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Based on personal experience, the present authors recommend IQ testing as a tool to direct other parents of gifted children to a starting point that could be documented and on which future decisions regarding the child's education and other activities could be based. The benefits derived from early identification of intellectual giftedness are described, and it is suggested that the earlier the testing is conducted, the sooner the potential benefits will be manifested. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues, on the basis of personal experiences, that IQ testing is an invaluable and irreplaceable tool for identifying gifted children and for obtaining a measure of the urgency of their special educational needs. Ideas for how parents of gifted children can create an environment in which their children's gifts can flourish are presented. It is suggested that early recognition and nurturance of giftedness lead to emotional well-being and to the development of self-worth that provides the foundation for intellectual and moral development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes some Eastern metaphysical and psychological tenets (e.g., the Tao) as a pragmatic philosophical foundation for the concept of giftedness and the field of gifted education. This approach suggests that many of the theoretical and research-based conflicts in the field are apparent rather than real. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes appropriate uses of intelligence testing with gifted children, recognizing both what the tests were and were not designed to accomplish. It is suggested that many criticisms of intelligence testing are based not on the tests themselves but on unrealistic expectations that they will accomplish what they were never intended to do. The current recognition of abilities and talents other than intellectual giftedness in children is noted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Describes the lag between theory and research in gifted education and proposes reasons for gifted education to move away from the IQ test cutoff (or test score criterion) as a method of identification. Guidelines for identifying and developing gifted behaviors are outlined, and recommendations are made for necessary improvements in policies and procedures at the local, state, or national levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the case of a gifted 3rd-grader who was having school problems and faced the possibility of not being promoted, despite high intelligence. The child's feelings of rejection and resultant parental concern are examined. Testing procedures are discussed, and programmatic suggestions are outlined. The emotional aspects of creativity and giftedness are discussed in the context of a parent group that was created as a result of the S's problems. (0 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Reviews the literature on the identification of gifted infants and preschoolers. The importance of early identification is stressed. Difficulties encountered in attempting to identify potential giftedness in very young children are discussed. The traditional identification method (a group ability test followed by individual intelligence testing) and the case study method are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Investigated the attitude toward reading and self-reported reading behaviors of 135 gifted males and 140 gifted females enrolled in Grades 1–12. Ss completed a reading questionnaire and were asked to report the number of books they read and their reasons for reading them. The questionnaire was designed to measure attitudes toward reading assignments, reading work load, and preferences for reading as a leisure time activity. Results indicate that females tended to have more positive attitudes toward reading and reported that reading was a hobby more frequently than did males. Primary students had more positive attitudes toward reading than did high school students. In addition, primary students reported reading more books per month than intermediate level junior high and high school students. High school students reported reading the least number of books per month among all Ss. Findings suggest that greater efforts should be made to encourage, maintain, and support reading behaviors exhibited by gifted children as they grow older. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an elementary school program that followed the revolving door identification model of J. S. Renzulli et al (1981), which views giftedness in terms of behavior. The program was also based on Renzulli's (1977) enrichment triad model, which outlines 3 types of activities (general exploratory activities, group training, and investigations of real problems) that encourage different levels of involvement of students. The program was activated in a 4th-grade classroom and was used to bridge the gap between the resource room for gifted children and the regular classroom. (8 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses characteristics of mathematically gifted (MG) elementary schoolchildren and reviews current assessment and identification procedures for these children. MG children usually show exceptional reasoning capabilities; the ability to generalize and to perceive mathematical patterns, structures, relationships, and interrelationships; flexibility of thought and a need to search for alternative solutions; and enthusiasm for mathematics. The author cautions against the use of a single cutoff IQ score as the single criterion for identification and suggests that interaction among above-average ability, task commitment, and creativity is the best indicator of giftedness. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interviewed 324 6–10 yr olds, half of whom were identified as intellectually gifted by school personnel and intelligence tests and the other half as nongifted, about philosophical issues. Gifted and nongifted Ss were matched for age, sex, and socioeconomic status (SES). Findings indicate that gifted Ss read the newspaper more, attended to national and world news items more, and were more concerned about war than the nongifted Ss. Gifted Ss also differed from nongifted Ss in their concern about educational matters and their attention to governmental differences between the US and other countries. Nongifted Ss were more likely to perceive God as the best and the Devil as the worst person in the world than gifted Ss. It is suggested that programs for intellectually gifted children should provide them an opportunity to share their perceptions of and their questions about the world with others and should assist these students in developing more positive images of the future. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present author offers a 3-proposition thesis that states the following: (1) Educationally significant, reliably observable differences in positive potential for experience in affect, cognition, and volition exist among humans, and such gifted groups should be provided with differentiated developmental education to fulfill the democratic obligation for equality of opportunity. (2) Guidance and counseling for the gifted are inherently essential to the full complement of potentialities for development during each successive phase of development through the life span. (3) Differential education for the gifted (interventions that constructively engage gifted persons' psychological capacities and social and behavioral potentialities through constructed experience) is obligatory in public education in free and democratic societies. It is concluded that the advancement of the science and theory of differential education for the gifted will be rewarded with the contributions of gifted persons to the welfare of all people. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a possible solution of the ability-structure problem. The concepts "abilities" and "giftedness" are defined, and the structure of specific abilities is discussed. A method of quantitative analysis of qualitative features of abilities is suggested that is based on regression analysis. The practical significance of the findings for applied problems of vocational counseling and training is examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the content of the Soviet-German seminar, "The Revelation and Development of Talents and Abilities," held in Moscow, USSR, October 16–28, 1984. Psychological problems involved in the diagnosis and development of students' creative abilities, early manifestations of giftedness, paths of development of abilities, psychophysiological aspects of the study of abilities, and personality factors in the development of talent were discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined achievement motivation, creativity, intelligence, and scholastic achievement in 100 male and 100 female Muslim minority children (aged 13–19 yrs) in India. Ss formed 4 subgroups: (1) culturally deprived, economically high; (2) culturally high, economically low; (3) culturally advantaged, economically high; and (4) culturally advantaged, economically low. Measures of the variables revealed that Group 1 scored higher than its advantaged counterparts. Group 3 scored better than its deprived counterpart. Results are interpreted in terms of impact of environmental settings and economic conditions on individuals' social psychological growth. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Compared psychological profiles of 497 male and 508 female mathematically gifted 10th graders with those of normative groups. Typical gender differentiating attributes (e.g., interest patterns) were less stereotyped in gifted males and females. Gifted Ss were intellectually superior across a wide range of cognitive abilities; however, evidence for more mathematical specificity in the gifted Ss than in controls was also detected. Classic male/female differences were observed on measures of mathematical ability. A 13-yr follow-up of 216 male and 191 female gifted Ss revealed that 8% of gifted males and 19% of gifted females in the follow-up did not obtain college degrees, indicating that a proportion of Ss did not make full use of their abilities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Responds to R. H. Jarrell and J. H. Borland's (see PA, Vol 63946001) criticisms of the research underpinnings of the Renzulli 3-ring conception of giftedness by suggesting selectivity and bias in their methodology, especially their decision not to review recent updates. Jarell and Borland have misunderstood the restriction of range issue. Their threshold effect argument, their claims that Renzulli believes that ability is irrelevent, their analysis of L. Terman's work, and their minimization of motivation and task commitment are questioned. Renzulli believes all special programs must assume some of the obligation for addressing equity issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated humor among gifted adolescents (GAs) by first comparing how 30 GAs were perceived by 912 peers and then comparing personality traits (Israeli adaptation of the Eysenck personality test) of 121 GAs receiving high and low scores on a sense of humor test. Sociometric choices were normally distributed in the general population, but GAs received few or many choices in a bimodal distribution, indicating either a good sense of humor or being humorless. Interviews with 14 GAs revealed that those viewed as humorless were introverted, spending much of their time in extracurricular learning experiences. Gifted adolescent humorists were more extraverted, more creative, and lower in their needs for social approval. Extraversion explains more than 27% of the variance of humor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines events that influenced the 1928 yearbook of the National Society for the Study of Education, Nature and Nurture: Their influence on intelligence. Probable bases are reviewed for rapprochement among contemporary proponents who argue for the primacy of nature or who call for emphasis on nurture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the research contributions of L. S. Hollingworth in the psychology of women, mental retardation, and intellectual talent. Hollingworth challenged the prevailing beliefs that women should not aspire to excellence and that retardation was more prevalent among males. She studied giftedness scientifically rather than just describing it and emphasized valid instruments for identifying gifted children. Through her research, Hollingworth dispelled many myths that characterized gifted children. Hollingworth experimented with a number of educational options, but especially with segregated classes, to enhance the development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)