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This chapter views the work of E. Paul Torrance and the development of the Torrance Tests of Creative Thinking (TTCT). It examines the validity and reliability of the TTCT through a longitudinal study involving 7-, 12-, and 22-yr follow-ups of elementary school students in Grades 1 through 6, and high school students in Grades 7 through 12. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: create) the impetus for creativity research / the research program at the University of Minnesota / the Torrance Tests of Creative Thinking [research definition of creativity, purpose and rationale, design and structure, components of the Torrance Tests of Creative Thinking, verbal, figural, scoring and interpretation] / the challenge of establishing predictive validity (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

[study was] established to gather information about the accomplishments and future plans of former PACE students a combined longitudinal and retrospective multi-case study design was employed / the longitudinal component was designed to investigate the accomplishments and future plans of secondary [school] students who had been identified as gifted in elementary school . . . and who had participated in the PACE program for at least three years / purpose of the retrospective component of the PACE follow-up study was to investigate the perceptions of 12th-grade students and their families of PACE's effectiveness in developing participating students' talent developmental perspective was introduced into the retrospective portion of the current study by asking participants to share their perceptions of both short- and long-term effects of the PACE program (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

objective of this longitudinal study is to monitor the academic growth and development of a cohort of Westinghouse Science Talent Search winners as they move from secondary school through the postsecondary experience into the development of their careers / study began in 1984 with the 1983 Westinghouse cohort / during the next eight years, members of this group participated in a series of surveys and interviews designed to identify the variables that lead to retention in the field of science or mathematics current study describes the analysis of telephone and personal interviews conducted during 1990–1991 with [98 (60 males and 38 females)] members of the original (1984) cohort and one additional 1983 Talent Search semifinalist who did not participate until 1988 / the interview explored the role of mentors in their lives, reasons for retention or attrition in science, and the effects of labeling as a Westinghouse Science Talent Search winner (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

reports on a 3-yr study of the cognitive development of [195 11–13 year old] German children with high and average intelligence in order to investigate creative problem solving in technological domains / levels of intelligence, gender, and age were considered in analyzing interindividual differences in developmental patterns / following a brief outline of the relevance of technology for human life and the status of research in creative problem solving, study goals and methods are described / presents empirical data testing a theoretical model of the correlation between several ability components of creative problem solving / time-related changes in the patterns of correlations are explained (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

explores differences between extraordinary and more ordinary musical performance in young children consider giftedness using a model of cognitive development based more on social interaction than individual trait / musical development of [4] average preschool children [ages 1 yr 6 mo to 5 yrs 4 mo] will be contrasted with the singing of a gifted child / support conditions will be considered as contributing to differences between the average and gifted children (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

considers what happens to the musically gifted as they continue their development / consider the autobiographical account of a great pianist, Arthur Rubinstein / data collected from a longitudinal study of gifted musicians' [87 college-level music students] music reading skills provide fresh evidence that neither early detection of giftedness nor intensive early training in an artistic domain . . . assures smooth passage through later . . . levels of development (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

[describes] an educational-psychological research project, the Munich Longitudinal Study of Giftedness . . . carried out [from 1985 to 1989] / data from gifted students were collected in three waves from 1986 to 1988 starting with a large multiregional sample of 26,000 students [grades 1 through 13 within the German school system] in six cohorts / in 1989, a replication study was begun in Moscow by a team of psychologists at the Academy of Pedagogical Sciences of the USSR / a data collection point for the German sample is planned for 1993 giftedness model underlying the Munich Longitudinal Study / design of the study / sample and method / results for the first phase of the study (identification phase) / results of the second phase of the study (longitudinal phase) [the predictive validity of the test battery, results concerning the typological concept of giftedness, the influence of environmental factors on the performance of gifted students, changes in cognitive and noncognitive features, personality characteristics of gifted secondary school students] / results of the interview study [validity of the questionnaires, developmental conditions] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

the Illinois Valedictorian Project is in the thirteenth year of a projected 15-year study of high school valedictorians / the Project follows the academic and nonacademic lives of top high school achievers in order to understand academic success—its antecedents, prices, rewards, and relationship to career and personal life adaptation the Project began with the identification of 82 valedictorians and salutatorians who graduated in 1981 from high schools throughout the state of Illinois / researchers attended each of the graduation exercises of the participants, met with them, and conducted five or six extended interviews with each of the study members / questionnaires, telephone conversations, letters, and other information supplemented the semistructured interviews investigate the relationship between high school academic achievement and undergraduate and career attainment / the first four years of the Illnois Valedictorian Project concentrated on differences between the male and female academic achievers / focus of the research subsequently moved to career-related differences among the study women / the analyses in this chapter focus on career differences among gifted men (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

