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This book offers a new freedom to America's 20 million gifted adults whose most fundamental traits—intensity, complexity, and drive—are frequently misidentified as liabilities instead of their greatest assets. In this work about the psychology and personality of gifted adults, M.-E. Jacobsen challenges our most basic assumptions about what it means to be smart. She believes that, managed correctly, these fundamental traits are what enable gifted adults to express a new kind of unconventional breakthrough intelligence—evolutionary intelligence. Jacobsen offers a means of identifying this new kind of intelligence—an in-depth personality-type profile reminiscent of the Myers-Briggs and the Enneagram that is far richer than the standard intelligence test. She also offers the practical guidance the Everyday Genius needs to eliminate self-sabotage and low self-esteem, to put an end to procrastination and under-achieving, and to solve the relationship problems that often result from misunderstandings between the gifted and the people with whom they live and work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

At what age should talent or giftedness be considered seriously? What happens when child prodigies grow up? What environmental characteristics are needed for talent to develop into genius? In this book, developmental, educational, cognitive, and professional psychologists find answers to these and explore other questions about the nature of creativity and domain-specific expertise (e.g., social giftedness, visual arts) and how psychology and other cognitive sciences have contributed to understanding of high ability across the life span. The debate about giftedness is extended into the realm of multiple intelligences and their environmental context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

This handbook provides a comprehensive account of what intelligence is, how it is assessed, how it develops, and how it affects society and its institutions. The 9 parts of the book deal with different aspects of intelligence, including measurement, development, group differences, biological issues, relation to information processing, testing and teaching, society and culture, and associated constructs. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

This volume presents new theoretical perspectives and empirical findings on the life-span development of talent. It shows how talents are the result of the acquisition of a sequence of skills and how the acquisition of these skills is facilitated by changes in the individual's environment. It explores to what degree the development of high intelligence or achievement is similar to the development on specific domains such as personality, morality, painting, musical performance, or professional skills. It questions whether the development of talent observed for specific groups is similar to individual cases and how the different numbers of exceptionally talented women and men in several domains are to be explained. Important shifts are made away from traditional perspectives on the development of talent. Talents are no longer viewed as just a matter of stable individual differences in potential or performance and considerable efforts have been made to overcome the classical nature–nurture dichotomy. Instead, development of talents is currently examined in close relation to changing support, changing constraints and changing tasks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This guidebook educates parents and teachers about important gifted issues such as working together, evaluating classroom programs, forming parent support groups, choosing appropriate curriculum, meeting social and emotional needs, and more. The information and advice provided make this an ideal resource both for those just starting in the gifted field as well as for those who are seasoned veterans. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Prepared by 100 researchers and program developers from 24 different countries, the chapters of the second edition of the "International Handbook of Giftedness and Talent" provide international perspectives on all aspects of identification and development of giftedness and talent. The chapters represent scholarly, theoretical and empirical knowledge available on the topic reflecting contributors' judgements of the important issues, programs and practices. The second edition also highlights needed research and promising avenues of program development. The second edition is fully updated and rewritten with 22 new chapters. This book is organized to serve a broad audience of readers—students, teachers, researchers, decision-makers, administrators and others—who are concerned with nurturing talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

The volume covers Encyclopedia of Psychology entries beginning with "Developmental Agenda" as the first entry and "Goodenough, Florence Laura" as the last entry. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This entry includes the following entries: theories of giftedness; mental processes; identifying and fostering giftedness. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

Discusses prodigy as an individual who has made an unusually good start in life and displays exceptional capabilities while still a child and the origin of child prodigies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Discusses the issue of intelligent boys and the troubles they face. The first section of the book explores the relationship of special intellectual ability to role of males in our society. In the next section the authors discuss issues that are unique to gifted boys. The following section describes the impact of giftedness on boys' academic and social adjustment. The last section of this book describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

Creativity is a major driving force for human beings, urging people to try things a new way, see things differently, and imagine what might be. This book explores what is known about creativity and what people can do to promote it at all stages of people's lives—from preschoolers through senior citizens. The authors, all social scientists and many of them artists in their own right, cover a variety of perspectives, from programs aimed at creativity in children, to long-term research projects, to a new theory of women's creativity. This subject has reverberations not only for child welfare and the possible application of creative activities to help at risk children and families, but also for society as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Presents the proceedings of the Wallace Symposium. Key leaders in the field of the gifted discuss issues with an emphasis on building theories and on what the research actually says. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

