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Teachers are often asked to nominate students for enrichment programs for gifted children, and studies have repeatedly indicated that students’ intelligence is related to their likelihood of being nominated as gifted. However, it is unknown whether class-average levels of intelligence influence teachers’ nominations as suggested by theory—and corresponding empirical results—concerning reference group effects. Herein, it was hypothesized that when students’ individual fluid and crystallized intelligence scores were similar, students from classes with higher average levels of intelligence would have a lower probability of being nominated for an enrichment program for gifted children than students from classes with lower average levels of intelligence. Furthermore, we investigated whether 3 teacher variables—experience with giftedness, beliefs about the changeability of intelligence, and the belief that giftedness is holistic or domain specific—would influence the expected reference group effect. In a study comprising data from 105 teachers and 1,468 of their (German) third-grade students, we found support not only for a positive association between students’ individual intelligence scores and the probability that students would be nominated as gifted but also, more importantly, for the proposed reference group effect: When controlling for individual levels of intelligence, students’ probability of being nominated was higher in classes with lower average levels of intelligence. In addition, the results showed that this reference group effect was stronger when teachers saw giftedness as holistic rather than domain specific. Also, depending on teachers’ kinds of experience with giftedness, the reference group effect varied in size. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article deals with the problem of students’ giftedness development. Students’ test results (n = 851) for "IQ level" and "creativity level" indicators demonstrated the need to improve the quality of work in reference to students’ professional giftedness development at the university. Designed complex of pedagogical conditions involves students’ giftedness development on organizational-pedagogical, psycho-pedagogical and didactic levels. Results can be used in educational practice of higher educational institutions of any type as methodological recommendations in work organization with gifted students, as well as in specialists training. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students ( n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents ( d < |0.1|). Girls reported somewhat lower life satisfaction scores than boys ( d = 0.24). However, this result was not specific to giftedness but was instead found across the entire sample. Thus, gifted girls were not found to be especially unsatisfied with their lives. Our findings support previous research showing that giftedness is not a risk factor for impaired psycho-social well-being of boys or girls. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Scientific research on giftedness has been profuse in the last few years. Unfortunately though, the conclusions one can draw from the literature in terms of cognitive and personality specificity of the gifted and talented often remain limited, due to methodological recurrent flaws. Here, we describe two of the most problematic such flaws: the variability of criteria used in the definition of giftedness, and the sampling of gifted children. We show that these flaws probably elicited false conclusions now widely held in the field of giftedness. Advice for a cautious analysis of existing literature and the design of future research is suggested. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A qualitative, longitudinal, phenomenological case study explored how a gifted female experienced various life events and aspects of development during adolescence and young adulthood (ages 15–30 years), particularly as related to multiple traumatic experiences, which were revealed late in the first year of the study. Additional experiences, well into young adulthood, appear to have been precipitated by posttrauma phenomena, among them a sense of powerlessness, a need for control, extreme and confusing emotions and behaviors, disordered eating, and sensitivity to others’ responses. The control concern was manifested in a pervasive “sense of urgency,” which contributed to decisions that had particular impact on her development. Special attention is given to the intersection of giftedness and adversity, with reference to characteristics associated with giftedness. Method and findings begin to fill multiple gaps in the giftedness literature, but findings are generally supported by existing literature related to trauma and protective factors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

