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Although numerous studies have compared cognitive and motivational characteristics between gifted versus nongifted students, research comparing those characteristics among different types of gifted students has not kept up with the theoretical development that saw a transition from unidimensional to multidimensional conceptualizations of giftedness. This study compares cognitive and motivational characteristics of high school students who are academically gifted in math, creatively talented in math, and nongifted. Whereas no differences were found among the three groups in their beliefs about ability, most of the other characteristics examined in the study distinguished the three groups. Academically gifted female students reported expending more effort than did academically gifted male students. Creatively talented males put forth more effort than academically gifted males, and the creatively talented in general used more cognitive strategies than the academically gifted. Overall, students who were either academically gifted or creatively talented in mathematics perceived that they were self-efficacious in general, used cognitive strategies, perceived their math ability and math self-efficacy to be high, and valued learning math more so than their nongifted age peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this case study the author explored a teacher's beliefs about creativity and giftedness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi-structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are "free thinkers" and have "imaginative intelligence." The thin line between an academically gifted child and a creatively gifted child is built by "imagination," "emotional intensity," and "curiosity." In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Identifying giftedness makes some of children's apparently malajusted behaviours understandable. It thus precludes affective and cognitive disorders. A better awareness of their specific profile should help those clever but atypical children integrate as they are too often considered psychologically disturbed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

By examining a gifted magnet of an urban California high school as a racial project, this study contributes to our understanding of racial formation. The study analyzes the organizational and representational practices of this voluntary desegregation tool--a partial-site magnet program for "gifted" students--and its impact on students inside and outside the program. In doing so, the study reveals how, in contrast to its stated mission, this form of voluntary desegregation actually constitutes a form of resegregation. Based on ethnographic fieldwork, this research reveals a series of practices that have produced exclusionary access to the gifted program, limited the interaction between magnet and non-magnet students, and instituted an apparently color-blind discourse of the gifted as in need of protection, all contributing to a widespread though complex and contradictory notion of whiteness as giftedness. Such notions run counter to the original intent of the desegregation ruling in Brown v. Board of Education. Revealing the processes by which a desegregation instrument facilitates such contradictory outcomes provides critical insights into the dynamic nature of racial formation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device--temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school-labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps," "flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Young gifted children, although a diverse group within the population, demonstrate a number of distinctive characteristics particularly in the cognitive, social and emotional domains. This paper explores the nature of the young gifted child's thinking during the period of early childhood. The discussion is illustrated with examples provided by the families of young gifted children. The examples of children's conversations, drawings, and work samples from the study highlight the reality of the lived experience of young gifted children. They also challenge adult preconceptions of the young child and suggest the need to reconceptualize the roles and relationships within early childhood pedagogy. The notion of the "search for complexity and connection" is proposed as a useful construct to assist families and educators to understand and respond to the young gifted child's "kind of thinking." (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Language minority students, while often underrepresented in traditional gifted programs, can benefit from "heritage language" courses focused on developing academic proficiency and exploring challenging content in their home language. We describe how heritage language courses can provide an appropriate venue for the identification of gifted potential among language minority students, how such courses can enhance student motivation for learning, and what cognitive benefits may be associated with additive bilingualism developed through such courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents a bibliography of published books on creativity and problem solving. Some of the books included are "Creativity for teachers" by Tan Ai-Girl; "Creative business: Achieving your goals through creative thinking and action" by Tim Bills; "Kids' play-Igniting children's creative passion", by Michelle Cassou; "New thinking for the new millennium", by Edward De Bono; "Unlocking creativity: A teacher's guide to creativity across the curriculum", by Robert Fisher; "Beyond Knowledge: Extracognitive aspects of developing high ability", by Larisa V Shavinina; "Creativity and giftedness", by Donald J Treffinger, etc. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After a brief introduction with four main questions related to identifying gifted and talented students, this article centres on the following topics: (1) multidimensional conceptions of giftedness as preconditions of suitable identification procedures, (2) functions and benefits vs. dangers of identification measures, (3) methodological problems and (4) practical recommendations for the identification of various groups of gifted and talented students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article discusses influence of family on child's development. On the basis of empirical data collected with the help of surveys the author analyzes the link between the "theory of instruction" supported by the parents (a system of empirical notions of the goals, means and strategies of education) and peculiarities of attitude to school on the part of primary schoolers and young adolescents. The author argues that the parental theory of instruction may affect development in the child of personal motivational sets which may promote or inhibit development of giftedness in adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The study reports on myths, which prevail in our society regarding giftedness. A detailed focus is aimed at the myth pertaining to the characteristic of the gifted child, and it brings an opinion that modern myths are formed also because of professional workers. It analyzes the myth on a gifted and bright child, the myth on a gifted child and a child with ADHD, and the myth on a happy emotional life of the gifted. Several questions are dealt with - professional workers should answer them, as long as they want to thwart formation of new myths. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although teacher underestimation of ability can have a detrimental effect on children's achievement and motivation, the accuracy of Australian teachers in identifying intellectual giftedness in young children has not been investigated. This study followed 14 children, identified as potentially gifted while preschoolers, for up to 3 of their early years of school, collecting questionnaire data from 26 teachers and the parents, as well as interview and norm-referenced test data from the children. Teachers rated more highly the children whose test scores were more consistently in the gifted range, but more than half of the children were underestimated by at least 1 teacher, especially where nonverbal ability was higher than verbal ability. Strengths in reading were more readily recognized than strengths in spelling and mathematics. Child attitudes and behaviors, as well as some mutual parent-teacher distrust, may have contributed to teacher underestimation. Implications for practice and further research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The issue is special in two ways. First, it is a combined issue exploring a persistent critical question in the study of talent and giftedness, namely the relationship between nature and nurture in the development of talent. Second, it is the end of the author's role as editor. He notes that his goals as editor were to raise the level of scholarly discourse in the field and to introduce unfamiliar forms of scholarship to the field. He hopes that both have occurred. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The primary purpose of this article is to increase educators' understanding of high ability among those students so that recognizing that ability and subsequently referring these students to gifted education programs can alleviate their underrepresentation in gifted programs. Thirty-nine students from a specialized school for students with visual impairments participated in the study (24 males and 15 females). The limitations of this study should be considered when interpreting the results. These include the small sample size, the geographic location, and the special nature of the school. To raise awareness, organizations for the blind and visually impaired should undertake a marketing and public relations campaign to promote screening and identifying giftedness among students who are visually impaired. These organizations might also develop a position paper to distribute throughout the country to public and private schools on this vital topic. We recommend conducting future research on students with visual impairments to enhance the results of this study. Our research should be replicated in other regions of the United States so that more accurate generalizations can be made about the characteristics of students who are gifted and visually impaired or blind. Gathering more information about this population will empower students to maximize their potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Intelligence test scores remain central to determinations of giftedness in school-age children despite proposals to reduce their importance. Historically, some minority groups obtained the lowest mean standard scores on intelligence tests. In this paper, previously published research data are analyzed to illustrate how by virtue of the size of the mean IQ differences among ethnic minority groups, specific intelligence tests differentially influence the disproportionate placement of ethnic minorities in gifted education programs. Although intelligence tests are not statistically biased against minorities, given similar psychometric properties, an intelligence test with better consequential validity will show a smaller disparate mean between relevant subgroups. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Dr. Rena Subotnik on the evolving view of giftedness and talent. Dr. Rena F. Subotnik is director of the Center for Gifted Education Policy at the American Psychological Association. Before she came to APA, Dr. Subotnik was a professor of education at Hunter College and research/curriculum consultant to Hunter's laboratory schools for gifted children. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Underrepresentation of African American students in gifted programs has alarmed the Office of Civil Rights. Achievement gaps between children from minority and low-income homes and Caucasian students from middle-high income homes is a pressing concern in the United States. The purpose of this study was to examine the implementation of project-based learning as a school-wide initiative to increase levels of achievement and to recognize potential in a population of students that is typically underserved in gifted programs. Through qualitative case study methodology, the researcher reveals the voices of participants as they explore the effects that the reforms had on their beliefs and practices. The instructional changes altered their perspectives of their students and their total classroom environment. Implications for creating environments that actively engage students and aid teachers in identifying potential are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

We questioned 285 undergraduate students enrolled in human development and educational psychology courses about their perceptions of issues related to giftedness. Participants responded to statements that reflect potential myths or misconceptions related to development, family relations, emotional functioning, and social functioning among individuals who are gifted. Many of the group's perceptions followed no dominant trend and varied little from published evidence. The exceptional issues involved perceptions of homogeneity among children who are gifted, synchronous development, emotional and social functioning in children who are gifted, and emotional functioning of their non-gifted siblings. In the latter three cases, participants overestimated the probability of distress. We discuss implications for programmatic needs, and the need to educate the public regarding disparate and stigmatizing perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The issue begins with two articles that focus on strategies for identifying students for special education and gifted education services. First article focuses on cultural considerations and working with school psychologists and next focuses on twice-exceptional students. Then, two articles address families. One provides perspectives of parents who have children with disabilities, and second article provides a family-systems perspective on working with students with disabilities or students who are gifted. Final papers examines the impact of students' and educators' negative attitudes on students with disabilities, and discusses the effects of the No Child Left Behind legislation on school policies and practices related to gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)