedness” are longstanding. Despite many years of efforts to assuage concerns of equity and need—many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare’s Romeo and Juliet, this treatise explores the terminological conundrum of “giftedness” and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term “giftedness,” the essay is positioned as an action item rooted in evidence. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The relation between multilingual learning and cognition through (linguistic) giftedness has not been studied yet in third language acquisition, multilingualism or cognition studies. Even though ‘giftedness’ appears to be enigmatic and advantageous in a number of areas, in the field of language learning it is not clear whether multilingual learning or giftedness fulfils the triggering role in a number of cognitive skills. For that purpose, the present study observed the possible cognitive advantages of multilingual learning on metalinguistic awareness (Jessner 2006), working memory (Baddeley & Hitch 1974; Robinson 2002; 2012) and first language lexicon size of a number of children from regular and gifted education programmes in a Dynamic Model of Multilingualism perspective (Herdina & Jessner 2002). The study was analyzed with the multiple linear regression model based on the scores gathered from the data of working memory and vocabulary sub-tests of the Turkish adaptation version (Savaşır & Şahin 1995) of the Wechsler Intelligence Scale for Children—Revised, and metalinguistic awareness test (Pinto et al. 1999) of a number of mono-, bi- and multilingual participants from various schools. The results not only provided positive correlations between multilingual learning and metalinguistic awareness, working memory and first language lexicon size but also contributed to the identification and reconceptualization of linguistic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objective: The Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition Australian and New Zealand Standardised Edition (WPPSI-IVA&NZ) is one of the most widely used intelligence assessments for children aged 2 years 6 months to 7 years 7 months. Given the impact of clinical and placement decisions that are supported by WPPSI-IV A&NZ results, it is important to provide evidence of criterion-related validity. Criterion-related validity refers to the degree to which test scores are associated with an external criterion (e.g., pre-existing diagnosis or classification). Method: Two studies of children with intellectual giftedness ( n = 19) and intellectual disability ( n = 15) were conducted to determine if the constructs measured by the WPPSI-IVA&NZ perform as expected in criterion groups with known characteristics. Results: Independent sample t-tests revealed mean composite scores for intellectually gifted children were significantly higher than matched controls, with the exception of the Processing Speed Index and Cognitive Proficiency Index. Children with intellectual disability on average obtained significantly lower mean scores on all composites relative to matched controls. Conclusion: Results indicated that the WPPSI-IV A&NZ can provide valid estimates of intellectual ability for children with intellectual giftedness and intellectual disability that align with their previous diagnosis or classification. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

High-profile organizations often emphasize fixed giftedness rather than malleable effort-based criteria as critical for excellent achievements. With giftedness being primarily associated with White or Asian males, such organizational implicit theories of excellence may shape individuals’ sense of belonging depending on the extent to which they match the gifted White/Asian male prototype, i.e., the prototypical gifted person which is typically imagined to be a White or Asian male. Previous research has reported fixed excellence theories emphasizing giftedness (vs. malleable theories emphasizing effort) to impair the sense of belonging of females and negatively stereotyped ethnic minorities. We investigate the combined effects of gender and ethnicity. We predicted that, while individuals whose gender and ethnicity do not match the gifted prototype show a reduced sense of belonging in fixed organizations, White/Asian males who match the gifted prototype show the opposite effect, experiencing a higher sense of belonging in fixed (vs. malleable) organizations. In an experimental study ( N = 663 students), we manipulated advertising material used by a highly selective academic institution in Germany and tested effects on students’ belonging. Whereas the original material emphasized giftedness as essential for excelling (fixed excellence version), our manipulated version stressed effort (malleable version). As expected, females from stereotyped ethnic minority groups felt less belonging in the fixed (vs. malleable) organization, while White/Asian males anticipated stronger belonging in the fixed (vs. malleable) organization. Fixed views of excellence impair negatively stereotyped individuals’ belonging but may even strengthen the belonging of prototypical academic elites. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

