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Reviews three books: "Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students," (2001) edited by Jaime Castellano and Eva Díaz; "Gifted Bilingual Students: A Paradox?," (2001) by Esther Kogan; "Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities," (see record 2003-04866-000) by Guadalupe Valdés. The first volume begins with two chapters by Diaz which discuss a historical and a contemporary context for the education of culturally and linguistically diverse students with gifted potential. The next two chapters provide a framework for conceptualisation of cognitive development and creativityin bilingual children. The rest of the chapters in the volume deal with identification and nurturing of gifted bilinguals. Kogan's monograph is similar in its focus yet it does not offer the same depth and comprehensiveness of treatment. The book begins with a brief sketch of the sociohistoric background for bilingual education in the US and then proceeds to describe the current context, with the focus on the Hispanic population. Valdés' volume is somewhat different in focus from the previous two. The book reports the findings from a five-year study of giftedness among linguistically and culturally diverse populations, with the focus on young interpreters from immigrant communities (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self-management processes; (b) environmental (E) catalysts, like socio-demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5-level metric-based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic 'top 10 per cent' threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: 'What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?'. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). The target article presents a theory based on the development of natural abilities during ontogeny. This process of transforming natural gifts into developed skills is under the influence of factors, which are presented as catalysts. As the author claimed that DMGT clearly identifies every significant etiological factor of talent emergence, I dare to submit the following comments. Complex understanding of giftedness could not be reached without interdisciplinary cooperation and an interdisciplinary approach to the topic. Psychology as a research field studying social as well as the environmental factors in the long-lasting process of mind formation cannot stand apart from the biological processes that influence the structure and function of brain tissue and consequently enhance or inhibit development in a specific domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). Gagné has offered a most impressive synthesis of the developmental literature regarding the giftedness and talent. Given the comprehensiveness of the treatment, it would seem difficult that any commentator would be able to do anything more that tinker with some tangential feature of the model. Nonetheless, I would like to suggest that in future, elaborations of the model should be devoted to the specification of developmental trajectories-how participating factors, components and processes change over time. Especially crucial would be the explicit recognition that these trajectories may assume a far more complex form than specified in unidimensional and monotonic maturation models. Two examples are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty-four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi-square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The author's goal in this book (see record 2003-04866-000) is to show that the linguistic and cognitive processing skills that young people demonstrate when they interpret are part of what it means to be gifted and that this giftedness needs to be measured, nurtured, and developed with Latino immigrant students. There are formidable challenges to accomplishing this goal: (a) traditional definitions and constructs of giftedness do not include bilingual performance; (b) there is confusion about what "bilingualism" means and a general understanding that bilingualism is a limiting condition rather than a talent or skill; (c) there are few mechanisms in place for identifying interpreting skills of bilingual young people; (d) Latino--and especially Mexican--children are significantly underrepresented in gifted programs, and many researchers and educators who work in gifted education have limited experience with recently arrived immigrant students; and (e) even if researchers and educators expanded their understandings of giftedness, the general public needs to be convinced that immigrant students might be gifted and included in gifted programs. This book seeks to address these challenges and suggests actions to be taken. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Françoys Gagné, who recently retired from his full professorship in the Department of Psychology (Educational Psychology) at the Université du Québec à Montréal and is now honorary professor. Dr. Gagné is better known in the US and abroad for his Differentiated Model of Giftedness and Talent (DMGT), as well as his psychometric studies of peer nominations (Tracking Talents). He has won major awards in the field of gifted education, among them awards from the American MENSA Association in 1993 and 1998 for his research in gifted education, and an award from Gifted Child Quarterly in 1994 for best article of the year. In this interview he speaks about the following topics: his reasons for choosing gifted research, his first work in this field, his thoughts on the most important questions in this field, the importance of giftedness