In this issue of High Ability Studies, various models of giftedness are empirically tested against one another. The authors examine how well various approaches are suited to predicting high achievement. They also consider how individual and environmental factors – as well as their systemic interaction – influence performance and how subjective theories help shape the development of achievement. In line with the tradition of this journal, the findings represent a wide variety of interesting results, the theoretical and practical relevance of which the authors discuss. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Traditionally the determination of the giftedness has performed with traditional intelligence tests. The main argument to do so has been the temporal stability of this measure. In recent years some authors defend a determination early giftedness in children, although others point out that toddlers evaluation produces a significant number of false positives due to the variability in the measurement of intelligence by different factors such as plasticity, stimulation, etc.., therefore proposed the use of complementary indices for giftedness diagnosis. This paper presents a longitudinal study of two years to 49 children aged between 5 and 9 years, initially identified as gifted, to check the stability of your IQ and other measures such as the learning potential and working memory. The results show how learning potential and working memory measures remain stable in time while the IQ of a group of younger children is not maintained during this period. These results indicate the usefulness of P.A. measures as a supplementary index in the determination of the giftedness on young children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Insight into causal mechanisms underlying underachievement among gifted students has remained elusive. Based on the premise of self-worth theory and implicit beliefs about intelligence, it was hypothesized that entity-focused messages about giftedness would lead to maladaptive academic coping behaviors when gifted status was threatened. Therefore, the current research examined the interactive effect of messages about giftedness as fixed or malleable and success or failure experiences on both behavioral and claimed self-handicapping among a sample of 108 undergraduates attending an elite university. Following a failure experience, participants who had heard an entity message about giftedness engaged in behavioral self-handicapping to a greater degree than those who heard an incremental message about giftedness. Female participants who received an entity message engaged in more claimed self-handicapping after experiencing failure and less claimed self-handicapping after experiencing success. There were no differences in claimed self-handicapping after success and failure for female participants who received an incremental message. This pattern is in line with an impression management strategy. In contrast, implicit messages did not influence male participants’ claimed self-handicapping. Implications for motivational theory and educational practice are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Studies demonstrated that overexcitability (OE) is a strong predictor of giftedness. In order to perform a systematic review about OE instruments, articles containing terms overexcitability or overexcitabilities and assessment, measure or evaluation were retrieved in the databases CAPES Portal and Google Scholar. The scientific production about this issue seems to be increasing and it is predominantly composed of research reports conducted with samples of participants with giftedness. Only five measures of SE were identified: Overexcitability Questionnaire, Overexcitability Questionnaire Two, Me Scale, ElemenOE, and Adult Questionnaire. Criterion validity and internal consistency are the psychometric properties more described in the literature. Strengths, limitations, and the more appropriate uses of these tools are emphasized. The use of them to identify giftedness is emphasized. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Background: Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students’ creative abilities, which should not be reduced only to the development of their intelligence. Objective: Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants: Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method: The author’s method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results: The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions: The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Diabetes is a serious health issue that causes a progressive dysregulation of carbohydrate metabolism due to insufficient insulin hormone, leading to consistently high blood glucose levels. According to the epidemiological data, the prevalence of diabetes has been increasing globally, affecting millions of individuals. It is a long-term condition that increases the risk of various diseases caused by damage to small and large blood vessels. There are two main subtypes of diabetes: type 1 and type 2, with type 2 being the most prevalent. Genetic and molecular studies have identified several genetic variants and metabolic pathways that contribute to the development and progression of diabetes. Current treatments include gene therapy, stem cell therapy, statin therapy, and other drugs. Moreover, recent advancements in therapeutics have also focused on developing novel drugs targeting these pathways, including incretin mimetics, SGLT2 inhibitors, and GLP-1 receptor agonists, which have shown promising results in improving glycemic control and reducing the risk of complications. However, these treatments are often expensive, inaccessible to patients in underdeveloped countries, and can have severe side effects. Peptides, such as glucose-dependent insulinotropic polypeptide (GIP) and glucagon-like peptide-1 (GLP-1), are being explored as a potential therapy for diabetes. These peptides are postprandial glucose-dependent pancreatic beta-cell insulin secretagogues and have received much attention as a possible treatment option. Despite these advances, diabetes remains a major health challenge, and further research is needed to develop effective treatments and prevent its complications. This review covers various aspects of diabetes, including epidemiology, genetic and molecular basis, and recent advancements in therapeutics including herbal and synthetic peptides. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Argues that the child prodigy is a distinct form of giftedness that must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent 2 distinct evolutionary trends to maximize the likelihood of human survival. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relationship between metacognition and giftedness by (1) exploring alternative theoretical conceptions of giftedness and (2) reviewing experimental research and case studies of giftedness to search for empirical evidence. Theoretical perspectives and empirical investigations support the important role of metacognition in understanding and explaining giftedness. More well-designed research is needed to form a sound basis for developing instructional implications from this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents selected results of a 4-yr (Munich, Germany) longitudinal study of giftedness, and discusses the conceptual and theoretical problems of giftedness. Beginning with a large multiregional sample with 6 age cohorts of more than 26,000 students between 6–16 yrs, data were collected on highly gifted students (30% of original sample) during 3 periods between 1986 and 1988. The study was based on a multidimensional domain-specific concept of giftedness: intelligence, creativity, social competence, musical ability, and psychomotor ability (or practical intelligence). Areas studied included academic achievement and leisure activities, cognitive and motivational personality factors, and school and family socialization conditions. Developmental factors and achievement analyses of gifted and normal students aged 6–18 yrs were the central focus during the 2nd phase of the study. On the whole, results support the hypothesis of various types of giftedness, but definite characteristic clusters of the gifted were not found. Among other results discussed, sex difference results include the finding that girls' giftedness declined with increasing age. Consequences for the nurturing of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a reanalysis of E. A. Hany's (1987) data on teachers' ratings of 6,815 male and female West German 9th graders on 5 dimensions of giftedness: cognitive giftedness, creative giftedness, social competence, psychomotor giftedness, and musical giftedness. Results confirm that G. A. Lienert's configural frequency analysis (1973) can be used successfully in the identification and differentiation of gifted students. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Evaluated 184 15–17 yr old gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. Results indicate that their views of giftedness were not unidimensional. Ss were positive about their giftedness but did not believe that others were positive. Also, Ss viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses childhood intellectual giftedness from a developmental perspective. Topics include (1) clarification of the concepts of intelligence, giftedness, and talent; (2) various theoretical models of giftedness; (3) cognitive, motivational, affective, and social characteristics of intellectually gifted children; (4) the synchronicity of cognitive-intellectual and social-emotional development in gifted children; and (5) the role of families and schools in promoting or inhibiting the development of giftedness in children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses central topics and issues in the diagnosis of giftedness, including: (1) the questionable distinction between intelligence and creativity in formulating definitions of giftedness, (2) the various functions of giftedness diagnosis, (3) methodological problems, and (4) research needs. Recommendations for the practice of giftedness assessment are provided. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Conducted structured interviews to determine perceptions of 60 gifted students (aged 12–18 yrs) concerning their own and others' attitudes toward giftedness and to examine Ss' awareness of the existence and content of stereotypes and labels toward giftedness, coping mechanisms used by Ss, and whether giftedness is perceived as valued or devalued by Ss based on interaction with peers, teachers, and parents. Positive value of giftedness reflected by parents and teachers and negative value of giftedness reflected by peers emphasized the situational context of deviance and created a social chameleon effect whereby Ss displayed this attribute in interactions where valued and masked it where devalued. Giftedness was valued for self. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated which of 13 giftedness identification measures discriminated between gifted and nongifted 2nd and 3rd graders, and whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. Ss consisted of (1) 45 students from gifted classes, (2) 42 Ss from regular classrooms who received special gifted services, and (3) 31 randomly selected Ss who served as controls. Ss in the 2nd group were also examined in terms of economic disadvantage and ethnic origin (24 were White, and 8 were Black or minority Ss). A battery of measures were administered, including the Iowa Test of Basic Skills—Elementary Battery, Piers-Harris Children's Self-Concept Scale, and the Cognitive Abilities Test. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were sensitive discriminators of giftedness. Giftedness potential assessment for creativity and learning, basic skills in mathematics, and locus of control discriminated least among economically disadvantaged and/or minority Ss. Measures of teacher judgmental, student self, and parent perceptual identification appeared to be insensitive discriminators of giftedness and seemed to be somewhat biased toward economically disadvantaged and/or minority students. (12 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)