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Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on self-selection or "try-out" procedures as a means of identifying gifted children. Self-selection makes the ability of the student, not arbitrary program criteria, the factor that determines potential giftedness. Four such self-selection programs in New Jersey are described. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the Kaufman Assessment Battery for Children (KABC) in terms of its usefulness for gifted children. Discussion focuses on the inclusion of gifted and talented children in the standardization sample, the test's basis in neuropsychological theory, inclusion of high-level tasks and difficult items on the various subtests, special administrative features, and the results of research on the KABC with gifted children. The implications for assessment of giftedness in minority children are also treated, as is the special role of the KABC Achievement Scale for identifying gifted children. (13 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes research on the learning styles of gifted and talented students. This research indicates that gifted students are generally independent self-learners, internally controlled or field independent, persistent, perceptually strong, nonconforming, and highly self-motivated. Two case studies of gifted adolescents (a 7th and a 10th grader) who were administered the Learning Styles Inventory are presented to point out potential problem areas that may arise in the education of such students. It is concluded that diagnosing individual characteristics and prescribing complementary interventions and strategies are critical variables in catalyzing giftedness and high achievement. (52 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed 114 delinquent youths with the WISC—R, the WAIS (for Ss 17 yrs and older), the Torrance Tests of Creative Thinking, and the Wide Range Achievement Test to investigate the number of gifted students in this population. Results of analysis indicated that 48 or 18% of the Ss were gifted in some way. In addition, several Ss were just below the gifted cut-off and a sizable proportion scored in the extremely highest category of ability. Results suggest that a sizable number of delinquent students have clear and identifiable high potential. For the most part, these Ss had similar abilities to those found among nondelinquent Ss previously studied. However, the gifted Ss in this population differed from their normal counterparts in that they had very high abilities in the area of fluid intelligence, and in most cases, did less well on the achievement test in relation to these high fluid abilities. It is suggested that since this fluid intelligence ability is not nurtured in school, students who use this ability in their problem solving may not get the high grades usually associated with giftedness. (31 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Observed 8 male and 3 female children who were identified as reading before age 4 yrs, the youngest being 30 mo. Some generalizations about the group are: interest in upper-case alphabet letters at about 18 mo and early and regular watching of the TV show "Sesame Street." (4 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed an empirical measure of 76 undergraduates' and 301 11th and 12th graders' ability to create new problems and the relationship between this ability and their skill in solving similar types of problems. These issues were examined using items from the Raven Progressive Matrices. It was found that a reliable and valid quality score could be assigned to newly created matrix-type problems and that only a very low correlation existed between the ability to solve existing problems and the ability to invent new ones. Problems creation was found to be a more difficult task than problem solving, thereby supporting the theoretical notions regarding its significance in characterizing human giftedness and creativity. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Replies to an article by J. Scheltens (see record 1987-15108-001) that commented on an earlier article by the present authors (1983) in which the concept of naturally gifted and talented children was questioned. Vygotsky's theories of child development and education, which indicate that differences among children are largely the result of human actions/interactions rather than naturally occurring giftedness, are discussed. These theories imply that present explanations of student development should be modified and/or expanded. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

In light of questions posed by a gifted 12th-grade girl during an American history class, the author defines reflective thinking as a search for meaning that involves both imaginative as well as critical and logical thought processes. Such thinking is seen as essentially poetic in nature. Implications for the education of gifted persons are noted with respect to educational planning, teachers' knowledge and skill, student awareness, and perception of giftedness. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that the highly gifted person creates structure, generates ideas, and efficiently processes information in ways that are qualitatively superior to the ways that moderately gifted and average ability persons operate. In addition, the adult academic and occupational achievements of highly gifted persons are also superior. It is suggested that the advanced need to know of highly gifted persons tends to narrow their self-concept and make consistent, accurate, and valid feedback more difficult to obtain. It is concluded that the net effect of this tendency is toward low self-esteem. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that art should be an essential experience for gifted individuals, since it encourages creative expression through visual language. It is argued that the quality of a drawing depends on the material available to the child and the expectation of the adult supporting the activity. Drawing is a very malleable means of responding to and developing thought, and children's drawings should be encouraged and appreciated from their earliest attempts to express ideas. Examples of children's art are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Argues that curriculum extension for gifted children should grow from activities developed in the classroom, according to the current needs and interests of pupils. This approach is justified as being not only socially acceptable but also as a means of identifying gifted children. It is proposed that the magnet class or pullout program causes too many social problems that are all related to peer group pressures. (4 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the relationship of the fields of psychology and the study of education, which are interdependent. The science of psychology is bound to the framework and methods of education to explain psychological phenomena and personality traits, and finds in the theory and practice of the educational act an ideal field of application. It is emphasized that these fields are not solely concerned with each other, but are interrelated at certain levels involving methods of teaching, definitions of "talent" and "giftedness," child behavior, behavior modification, creativity, environmental influences on behavior, and learning styles. It is concluded that the formation of self-regulating mechanisms and values is the direct objective of personality education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Contends that parental awareness of the gifted child's uniqueness and special needs may prevent emotional problems. Parents are advised to value the individuality of the child, approve of the child's accomplishments but continue to show acceptance even when failure occurs, watch for perfectionistic tendencies, help the child be a child and enjoy his/her youth, provide the child with opportunities for choices and decisions that teach responsibility, and be informed about what giftedness means in the child's individual case. (20 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a quote from J. Gardner's (1961) book Excellence, the author discusses the importance of (1) actual achievement contrasted with predicted potentials, (2) the need to recognize that differential value must be placed on some fields over others, and (3) the need to encourage excellence in a wide variety of domains. The major shift in perspective suggested is that general academic ability be displaced as the central and dominant criterion for giftedness. (11 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Administered to 300 6th graders a variety of aptitude tests that included the Otis-Lennon Mental Ability Test and the Torrance Tests of Creative Thinking. Results show that a very limited number of Ss could be classified as gifted using an identification model based on the Revolving Door Identification Model of J. Renzulli et al (1981). Findings suggest that the selection of assessment devices and definition-identification consistency in gifted education influence both which and how many students are served. (17 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The authors reply to S. Kontos et al (see record 1984-19044-001), who challenge the logic and practicality of the Revolving Door Identification Model proposed by the 1st author and colleagues (1981). It is suggested that the study by Kontos et al contains conceptual and methodological errors and that they misinterpret the definition of giftedness. (4 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses a predictive index developed from clinical and statistical use of the Barclay Classroom Climate Inventory (BCCI) that is designed to help identify gifted children and those in need of remedial help in learning. The BCCI was used to confirm the academic and social statuses of 64 gifted 4th graders (IQ 130+) and to evaluate their progress, and the predictive validity of the measure was determined using data from a further 234 children. The usefulness of the BCCI in counseling, special education, and school psychology is discussed. (16 ref) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Determined the percentage of identified gifted children and adolescents in public schools from each zip-code county area in a social area analysis of San Diego to test the hypothesis that Ss' gifted status is independent of socioeconomic or cultural disadvantages. Results do not support the hypothesis: Rank-order correlation between Ss' intellectual status and corresponding average housing price showed a high relationship between the 2 variables. Findings indicate the need for identification and promotion of gifted children from low-stimulating homes and fringe groups. Future research using more specified social-area types and individual indicators (e.g., occupation of head-of-household) is recommended. (45 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)