research and the support of gifted and talented, ability grouping, intrapersonal and environmental catalysts for gifted persons, cross-cultural validity of the DMGT model, teacher preparation, and important teacher qualities to support giftedness and talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Most theoretical accounts of giftedness now include an emotional as well as an intellectual component. Yet the multi-dimensional nature of giftedness has often been overlooked in the field of education. According to practitioners, gifted children not only think differently but also feel in other ways. From this point of view, the intellectual complexity interacts with emotional intensity to provide a qualitatively different way of experiencing the world, which leads to the production of the gifted child's greater potential for high achievement. This paper will focus on emotional features of gifted individuals, and how they could be used to complete current measures and to enrich the concept of giftedness. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this introduction to the special issue on giftedness of the review Psychologie Française, the evolution of ideas on intelligence is first discussed. The broadening of the concept of intelligence and the distinction between different kinds of intelligence have indeed some consequences for the definition and for the assessment of giftedness. Some general remarks are then made on the current state of the art in the research on giftedness, in France and in the world, before introducing the various contributions gathered in this special issue. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The first part of this article presents a theoretical and empirical review on the issue of gifted children's social development. As a whole, data does not allow for straightforward conclusion as to whether gifted children may be socially at risk. Conflicting results may be due in part to heterogeneity across studies in sampling procedures and in assessing social adjustment. Next, we will examine how social skills development could be viewed as a potential domain for the expression of intellectual giftedness, in the light of theories that posit a multi-factorial view of intelligence or creativity. Accordingly, there may be a need to reconsider the notion of giftedness and thus take into account social giftedness, both for identification and education purposes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article presents the findings of a recent ease study undertaken in one non-traditional state school in Manukan City, Aotearoa-New Zealand. The study suggests that increasing the visibility of Maori giftedness within mainstream environments is not simply a matter of incorporating a "Maori dimension" into existing constructs of giftedness and/or existing classroom/school practice. Rather, it is about critically unpacking and collaboratively redefining the very essence of the system itself. This article examines some of the ways one school has reconstructed relationships of power and control within its home-school-community dynamic to create a culturally relevant educational experience for Maori, within which Maori giftedness is authentically embraced. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). We appreciate the opportunity to respond to Gagné's interesting paper. In a theory of such large scope, it is hard to know where to begin one's assessment. We have chosen to use Gagné's own criteria. At the close of his paper, Gagné lists four characteristics of the DMGT that make a very distinct and unique conception of giftedness and talent. We will respond to his first two characteristics. The first is that 'the DMGT stands alone in its clearly differentiated definitions of the field's two key concepts'. Although we agree that there has been confusion in how the field defines its terms, it is not clear to us how the distinction Gagné makes between natural abilities and systematically developed skills (of which gifts and talents are merely subsets) differs from the more commonly used labels of aptitude and achievement. Gagné's second criterion is that it is important to set prevalence estimates of giftedness and talent. Although setting the initial cut at 10 per cent seems completely arbitrary, the system of identifying many levels of giftedness has great potential value. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002). This paper by Françoys Gagné represents a substantial effort to examine a large body of research and theory related to human abilities and interpret it from the perspective of his Differentiated Model of Giftedness and Talent (DGMT). While the DMGT is highly speculative and tries hard to relate its message to technical conceptions of giftedness and talent, he has nevertheless done an excellent job of drawing in much of the most relevant theory and research. One major problem with the paper is his efforts to define 'giftedness', a term used very little outside of the professional field of gifted education: high ability, natural ability, precocity, talent, aptitude--which should it be? And then he goes on and tries to give us frequency or numbers or percentages for 'giftedness and talent' reflecting a continuing and often seemingly arbitrary and fruitless quest for the magic numbers. Finally, the author disagrees with Gagné's dismissal of Ericsson's excellent and well-recognized research on the development of skills and expertise--topics which are highly relevant to talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Gifted Rating Scales is a newly published teacher rating scale designed to assess the characteristics