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In "More Ways than One," Professor Cropley offers a scholarly—but highly pragmatic—view of creativity and its cultivation. Cropley reviews and evaluates a great deal of research, and carefully explores the numerous practical implications of that work. The research spans 50 years, and includes Cropley's own work—and he has been producing sound contributions on this topic since the 1960s. The topics in "More Ways than One" are all relevant to education, but not limited to conventional academic concerns. Cropley covers giftedness, educational equality, and play, for example, but also offers discussions of creativity and health, "blocks within society," and the value of creativity for society. This monograph is also good reading in that Cropley presents the research and his views in a variety of ways: he reviews and evaluates research; he shares personal experiences and anecdotes; he presents case studies; and here and there he offers concepts which are quite provocative as well as useful. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword) This book introduces a broader understanding of intellectual giftedness and encourages teachers to value a more varied set of skills, concentrating particularly on innovation, novelty, discovery, and the like. Techniques and approaches for fostering venturesome and inventive thinking in the classroom are suggested. It is also important, and perhaps especially important for creativity, that teachers become explicitly aware of the emotional and motivational basis of learning and thinking so that they do not concentrate only on its cognitive aspects. Consequently, it is hoped that the book will encourage a fuller understanding of the broad range of classroom factors that affect both conventional and creative thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: book)

our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

[provides] an account of the state of the art [of the study of giftedness] / he feels that it is too early to draw definitive conclusions from reported research, but the outcomes are exciting enough to warrant replication and further study / his description of young prodigies raises some intriguing questions concerning popular beliefs about the nature of giftedness and how to identify it in children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

examine the ways in which the development of moral reasoning may be encouraged and its relation to ultimate behavior [in gifted children] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

"To Be Young and Gifted" offers new insights into the intellectual and emotional development of exceptional children. Contributors from throughout the world explore the nature of giftedness and how to recognize it in youngsters; the complexities of the creative process; standardized tests and their effectiveness in assessing potential; and developmental theories and how they relate to the identification of gifted children. Several chapters also examine young prodigies and the diversity of personalities and talents that exist among the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

Examines the relationship between test anxiety and academic performance in 140 Israeli fourth grade students administered screening tests for giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

discuss the central characteristics, advantages and problems of the two basic approaches of research [on the determinants of outstanding academic achievement and the development of giftedness]: cross-sectional and longitudinal studies / on the example of a combined cross-sectional and longitudinal study which is being carried out at [the Institute für Test- and Begabungs-forschung, Bonn, Germany] and which includes both highly gifted persons and a nationally representative sample I will illustrate the respective research designs (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[discusses] the problems and issues associated with the identification of [hidden] gifted students / the term hidden gifted applies to numerous subgroups, variously referred to in the literature as gifted/LD [learning disabled], gifted handicapped, at-risk gifted, culturally different gifted, rural gifted, gifted underachievers, and gifted females (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter) Describes a study currently in progress consisting of screening, in-depth assessment, and intervention with students in grades 4, 7, and 10 in fifteen schools in a Canadian city in an effort to ameliorate many of the limitations of traditional research in the identification of hidden giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

propose that precocious reading is a phenomenon worth considering both because it is an important form of giftedness in young children and because analyses of precocious reading can contribute to the development of general theories of cognitive development, giftedness, and reading acquisition origins of precocious reading ability [family characteristics; parents' attitudes and behaviors; parent–child interaction patterns; books, toys, and television; gender; cognitive and personality characteristics; effects of early formal instruction] / structure: what reading skills do precocious readers have / predictive significance of precocious reading achievement (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

does giftedness only exist in the classroom / if not, then in our African context how can we establish a bridge between giftedness both outside and inside the school context / indicated the problem that many [studies and programs] on the gifted child center around cognitive abilities of children, completely ignoring the affective and other areas of giftedness—or aren't there other areas besides the cognitive [presents] a case study of one education system, the Ghana education system (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

is infancy a developmental period when we might hope to make a reliable identification / are there reasons to think that the preschool period after infancy is better / how long a "developmental view" might one take about the identification of gifted and talented individuals and fostering their development / how do issues of identification relate to a developmental view that is informed by a life-span perspective / can giftedness manifest itself and develop at any age, or is its emergence restricted to a particular age or ages / does early identification mean we can reliably predict later development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Borrows from the field of cognitive psychology to illustrate the use of protocols to understand giftedness and high level thinking during problem solving in an advanced secondary school physics course, and in how mothers interacted with their preschoolers in ways that might help build on their problem solving skills while carrying out a building task with blocks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

thesis is that in our planning for high ability students, certainly we must enable them to acquire the knowledge, understandings, skills and insights needed for superior performance but, just as important, we must facilitate their dealing with their beliefs, feelings, motives, values, and attitudes as these relate to self-actualization and productive performance / we need to systematically develop and nurture talent potential to the highest degree possible from cognitive, social and affective perspectives (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the research findings relating temperament characteristics to intelligence and giftedness in children and adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

relate the issues of definition and identification [of giftedness] to the issue of psychological development triadic interdependence: a multi-factorial model of giftedness / provisions for gifted pupils / homogeneous versus heterogeneous grouping / Montessori education and the very able child (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[This book] includes a selection of contributions to the Ninth World Conference on Gifted and Talented Children held in The Hague (Netherlands) in 1991. . . . Part I contains the presentations of all keynote speakers. Part II contains a selection of papers which were presented in workshops, symposia or in lecture sessions. . . . [The variety of contributions range] from developmental aspects to computer use, specific programs, personality characteristics, educational provisions and advocacy. All contributions have in common that they contribute to the aim of the conference: social and personality development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

the theory of co-incidence attempts to identify the major sets of forces that participate in the process of development and to comprehend how they work / the theory will be successful to the extent that it identifies critical facets of the process of change, specifies how these facets interplay to catalyze developmental or positive change and explains all known situations, including the most extreme ones such as the [child] prodigy and the prodigious savant use the theory of co-incidence to try to organize some of what is known about Mozart so that we may better comprehend him (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes the results of analyses of current trends in research on giftedness in contributions to the World Conference on Gifted and Talented Children (WCGT) Conferences published in 8 volumes of proceedings from 1975 to 1989. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Explores whether individual differences in cognitive abilities are controlled by genetic factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) genetics of cognitive abilities in rats / genetics of human cognitive abilities / the role of the environment in the expression of genes / effects of rearing conditions on brain development (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

provides a more or less representative picture of current research on giftedness and talent in Germany conducted at university and research institutes international state of giftedness research / deficits in the identification and support of talented children and adolescents / organisational measures or improving the structure of the support for the gifted in Germany / perspectives of an all-German responsibility for the future support of the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)