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Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although many ways of doing research exist in education, much of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV), were administered to 20 gifted children and 20 nongifted children (all students aged 6.0-13.9 yrs) to examine the extent of the difference in IQ scores obtained on the 2 tests and whether order effects were present. Results show that the SB-IV Composite Score was significantly higher than the WISC-III Full Scale IQ for both groups. However, for the gifted group, unlike the non-gifted group, this difference achieved significance only when the SB-IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB-IV influenced the WISC-III Full Scale IQ in a downward direction whereas the WISC-III influenced the SB-IV Composite Score in an upward direction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the effectiveness of a new self-contained classroom with curriculum differentiated for highly intellectually gifted students. The cross-grade magnet class was investigated throughout its first year of operation in a midwest school district. Ss in the qualitative case study were 24 4th and 5th graders graders with IQs on the Slosson Intelligence Test Revised ranging from 148-193. Outcome areas assessed were educational, emotional, social, life outside school, and transition issues. Qualitative and quantitative data were collected using observations, interviews, comparison essays, and a goal-attainment scale. The results suggest that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes for specific students at different times. It is concluded that the results support use of systems-ecological theory as a theoretical framework for investigations of educational intervention for talented youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Introduces the articles in this special issue of Inquiry: Critical Thinking Across the Disciplines on Giftedness and Critical Thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

N. Geschwind and A. M. Galaburda (1985) hypothesized that testosterone influences foetal brain development leading to special intellectual skills. Testosterone may, according to the proposed theory, also affect the development of the motor and immune system. In the present paper salivary testosterone levels were related to intellectual giftedness in both sexes separately. Handedness and allergy occurrence were studied in 235 intellectually gifted school-age children (age 7-14 yrs) and compared with those of 144 of their peers from the general population. Gifted children were found to be less right-handed than non-gifted controls. Gifted boys had a higher occurrence of allergy and lower levels of salivary testosterone in comparison with non-gifted boys. Gifted girls had higher levels of salivary testosterone than non-gifted girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examined the relationships between giftedness, gender, and overexcitability. 140 university students (aged <17-50+ yrs) who participated in a gifted curriculum program completed the Overexcitability Questionnaire II (R. F. Falk et al, 1999) concerning psychomotor, sensual, intellectual, imaginational, and emotional overexcitability. Results show that Ss scored significantly higher on intellectual and emotional overexcitability compared to control Ss who had attended advanced or standard curriculum programs. Gifted male Ss scored higher overall on intellectual, imaginational, and psychomotor overexcitability, while female Ss scored higher on emotional and sensual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to L. S. Vygotky's (1978) theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale, an ability-based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale. Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler-Binet stronghold, among them the Cognitive Assessment System (CAS). The CAS is based on the PASS theory, which centers on Planning, Attention, Simultaneous, an Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article the authors summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Qualitative narrative inquiry was used to explore identity formation in 4 college students (aged 18, 19, 22 yrs) who are gifted with learning disabilities. The themes that resulted from the analysis of the narratives fell under 2 categories: (a) contextual and (b) personal. Under the contextual category, 2 themes emerged in the data analysis as being integral to the identity formation of the participants: support systems in the way of family, teachers, mentors, and friends and involvement in extracurricular activities, volunteer work, and jobs. The life stories suggested 4 personal themes in identity formation: self-knowledge, self-acceptance, self-advocacy, and self-determination. Educational and psychological implications are discussed and recommendations suggested for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aim of these studies was to gain insight into math and physics teachers' implicit personality theories (IPTs) regarding gender-specific talent and motivation. The studies used C. S. Dweck's Motivation Process model for theoretic background. The goal of Study 1 was to explore the areas in which gender-role-specific thinking existed among 70 math teachers in a German Gymnasium, as well as the extent to which it existed. Study 2 replicated Study 1, with 44 physics teachers. The teachers, as expressed by their IPTs of intelligence and learning-goal orientation, saw no gender differences. However, physics teachers awarded boys a higher performance goal orientation but seemed to assume that this was accompanied by a strong work avoidance attitude. Contrary to expectations, no relationships could be substantiated between the teachers' perceptions of pupils' motivational orientations and their reference-norm orientation, for which also no gender-specific cognitions could be proven. Sometimes gender-related points of view appeared very distinctly in both the math teacher and physics teacher samples. Sometimes though, no attitudes of this type could be isolated and, in some areas, they were detected only in contradictory statements. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated creativity, coping strategies, and sense of humor in a group of children (aged 6–15 yrs) participating in a traditional summer camp organized by the Research Institute of Child Psychology and Pathopsychology. 8 children were intellectually gifted, 7 children had a physical handicap without evidence of psychological handicap, and 9 children did not seem to be exceptional according to standard evaluation methods used in the study. All the children underwent psychological examination focusing on intelligence, creativity, coping strategies, and sense of humor. Results suggest that creativity is more related to active coping strategies and sense of humor rather than to the so called "classical" intelligence, which is without a dominant relation to intellectual giftedness or physical handicap. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study directly follows the article published in the previous issue of this journal. It is concerned with group differences between intellectually gifted, so called average children, and children with a physical handicap. The results show that even the applied measures of classical intelligence do not represent an unambiguous differential criterion between intellectually gifted and other children, the handicapped ones, too. No significant differences were found between the variables of sense of humor and coping strategies, except for the active ones where children with physical handicap scored better. The figurative test of creativity did not enable children with cerebral palsy to fully manifest their creative potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses factors relevant to the transition from childhood giftedness to adult creative productiveness. The environmental conditions of creative producers result in responses that include the development of several key personality characteristics or coping strategies, such as a preference for time alone, an ability to cope with high levels of anxiety or tension, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs. Conditions in the environment often result from some kind of stress within the family, which is partly a function of characteristics of the family, characteristics of the broader context surrounding the family, and characteristics of the child. Individuals turn to achievement and creative productivity, rather than delinquency or mental illness, because they may be physically and psychologically able to withstand more stress. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This book review is one in a series of modified reviews provided by the Conceptual Foundations Division of the National Association for Gifted Children. This modified review series is an attempt to generate new thinking in the field by importing more insights from diverse disciplines and from the historical, theoretical, and philosophical dimensions of our own field. These modified book reviews attend less to evaluating books and more to drawing implications of borrowed constructs for practice, research, and theory development in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The study of expertise has along and textured history, and it continues to be an active area of research among researchers and practitioners interested in human performance, giftedness, and achievement. In this literature review, we explore the concept of expertise across disciplines to gain a better understanding of the common elements of expertise and its relevance to the counseling profession. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Unexcused absence form school is usually correlated with low intelligence and school failure. Truancy does, however, also occur among gifted students. The study presented here explore the phenotypes of school absenteeism in gifted adolescents. Data were drawn for a Swiss longitudinal study on school careers and success. Two types of school avoiders could be identified among the gifted students: The holiday-takers were students of high abilities whose extracurricular activities conflicted with structural aspects of school life, the dissociate students had irregular or even broken school careers, in come cases with manifest school aversion starting in the first school years. They resembled the risk group of truant students discussed in scientific and clinical literature. High intellectual abilities are here discussed as another element in the multi-factorial pattern of potential predictors of absenteeism. (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). I applaud Gagné's meticulous effort to articulate a comprehensive model of talent development, which specifies components of the model and delineates the relationships of these components in an admirably clear way. The field needs clarity and precision if it is to move forward. However, I am also concerned that the attempt to pin down everything as pure and clean also comes at the cost of oversimplication. My comment will focus on the transformation metaphor in the model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)