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Objectives: Optimal sleep is crucial for developing and maintaining gifted children's cognitive abilities. However, only a few studies have explored the sleep profiles of gifted children and overlooked their internal variations. This study aimed to investigate subjective and object sleep profiles in school-aged gifted children with different levels of giftedness. Methods: This study included 80 school-aged children (50 % male) aged 6–11 years. Giftedness was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Subjective and objective sleep were evaluated using the Children's Sleep Habits Questionnaire (CSHQ) and Actiwatch 2. Results: The sample was divided into three groups based on their full scale intelligence quotient (IQ): 16 typically developing children (IQ < 130), 38 moderately gifted children (IQ: 130–145), and 26 highly gifted children (IQ > 145). The highly gifted children had the mildest sleep problems, particularly in sleep duration and daytime sleepiness. Moderately gifted children had the shortest subjective average sleep duration, while the three groups had no significant differences in Actiwatch-measured sleep variables. Furthermore, CSHQ total and daytime sleepiness subscale scores were negatively associated with the full scale IQ in gifted children after controlling for confounders including emotional and behavioral problems. Conclusions: Children with higher levels of giftedness experience fewer subjective sleep problems but have similar objective sleep parameters. It is imperative to implement tailored sleep strategies for fostering intellectual development and nurturing young talents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The notion of “high learning potential” (HLP) or “giftedness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. However, some of these representations need to be revised in light of data from scientific literature. While contemporary theoretical models adopt a developmental approach to HLP, its nature and identification remain sources of debate among researchers. This review article explores cross-cultural studies on defining and identifying gifted students according to different cultures and their value systems. Our literature analysis reveals that giftedness is not a uniform concept on an international scale, with researchers attributing varied characteristics to students identified as “gifted” or “HLP.” Nevertheless, a consensus emerges on the need to adapt educational practices to meet the specific needs of these students. This article aims to inform researchers and psychologists about the multiple meanings of HLP and shed light on how evidence-based educational adjustments could be implemented for these gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLe haut potentiel (HP) constitue un sujet captivant qui pose des défis à la pratique des psychologues dans l’évaluation du potentiel humain. À l’échelle internationale, le concept est entouré de diverses représentations au sein de la population générale, souvent véhiculées par les médias. Cependant, certaines de ces représentations s’avèrent incompatibles avec les données issues de la littérature scientifique. Bien que les modèles théoriques contemporains adoptent une approche développementale du HP, la nature et l’identification de ce dernier restent sources de débats parmi les chercheurs. Cette revue synthétique explore les études interculturelles portant sur la définition et l’identification des élèves à HP en fonction des cultures et de leurs systèmes de valeurs. Notre analyse bibliographique révèle que le HP n’est pas un concept unitaire à l’échelle internationale, les chercheurs attribuant des caractéristiques variées aux élèves identifiés comme étant à HP. Toutefois, un consensus émerge sur la nécessité d’adapter les pratiques pédagogiques pour répondre aux besoins spécifiques de ces élèves. L’objectif de cet article est d’informer les chercheurs et les psychologues sur les multiples significations du HP et de préciser la perspective de mise en œuvre d’aménagements pédagogiques fon- dés sur des données probantes pour ces élèves à HP. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Identifying the target audience for special education in Brazil has proven challenging due to the underreporting of cases. In response to this, the proposal was made to use a large-scale educational test database containing the results from 100,181 students to screen for indicators of intellectual disability (ID) and giftedness (AH/SD). Based on the performance of students in Mathematics and Portuguese, 2,149 students were identified with academic AH/SD and 2,287 students as having academic ID. School belonging was significantly higher in the first group, whereas violence and bullying were significantly more prevalent in the second group. In both groups, school grade, study period, and socioeconomic status influenced school performance. The findings of the study can be used to develop preventive measures aimed at enhancing students’ sense of belonging, inclusion, and engagement at school. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA identificação do público-alvo da educação especial tem-se mostrado um desafio no Brasil, dada a subnotificação dos casos. Diante disso, propôs-se a utilização dos resultados de um banco de dados contendo o desempenho de 100.181 estudantes em uma prova educacional aplicada em larga escala, a fim de que uma triagem dos alunos com indicadores de deficiência intelectual (DI) e altas habilidades/superdotação (AH/SD) fosse realizada. A partir do desempenho em matemática e português, alunos com AH/SD acadêmica ( n = 2.149) e estudantes com DI ( n = 2.287) foram identificados. O primeiro grupo apresentou médias significativamente maiores em pertencimento escolar e, o segundo, em medida de violência e bullying. Série escolar, período em que estuda e nível socioeconômico influenciam o desempenho escolar de ambos os grupos. Os resultados podem guiar a elaboração de medidas preventivas que objetivem o aumento da vivência de sentimentos de inclusão, pertencimento e engajamento escolar. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIdentificar el público objetivo de la educación especial ha demostrado ser un desafío en Brasil, dado el subregistro de casos. Ante esto, se propuso utilizar los resultados de una base de datos que contiene el desempeño de 100.181 estudiantes en una prueba educativa aplicada a gran escala, de modo que se pueda realizar un cribado de estudiantes con indicadores de discapacidad intelectual (DI) y altas habilidades/superdotación. (AH/SD). A partir del desempeño en matemáticas y portugués, se identificaron estudiantes con AH/SD académico ( n = 2.149) y estudiantes con DI ( n = 2.287). El primer grupo presentó medias significativamente más altas en pertenencia escolar y el segundo en medidas de violencia y acoso escolar. El grado escolar, el período de estudio y el nivel socioeconómico influyen en el desempeño escolar de ambos grupos. Los resultados pueden guiar el desarrollo de medidas preventivas que tengan como objetivo aumentar la vivencia de sentimientos de inclusión, pertenencia y compromiso escolar. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study was to identify the social representations of gifted characters in French children’s literature. For this, we used a coding grid to analyze a corpus of 23 French books. The grid was designed based in the emotional and creative characteristics and their associated behaviors. Results showed that the representations of the gifted characters in the books studied were stereotypical, particularly in terms of their emotional characteristics. Applications and perspectives for future studies are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article embarks on a sociological explanation of the genesis of talent as an embodied experience and as bodily hexis generated within a system of social and aesthetic relations which are characterised by symbolic oppositions. Using Bourdieu’s theory of artistic production, I argue that talent in theatrical dance constitutes an ideal type materialised through the construction of the dancing body as a site of excellence, only possible through access to specific forms of capital. Drawing on historical and contemporary empirical material to conceptualise talent in dance, the article critiques the notion of talent as an innate gift, contending that virtuoso physical performance is a product of history and practice and acquires meaning within such conditions of engagement. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children’s cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9–10 and 13–14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional ( M-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, risk–benefit evaluation and acceptance of limits and rules, given that these processes prepare one against possible scenarios. Objective: In this study, the relationship between creativity and decision making is investigated to understand the needs of gifted students. Method: A cross-sectional descriptive study was carried out with gifted students (IQ mean = 133) aged 8–10 years old ( n = 25). Instruments: Creative Imagination Test (PIC) and subtests of the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were employed. Analysis: A Spearman correlation analysis was conducted between the normalized BANFE-2 scores and the percentiles of PIC. Results: Moderate correlations were found between creative/narrative flexibility and decision making/risk percentage (r = 0.432, p ≤ 0.05) and decision making/response-effectiveness (r = 0.426, p ≤ 0.05), as well as between graphic creativity/shadow and color with decision making/response-effectiveness (r = 0.452 , p ≤ 0.05) and inhibition (r = 0.673, p ≤ 0.01); moderate negative correlations were found between inhibition and graphic creativity/title (r = −0.570, p ≤ 0.05) and general graphic creativity (r = −0.489, p ≤ 0.05). Conclusions: Creativity in students with intellectual giftedness is favored by a relationship with orbitofrontal functions. Analysis of risk situations and effective decision making increase narrative creation and diminished inhibition allows for greater creative graphic production. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The article is devoted to one of the topical problems of modern psychology - the development of self-awareness in children—as it is considered in the psychology of giftedness. The study was aimed at identifying ‘self-image’ features in creatively gifted senior preschool children. It was carried out in line with the scientific approach proposed by A.M. Matyushkin to the study of giftedness as a prerequisite for the development of a creative personality. The study involved 290 children aged 6-7 years ( M = 6.6; SD = 0.54; boys = 143, girls = 147) attending preschool educational institutions in Moscow. The creative potential of the participants (senior preschool children) was identified using Figural Form A of the Torrance Tests of Creative Thinking (TTCT), as well as on the basis of observations, surveys of teachers and parents, and expert assessments of the children’s creative works. The results made it possible to identify a group of gifted senior preschoolers with high creative potential ( N = 52, boys = 26, girls = 26) and a group of their peers, equal in quantitative composition and gender distribution, whose creative potential was lower. The child’s ‘self-image’ features were revealed during a conversation based on the Twenty Statements Test - TST (M. Kuhn and Th. McPartland, modified by T.V. Rumyantseva) and the Study of the System of Children’s Self-Characteristics (O.A. Belobrykina). The analysis of the obtained data showed the relationship between the results of the Torrance Test performed by the senior preschoolers and the number of their self-characteristics. The following differences between the groups were highlighted: the gifted children named more characteristics when describing themselves than their peers; this was especially true for such subcategories of answers as ‘gender’, ‘age’, ‘role in society’, ‘role in the family’, ‘physical qualities’, ‘communication’, ‘abilities’, and ‘general’. The analysis of the ‘self-image’ structural components revealed that the group of the gifted children, to a greater extent than the group of their peers, represented the indicators of the social, communicative, physical, active and reflexive components. All this indicates a greater volume and greater degree of cognitive complexity and differentiation of the ‘self-image’ in the gifted senior preschoolers compared to their peers. At the same time, the following ‘self-image’ aspects common to both groups were identified: the predominance of self-characteristics of the subjective category (personality traits, skills, etc.) and emotionally positive responses. A comparison of the ‘self-images’ between the gifted boys and gifted girls showed that the girls had more pronounced ‘emotional characteristics (cheerful)’, ‘description of appearance (beautiful)’ and ‘role in the family’. The results obtained can be used in creating programs aimed at the emotional and personal development of gifted preschoolers, as well as in the process of consultative work on the prevention/correction of difficulties in the upbringing of preschoolers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The author explores the concept of giftedness as presented in the published scientific manuscripts of L. S. Vygotsky and in the newly released psychological dictionary co-authored by him. This article emphasizes the importance of utilizing these archival sources for contemporary research on the issue of giftedness. Through a theoretical analysis, it highlights key ideas regarding the understanding of giftedness from the perspective of cultural-historical psychology: the necessity of distinguishing between individual psychological functions and giftedness; the notion of giftedness as a “formation of the higher order”, not reducible to the level of a separate function; the systems approach to studying giftedness; the role of the concept of development in elucidating the phenomenon of giftedness. The article also demonstrates the potential of L.S. Vygotsky for advancing research on research and enhancing practices. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Twice-exceptional individuals experience learning and psychosocial challenges resulting from the discrepancies between their cognitive and social-emotional development. This case report illustrates the learning and psychosocial faced by a child and an adolescent who possess both neurodevelopmental disorders and intellectual giftedness, and the clinical difficulties encountered when assessing them. Psychological and cognitive assessments were instrumental in identifying the unique strengths and learning disabilities of these individuals. The parents received psychoeducation, and a strength-based approach involving them led to improved mood and functioning at home and school. By detailing the clinical challenges in assessment and the effectiveness of strength-based interventions, this study provides valuable insights into addressing the complex learning and educational needs of twice-exceptional children and adolescents in Malaysia. The findings emphasize the urgent need for comprehensive assessments and tailored interventions to support this population, whose potential is often hindered by unaddressed learning challenges. Additionally, the paper calls attention to gaps in current services and policies, advocating for improvements that can better support twice-exceptional learners in achieving their full potential. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best "fit" their particular conception of giftedness. Educators' perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators' beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accepted some of the more recently conceived, and more inclusive, conceptions of academic talent or giftedness. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with academically talented and gifted students, as well as to those who are concerned with the factors influencing school or classroom composition. