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Discusses certain affective traits (persistence, independence, and self-concept) and their contribution to the realization of giftedness. The issue of labeling children as gifted is addressed, and the current practice of using children's preferences as a guide to the development of both the cognitive and affective aspects of giftedness is discussed. Data are reviewed that suggest that for adults, persistence appears to be an important feature for realizing giftedness. For children, internal control and field independence are abilities that are favored in educational settings, and there seems to be an interaction among self-concept, giftedness, and achievement. It is suggested that giftedness is not an objectively observable condition but primarily a socially defined phenomenon. It is concluded that there are several valid arguments against using children's preferences and learning styles as the basis for designing educational environments. In the short run, it may be to the advantage of students that educators adapt the educational environment to their preference, but the possibility exists that this will lead to an abdication of adult responsibility. (56 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study examines attitudes of teachers toward giftedness and education of gifted pupils. It shows that teachers can be divided into two groups (clusters). Those with a positive relationship toward giftedness and education of the gifted understand better the significance of giftedness for society and are less encumbered with myths and worries about elitism than teachers with generally negative attitudes toward giftedness. Creating a positive attitude toward this issue of problems is mostly related to one's own experience with the gifted. The relationship between attitudes and preferred forms of gifted education or a teacher's specialization has not been found. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, "creative" mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the converse is certainly true. In the domain of mathematics, are the words creativity and giftedness synonyms? In this article, the constructs of mathematical creativity and mathematical giftedness are developed via a synthesis and analysis of the general literature on creativity and giftedness. The notions of creativity and giftedness at the K-12 and professional levels are compared and contrasted to develop principles and models that theoretically "maximize" the compatibility of these constructs. The relevance of these models is discussed with practical considerations for the classroom. The paper also significantly extends ideas presented by Usiskin (2000). (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)

The identification of gifted children is a paradoxical issue in the scientific literature. This topic is largely underrepresented, in spite of the complexity of the questions it raises. The concept of identification of giftedness is a multifaceted topic. From a theoretical point of view, the definitions of giftedness diverge. From a methodological point of view, the domains of measurement, the techniques of evaluation and the criteria used are also extremely variable. The limits of the "traditional" psychometric approach to giftedness are presented starting from the example of the WISC. Several questions are addressed: the value of the identification threshold, the relevance of available norms and psychometric qualities of this test. Finally, prospects offered by Item Response Models to renew the psychometric approach to the identification of giftedness are considered. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review analyzes publications about leadership education among talented and gifted students since 1980. Four major emphases are identified within this literature, and empirical articles within each area of emphasis are summarized and critiqued. Analysis confirms that a consolidated theoretical framework for leadership giftedness has not yet materialized, although limited consensus may be emerging regarding the aspects of leadership that are more or less responsive to instruction. Findings suggest that more research may be needed to justify retaining leadership ability within the federal definition of giftedness. Three suggested directions for future research on youth leadership giftedness are extrapolated from this foundation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Development of mental giftedness is discussed in the context of normative situations occurring in the process of pre-school instruction. A normative situation is treated as a combination of factors, conditions and circumstances with regard to which society prescribes to the subject a specific line of action. The normative situation allows selective influence on structural components of preschoolers' mental giftedness: cognitive ability, creative and cognitive activity. Depending on the nature of normative situations arising in the instructional process, the educational system may have different effects on child giftedness, supporting or inhibiting child initiative and activity. It is possible to single out three types of rules regulating a preschooler's activity: prohibiting, positively normalizing and norm creating. An educational system comprising normative situations supporting children's cognitive initiative is favourable for effective development of child giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article describes a continuum of definitions of giftedness from conservative to liberal, and how these definitions relate to the development of the 3-ring conception of giftedness. In this definition, above-average ability, task commitment, and creativity are seen as 3 interactive clusters of traits that gifted students may exhibit or are capable of developing. The 3-ring conception of giftedness provides an operational definition that can be used by schools as the basis for identification that, in turn, leads to more targeted programming options for gifted students. Recent research related to the 3-ring conception focuses on the infinite number of interactions that contribute to giftedness including personality and environmental factors that have an impact on one's ability to engage in creative and productive endeavors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Compared the academic and learning characteristics of 9 male students (aged 8–10 yrs) with (a) Attention Deficit Hyperactivity Disorder (ADHD), (b) giftedness, and (c) giftedness with ADHD, and examined specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of ADHD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with ADHD and giftedness in general and special settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