The lives of adults committed to social concerns, or to cultural domains such as art and science, have been widely studied. These spheres of activity hold special interest because of their transformative potential for society and culture. This volume extends these lines of investigation downward, exploring the phenomenon of engagement in adolescence and early adulthood. The chapters in this volume draw on 2 studies using complementary methodologies, in-depth interviews, and self-reports of subjective experience in daily life. The chapters examine why young people are drawn to certain areas of work and, once there, what sustains them. A supportive family background, mentors or role models, involvement in cooperative activities, cultivation of intrinsic interest, awareness of moral and political issues, and traits such as moral sensitivity and optimism are among the central factors that the authors explore. The better these factors are understood, the more effectively we can support youth engagement, a goal that holds particular urgency today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, L. J. Coleman and T. L. Cross encourage readers to defy traditional assumptions about gifted children and their education. The book organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The 4th edition of Assessment of Children: Behavioral and Clinical Applications is a companion volume to Assessment of Children: Cognitive Applications. It is designed to be used as an independent text in such courses as personality assessment, behavioral assessment, and child clinical assessment. The book is designed not only as a teaching text but also as a reference book for students and professionals. Each chapter has been rewritten to make the text more comprehensive, relevant, readable, up to date, and informative. The book contains new chapters on objective personality tests and functional behavioral assessment and new material on self-monitoring and school violence. Topics receiving expanded coverage include interviewing and behavior observations; adaptive behavior; dynamic assessment; and assessment of children with attention deficit/hyperactivity disorder (ADHD), learning disabilities, mental retardation, visual impairments, hearing impairments, autistic disorder, and brain injury; and children who are gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

This book is intended to provide a forum for substantial research contributions dealing with current research in psychology. The contributions have been selected for their quality, relevance and timeliness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Books can be wonderful bridges for communications on feelings, values, and decision-making. The extensive indexing makes it easy to select appropriate books that are interesting to a particular child. Each book contains characters with which the child can easily identify. Some of My Best Friends Are Books, 2nd Edition describes: (a) Background information on the emotional and intellectual needs of children of high ability. (b) Typical reading patterns, the need for reading guidance, and how to discuss books with young readers. (c) An annotated bibliography of almost 300 books carefully selected to promote intellectual and emotional development of high ability youngsters from preschool through grade 12. This book is for parents, teachers, librarians, and counselors of children and young people who are different from the norm by reason of giftedness or intense interests--intellectual, artistic, or musical. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book is intended to provide a forum for substantial, quality, relevant, and timely current research in psychology. The book is divided into two sections: Cognitive and Behavioral psychology. The first section examines giftedness and twinning, and the effect of music on cognitive performance on different personality types. The second section examines prosocial development, interpersonal interaction, lifestyle analysis, marketing success, workload assessment, development of the self, consumption simplicity, and family functioning and psychological well-being. The book is intended for researchers in psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

The contributions to this volume are part of a collaborative, interdisciplinary attempt to clarify, expand and discover integrative patterns within current conceptual foundations for research and practice in fields pertaining to creative intelligence. Chapters in the first section ground the focus of this ambitious project. The authors in this section also make recommendations about the most effective ways to approach broad-scope exploration of theory pertaining to creative intelligence. The next section includes several conceptual frameworks that have potential for incorporating a wide range of phenomena pertaining to creative intelligence. Section Three includes clarifications of environmental influences on the development of creative intelligence and the sociocultural selection of giftedness. Authors in this section also deal with internal cognitive processes and the moral-ethical dimensions of mind. Finally, Section Four returns to broad-scope perspective taking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book is about bilingual young people who have been selected by their families to carry out the work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young interpreters (YIs) and the skills they develop in order to fulfill this role. The purpose of this volume is to contribute to extending existing definitions of gifted and talented (GT), by proposing and offering evidence that YIs perform at very high levels of accomplishment when compared with others of their age, experience, and environment, and should thus be included in the 1993 US federal definition of giftedness. It is maintained that not only are these capabilities overlooked by existing assessment procedures, but also that there is little understanding of the ways in which the unique talents of YIs might be nurtured and developed in academic settings. A strong case is made that in order for such students to be identified as gifted on the basis of their bilingual abilities, the field of GT education must embrace the concept that bilingualism is a strength, and must make developing bilingualism a focus of programs designed to meet the needs of the multilingual student population in the US. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)