how does the gifted mind work and develop and how does this translate into neuropsychological findings pertaining to the optimal development and functioning of the neural system giftedness as expert information processing / indications of exceptional ability / degree of lateralization of cerebral functions and giftedness / early signs of giftedness and their impact on family life / need for intellectual stimulation / adjustment of the gifted / time budget and giftedness / developing multiple intelligences / parent–child interaction: encouraging the gifted child / creativity and giftedness / success in life and the importance of mentoring / effects of accelerating the gifted / motivating the gifted: beneficial and adverse conditions (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

purpose of the present study is to attempt to estimate the relative effects of early socioeconomic advantages, abilities and accomplishments, and subsequent educative environments and proclivities on long range [academic and occupational] success among gifted students / makes use of the L. Terman (1940) data on highly intelligent California children born early in the century / [Ss were 4–14 yr olds and high school students with IQs over 135] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses . . . interindividual differences which have been proven to be individual prerequisites for eminent performance in many studies / not taking them into consideration, especially at school, causes great problems for the individuals concerned, for example, boredom due to lack of stimulation and social isolation from non-gifted peers / these are exemplified by a number of case studies (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

[discusses] 4 topics . . . related to the identification of the gifted: (a) stratification of the concept of identification (recognition, determination, verification); (b) cybernetic modelling of identification (identification as process diagnostics); (c) methodological problems of identification (especially the value of teachers' and parents' assessment); and (d) individual and social consequences of labeling (positive and negative experience) (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the modern information-processing approach to giftedness suggests a new basis for the classical intelligence vs creativity distinction / it is suggested that, although intelligent people deal with novelty quite efficiently if they have to, they do not deliberately seek out such situations / creative people, on the other hand, are more willing to confront novel tasks, and enjoy tackling them, even though the efficiency with which such tasks are performed is moderate / this thesis is illustrated with experimental evidence [from university school candidates and students and 9th graders], and serves to suggest some new procedures concerning identification of the gifted and stimulation of the human intellect potential (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the study investigated stability vs instability of giftedness—identified by advanced cognitive competence—from early childhood (C) to early adolescence (A) / data stem from a longitudinal project conducted in Vienna (Austria) / 4 groups [children gifted in C, gifted in A, gifted in both, and gifted in neither] were compared in different cognitive tasks, school grades, and task commitment / biological risk factors and psychosocial conditions were analyzed to explain differences in the developmental pathways (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[book section covering several chapters] "Self-Concept of Gifted Students: Patterns by Self-Concept Domain, Grade Level, and Gender" / Nicholas Colangelo and Susan Assouline "Intelligence, Gender and Self-Esteem" / Fellyanka Stoyanova "Self-Concept of Chinese and Dutch Gifted and Non-Gifted Children" / Willy Peters, Hongli Ma, Franz Mönks and Guohua Ye "The Relationship Between Family Structure and Self-Esteem in Gifted Children" / Alper Sahin (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Heredity and Giftedness: From Eugenics to Euphenics" / Andrew Czeizel "Nature, Nurture, and Intelligence (Synopsis)" / Robert Plomin "Metacognition and Achievements of Gifted Students" / Andrzej Sękowski "Advanced Reasoning in Gifted Adolescents: Stages and Strategies" / Ornella Andreani, Adriano Pagnin and A. Zanetti "The Figurative and Visual Metaphor: A Means or Basis of Creative Thinking?" / Wieslawa Limont "Cultivating Courage, Creativity and Caring" / James T. Webb "Temperament and Giftedness: American and European Perspectives" / Rebecca D. Geiger (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Learning and High Ability: A Perspective from Research in Instructional Psychology" / Eric De Corte "New Directions for the Schoolwide Enrichment Model" / Joseph S. Renzulli "Nurturing Children for Adult Success" / Herbert J. Walberg "High Ability Students in Higher Education" / Frank De Mink "Teachers' Cognitive Processes of Identifying Gifted Students" / Ernst A. Hany (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Vocational Giftedness: Evaluation of the BMBW's Program 'Promotion of Giftedness in Vocational Training"' / Rudolf Manstetten "Educational and Professional Biographies of Recipients of Grants" / Thomas Bals "Criteria and Instruments for Identifying Vocational Giftedness" / Heinz Holling, Klaus Wübbelmann and Heinrich Geldschläger (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Deeper and Broader: The Pyramid of Talent Development in the Context of the Giftedness Construct" / Jane Piirto "Learning About the Nature of Gifts and Talents Through Peer and Teacher Nominations" / Françoys Gagné "Development of Social Giftedness and Gifted Personality in Context" / Cornelis F. M. van Lieshout "Talent in Sport: Significant Others in the Career of Top-Level Dutch Athletes" / Jacques H. A. van Rossum "Gifted Children's Early Years by Parental Interviews" / Maria Herskovits and Éva Gyarmathy (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)