There is evidence to support two contrasting views about the psychological well-being of gifted children: (1) that giftedness enhances resiliency in individuals, and (2) that giftedness increases vulnerability. There is empirical and theoretical evidence to support both views. It is clear that giftedness influences the psychological well-being of individuals. Whether the psychological outcomes for gifted children, adolescents, and adults are positive or negative seems to depend on at least three factors that interact synergistically: the type of giftedness, the educational fit, and one's personal characteristics. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aims of this research were to investigate the possibilities of developing the cognitive and creative abilities of recognized gifted children, and also of raising the development of "ordinary" children up to a level of giftedness. This experimental work, based on L. S. Vygotsky's Dynamic Theory of Giftedness, involved special procedures and an experimental curriculum designed to overcome children's psychological barriers to learning. Five school classes were involved: 3 experimental classes, 2 of these gifted, and 1 of average-ability children. Two control classes were taught by conventional methods. Comparative assessments were made for 6 yrs between all the children, regarding cognitive development, creativity, and social giftedness, revealing considerable undeveloped potential of ordinary children. Major factors influencing IQ changes included the differences in psychological mechanisms to overcome barriers to learning. Due to the experimental psychological curriculum, not only did all the children's cognitive abilities increase, but their creativity did, as well. Hence, these new diagnostic and developmental procedures were found to be effective, demonstrating the high practical value of the Dynamic Theory of Giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the possibility of differentiating between giftedness and talent in the context of the difference between a concept and a term. The use of both words (synonyms) for one psychological concept is common. Current views on this matter converge on understanding giftedness to mean a multidimensional phenomenon, a phenotypical characteristic of man, and even more frequently, every individual's own characteristic. The author sketches the most important areas on which giftedness research should concentrate (heredity, structure and types of talent, identification and development, social environment, education, development of giftedness, talents of the disabled and implicit theories). The author also discusses forms of education of gifted children (from integrated to segregated) and the mutual relationship between science and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Giftedness—defined in this article as intellectual precocity—is a topic imbued with many myths. This article explores giftedness within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations and self experience. Topics include the history of giftedness, the gifted infant and preschoolers, the gifted school age child, and giftedness in male and female adolescents. Interpretative sources include personal observation and published literature. A continuing theme is the importance of providing high expectations and stimulation with caring and support in both the home and school environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the initial results of a longitudinal research program intended to explore the characteristics of the development of giftedness in 149 children aged 5–6 yrs, including how to identify giftedness in childhood, what types of giftedness can be selected, and what the age characteristics of development of giftedness are. The purpose of the first part (year) of the study was analysis of the levels of intellectual and creative development of children under school age by means of study of empirical data (parents' and teachers' opinions, observation data, results of analyses of children's creative works) and psychological testing. The second part of the research included testing. Children's level of intellectual development was determined using the Stanford-Binet Intelligence Scale. Result show that Ss' display of creative and intellectual potential depends on personal characteristics and that it is uneven. The chosen method of study also made it possible to identify children with a high level of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the personality trait approach in the psychology of giftedness and creativity. The personality trait approach can be defined as concentrating on the identification, measurement and description of noncognitive personality characteristics of gifted, creative and talented individuals (e.g., motivation, emotion, and character). It is argued that further fruitful investigations of the nature of intellectually creative giftedness require a certain change in researchers' attitudes to the topic. This change would be connected with a fundamental re-examination of the basic question of the nature of giftedness. It is argued that psychologists should seek the answer, not to the question, "What is giftedness?" (the essence of the personality trait approach), but to the question, "What is giftedness as a fundamental psychological property underlying observable traits?" (PsycINFO Database Record (c) 2016 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)