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This article examines the cultural-activity approach to the study of giftedness, which is based on the ideas of L. S. Vygotsky, A. N. Leontiev, and O. K. Tikhomirov. Three basic principles of this approach are described: the principle of polymorphism, the dynamic principle, and the principle of the holistic analysis of the giftedness phenomenon. The article introduces the results of empirical research (including a 10-year longitudinal study), which verifies the efficacy of the cultural-activity approach and its prospects for solving actual problems in the psychology of giftedness in light of the creation of new diagnostic procedures and methods of education and the development of gifted children. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this article, we present a subtest of the Aurora Battery, Metaphors, a new measure for the identification of gifted students. Metaphors is an assessment of analytical thinking in the verbal domain with an open-ended response format, an alternative to the conventional achievement measures or analytical assessments in multiple-choice format often used for giftedness identification. The comprehension of metaphors requires a combination of comparative, categorical, and evaluative thinking, and an ability to map meanings—literal and figurative—from one word to another. In this article, we first show that performance on Metaphors can contribute to the identification of giftedness, and we identify the items that seem to contribute to this discrimination most effectively (Study 1). Next, the comparative terms of each subtest item were characterised according to two key aspects—the concreteness and similarity of their comparative terms (Study 2). Results showed that gifted children may be better identified when these aspects are considered. New perspectives on metaphor processing in gifted students and premises for the identification of giftedness are then discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Giftedness 101 by L. K. Silverman (see record 2012-34354-000). In this somewhat scattershot but well-meaning short book, Linda Kreger Silverman is on a consciousness-raising mission, attempting to improve awareness of the experience of gifted children, who she contends have often been left out in the cold by educators and research psychologists. She argues that, if psychologists are committed to social justice for those with intellectual disabilities, they should be similarly supportive of those with particularly high abilities, who are also subject to discrimination, misunderstanding, and bullying. Perhaps unintentionally, the part of the book that is most convincing that something is amiss in psychology's treatment of the intellectually gifted is the reference section. A further purpose of the book is 'mythbusting'. Intelligence researchers will appreciate Silverman's debunking of several of the stultifying untruths that surround our discipline along with her forceful defense, and detailed explication, of the use of IQ testing to identify and assess giftedness. Finally, Silverman's assertion that "giftedness is not elitist" does not chime with the reality that societal and cultural elites are highly likely to score well above average on IQ tests—that is, in meritocratic systems the gifted already tend to rise to the top. Whether or not giftedness currently "cuts across all socioeconomic, ethnic, and national groups", if we followed Silverman's advice and gave gifted children from all backgrounds the support and resources they deserve, we might expect even more 'elitist' results in the future, as more of the elevated positions in society become occupied by those with high ability and their children, to whom they will pass on their high-ability genes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this paper we suggest that instruments of neuro-cognitive research enable the evaluation of giftedness in mathematics. We start with a literature review on the related topics presented so as to situate our suggestions within the existing research on giftedness and excellence in mathematics. This literature review allows us later to discuss our findings, which are based on neurocognitive data collected in a large-scale multidimensional examination of mathematical giftedness. Sampling procedure in the study was performed based on two orthogonal (in our view) characteristics: general giftedness (G) and excellence in mathematics (EM). In this paper we present findings that lead to a definition of the mathematically gifted population. We present selected results to provide evidence for our findings. In this paper we demonstrate three major findings: A. Effects of G and EM factors are task-dependent both in behavioral and neurophysiological measures' the EM factor has significant main effects on tasks that require implementation of knowledge familiar to students from school mathematics. By contrast, the G factor has a significant main effect on insight-based problems which are not part of the school mathematical curriculum and, thus, require original mathematical reasoning. B. Mathematical performance in gifted students who excel in mathematics (G-EM students) on insight-based tasks has specific characteristics in both behavioral and electrophysiological results. C. G-EM participants exhibited superior performance in all the tests, showing a constant neuroefficiency effect. Based on these observations we suggest that mathematically gifted students are those who are both generally gifted and excel in mathematics. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses, the papers on the theme of new approaches to conceptualizing and assessing giftedness. The current issue adds an additional five papers to this special focus. The first paper of this issue, explores the domain of mathematics. The second paper, analyses the highest levels of performance (top positions) through the lens of mathematics. The third paper also targets mathematical giftedness. The fourth paper, details the development and validation of a self-report instrument to measure the intelligence. The final paper also reports on the validation of an instrument for the measurement of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

In this article, I examine the use of role-play strategy and its outcomes in field experiment conditions in the Boarding School for Gifted Disadvantaged in Israel. Data derive from two major sources: governmental protocols related to the organizational production of a role-play technique and interviews with graduates of the experimental school years after their role-playing experience. Analysis of governmental protocols shows the intentional organizational usage of the term gifted within the school population is based on a bureaucratic simulation of giftedness, which in turn creates a distinction between natural giftedness and institutional giftedness. In-depth interviews with graduates of the school indicate that they experience their giftedness as artificial (“as if” giftedness). They describe ethnic conversion and distinction between two types of self (before and after the boarding school). My concluding discussion identifies a particular kind of reflexivity (the presence of absence) in the boarding school graduates’ concepts of self. In turn, this reflexivity indicates phenomenological consequences latent in role-play simulations in field experiment conditions. The findings of this article enable me to address a pertinent issue of psychological anthropology not sufficiently discussed in the literature: the manner in which individuals who experience (re)construction of the self maintain their selfhood many years after the (re)construction. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study aims to examine the structure of the relationship between intelligence and mathematical giftedness and build a comprehensive model to describe this relationship and the nature of mathematical giftedness. This study also purports to clarify the structure of components of mathematical ability. The third objective is to examine whether students who were identified by two different instruments—(a) mathematical ability and creativity instrument and (b) intelligence instrument—have statistically significant differences across the components of mathematical ability. That is, we want to investigate if variance in identification may be explained by variance in mathematical abilities exhibited by these individuals. To achieve these goals, this study proposes a new domain-specific identification instrument for the assessment of mathematical giftedness, assessing mathematical abilities and creativity. The study was conducted among 359 4th, 5th and 6th grade elementary school students in Cyprus, using two instruments measuring mathematical ability and mathematical creativity and fluid intelligence. The results revealed that mathematical giftedness can be described in terms of mathematical ability and mathematical creativity. Moreover, the analysis illustrated that intelligence is a predictor of mathematical giftedness. Furthermore, the analysis revealed that different groups of students are identified by each type of testing; that is, through the mathematical instrument and the intelligence instrument. This variance may be explained by performance in specific categories of tasks. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)