What is “productive giftedness” and why does it matter in talent development? Using the Productive Giftedness Model, the current study examines key environmental and psychosocial factors that influence productive outcomes (e.g., achievements, accomplishments, leadership, eminence). Defined as mastery and excellence, the “productive giftedness” of ten notable artists, athletes, innovators, scientists, and writers was systematically studied. Findings highlight both commonalities and differences across three developmental stages identified in this study: early exposure and support, talent cultivation, and continuous cultivation. The article focuses on home and school learning environments, key relationships, motivation, and time factors. In particular, parents (or caregivers), teachers, and mentors played a key role in their talent development. The model also highlights the role of alterable and contextual factors, which enhance or hinder access to opportunities, support, and resources. The overall findings confirm the greater importance of supportive conditions rather than innate talent alone. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The article presents an overview of important knowledge regarding metacognition and its relation to exceptional giftedness. Basic aspects of metacognition are defined and briefly described in accordance with the historical development and current notions of this construct. The following text deals with how much gifted children differ from typical population in particular aspects of metacognition (declarative, procedural, etc.). Part of the article is dedicated to a concise delimitation of exceptional giftedness, mainly in view of the shift in expert opinions concerning the nature of this construct: from the classic Terman's conception, in which giftedness was defined solely as based on exceptional results in standardized IQ tests, to more modern approaches, which take into account also other cognitive achievements, and to a certain extent even non-intellectual factors such as motivation or creativity. The next part of the study therefore focuses on the significance of metacognition for giftedness viewed as “developing expertise”, which is the conception associated mainly with R. Sternberg. Finally, there is an outline of some implications for assessment and for psycho-educational practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalČlánek přináší přehled významných poznatků týkajících se metakognice a jejího vztahu k mimořádnému nadání. Vymezeny a stručně popsány jsou základní aspekty metakognice, v souladu s historickým vývojem i s aktuálním pojetím tohoto konstruktu. Následně se text zabývá tím, nakolik se podle reprezentativních zahraničních empirických výzkumů v jednotlivých aspektech metakognice (deklarativních, procedurálních aj.) odlišují nadané děti od běžné populace. Část článku je věnována i stručnému vymeze ní mimořádného nadání, zejména s ohledem na posun v odborných názorech na povahu tohoto konstruktu: od klasického Termanova pojetí, v němž bylo nadání definováno výhradně na základě mimořádných výsledků dosažených ve standardizovaných inteligenčních testech, k modernějším přístupům, které zohledňují i jiné kognitivní výkony a do jisté míry i mimointelektové faktory, jakými jsou motivace či tvořivost. Další část studie je proto zaměřena na význam metakognice pro nadání chápané jako „rozvíjející se expertnost“, což je pojetí spojené zejména se jménem R. Sternberga. Na závěr jsou shrnuty některé implikace pro diagnostiku a pedagogicko- psychologickou praxi. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 40(3) of Roeper Review: A Journal on Gifted Education (see record 2018-38625-011). In the original article, there was an error on page 80, left column, in a sentence beginning on the fourth line of the first paragraph under the heading “OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING.” The correct text should read as follows: Instead of measuring general cognitive skills, we focused on the particular cognitive and scientific skills needed by scientists. (The descriptions below also provided the basis for analyses in Sternberg & Sternberg, 2017; Sternberg et al., 2017.) In addition, on page 79, left column, the heading “THEORY UNDERLYING OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING” should have included the following footnote: The theory described in this section also has been used in prior analyses (Sternberg, 2017; Sternberg et al., 2017).] Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

There is ample evidence that families are important in supporting the development of giftedness in children. Although there has been a great deal of research addressing individual and school factors in promoting giftedness, the role of parents and caregivers is comparatively underresearched, particularly in Australia. This study investigated the ways in which parents supported their children’s development, drawing on the educational and learning capital framework within the Actiotope Model of Giftedness. A qualitative design was adopted and semistructured interviews were conducted with 32 parents and caregivers. The data demonstrated that parents draw on all 10 educational and learning resources in creating favorable environments to support their children’s development. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)