of giftedness across a wide range of ages. The GRS is available in two age-differentiated forms: the GRS Preschool Form (GRS-P) and the GRS School Form (GRS-S). The GRS-P was developed for children aged 4 years through 6 years. It contains 60 items that contribute to five scales. Its school-age counterpart, the GRS-S, was developed for children aged 6 years through 13 years. Its 72 items contribute to six scales. The GRS meets several goals outlined by the authors. The GRS is a brief and user-friendly instrument that is easy to complete and to score. Users may find the GRS to be an economical and informative alternative to individually or group-administered intelligence tests when screening groups of children for giftedness. Because the GRS has been linked to the standardization of the Wechsler intelligence scales, users may also feel more confident when engaged in the identification and eligibility process by combining these assessment instruments. In addition, the GRS includes measures of several characteristics of giftedness outlined by the U.S. Department of Education. Thus, the GRS could be widely used for screening or identification because most states have adopted some version of this federal definition of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Whereas perspectives on giftedness have included motivation as a construct related to giftedness, the proposed conceptualization advances a new view that motivation is an area of giftedness in and of itself. Academic intrinsic motivation (i.e., enjoyment of school learning) is the domain focused upon in this conceptualization inasmuch as it has inherent ties to cognition, gifted intellect, and achievement. Research supports the following criteria, advanced as a beginning effort toward the development of a conceptualization of a gifted motivation construct: (a) significantly higher academic intrinsic motivation is evidenced by intellectually gifted compared to their comparison cohort; (b) academic intrinsic motivation is significantly, positively, and uniquely related to academic achievement above and beyond IQ; (c) academic intrinsic motivation evidences substantial continuity from childhood through adolescence; and (d) environment is significantly related to academic intrinsic motivation. The construct of gifted motivation serves heuristic purposes to advance further inquiry and also has implications regarding the development and implementation of giftedness programs. Suggestions are made regarding research needed for further development of a gifted motivation construct. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this contribution ENTER will be used as a basis to determine which traits can be used to characterize identifications within the conceptual framework of the Actiotope Model of Giftedness. In contrast to alternative conceptions of giftedness this model employs a systemic approach which does not emphasize the identification of persons, but rather the identification of a learning path which leads to excellence. Following a brief overview of ENTER and the Actiotope Model of Giftedness, information pertinent for each step of ENTER will be specified. In conclusion a critical discussion of practical applications based on ENTER will be conducted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article discusses the definition of giftedness. There is also the possibility that we can only define something after we understand it sufficiently. If so, then the definition would come after intensive study rather than before it. Perhaps expectations of a complete and universally agreeable definition are too reductionist in nature. A single definition would defy the principles of the cultural and temporal relativity of the concept of giftedness. The fact that we have been able to establish a definition of giftedness composed by some of the best minds working in the field at the time, and yet it has not had the power to be as influential as we might expect does not bode well for the idea of composing a universal definition in the future. The fact that even the federal definition has gone through at least three iterations in 30 years indicates that defining giftedness will probably continue to be a dynamic process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In an exploratory study designed to investigate Shona culture of Zimbabwe's views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture's views of giftedness are ability to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture's views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Those concerned with the achievement of gifted women presume that gifted females understand giftedness in the same manner as professionals and that gifted women believe they are gifted. In this qualitative (grounded theory) study, the experiences of six gifted females between the ages of 18 and 25 were examined in an attempt to understand how they perceive and experience giftedness. It is concluded that alienation or lack of interpersonal support for being gifted is connected to the tendency to perceive giftedness as separate from intelligence and as external, to have unclear life goals, and to find little value in being gifted during the developmental period of 'emerging adulthood'. On the other hand, strong interpersonal support for being gifted--especially in close relationships - is connected to the tendency to have an internalized sense of giftedness, to perceive giftedness as synonymous with intelligence, to have a clear future direction and to re-evaluate giftedness in emerging adulthood as having importance and value. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)