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on a developmental view of giftedness. A developmental perspective on giftedness is in consonance with current views that recognize the dynamic nature of developing abilities and the importance of understanding the processes involved in, and the pathways to, gifted performance. The papers span early childhood to adolescence and a variety of domains-mathematics, narrative, and spatial-artistic. Together, the papers provide a fine-grained view of what makes giftedness from a neo-Piagetian perspective, resulting in a 'design for development' that has strong educational implications. A developmental perspective on giftedness provides a way of capturing the emergent nature of giftedness through articulation of its characteristics at different points in development. Contemporary work in psychology and intelligence questions the absolute, static view of giftedness embodied in traditional notions of giftedness, as defined by superior performance on an intelligence test. There is such developmental diversity among children and adolescents with high IQs that it makes the definition of little use in fostering development in a holistic fashion. The papers in this issue highlight what constitutes giftedness in different domains and raise questions about its developmental course. They suggest that giftedness is more complex than a unitary view can capture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). A practitioner examines theoretical models not only for conceptual understanding but also in search of guidelines for everyday work, so my comments on Gagné's DMGT are offered from this somewhat limited point of view. The Model leads me to the realm of the 'heredity-environment' issue by conceiving giftedness as innate genetic attributes and talents as outstanding skilled performance. However, by thinking of giftedness as 'the raw material' that makes talent, I am drawn back to the idea that genetics set the limits and environment shapes the expressions of human abilities--a position which has been challenged (Conlan, 1993; Clark, 1998). Furthermore, a talent so defined will not come into being without giftedness; nevertheless giftedness is only detected when 'processed' into a talent. Since it is not easy to have a hold on giftedness except through performance, that is to say through a 'talent', the only way to locate gifted students would be by spotting the 'talented students', meaning those who already show noticeable performance. Therefore, for practical purposes one is justified in thinking of talent as equal to giftedness, a point which the article disputes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents WICS as a model of giftedness. WICS stands for Wisdom, Intelligence, Creativity, Synthesized. The article considers the relation between giftedness and expertise, and argues that giftedness is, ultimately, expertise in development. One cannot clearly distinguish between giftedness and expertise, because all measures of giftedness assess some kind of expertise, at least to an extent. The article then considers intelligence, creativity, and wisdom as elements of giftedness. It then draws some conclusions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This study deals with the conception of giftedness in connection and relation to the intelligence and the intelligence quotient. In the first part the definition of intelligence, and its connection to the giftedness and creativity is examined. Models of giftedness are analyzed with emphasis on the role of intelligence in the different approaches. Afterwards the measure of mental abilities is discussed briefly, and the role of IQ in the identification of giftedness, and other possible methods are described. The study deals with some irregular and underachiever gifted groups, because the special cases may bring new aspects in the understanding of the exceptional mental achievements. Results of research studies prove that the giftedness is not simply the complex entirety of abilities, but specific group of behaviors. In the last part of the study as an illustration of the complex connections of the IQ and giftedness the abilities of gifted persons with specific learning difficulties and of prodigies, plus the savant syndrome are analyzed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the theoretical and methodological foundations and selected results of the Munich study of giftedness, a longitudinal study involving more than 26,000 male and female West German school age children and adolescents (aged 6–18 yrs). The study's multidimensional concept of giftedness is analyzed, and methods for measuring the various components and correlates of giftedness are identified. Results concerning the personality correlates of giftedness and concerning gender differences in the dimensions of giftedness are emphasized. Implications for the identification of gifted children and the promotion of giftedness are discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children ( M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (n Grade1&2 = 830; n Grade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first‐born children more accurately than last‐born children. Higher‐educated parents showed higher judgment accuracy. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

This study examines some teacher sociodemographic factors and school characteristics that may influence teachers’ identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years ( M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers’ identification had a sensitivity of 63% and that the teacher’s sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)