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Recent research (e.g., D. J. Shetler [1983]; E. E. Gordon [1980]) suggests that (1) a strong association between a child and good music develops intellectual skills and encourages discipline, attention, fluency, and self-reliance and (2) infants who receive systematic prenatal musical stimulation are more advanced in attention and vocalization than are those whose musical stimulation comes later. Early continuous exposure to music is a positive influence in advancing musical aptitude and also appears to generate and increase a child's abilities in components of giftedness (e.g., problem solving, creativity). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes a classroom discussion series designed to meet the affective needs of gifted learners by using their cognitive strengths. The issues of the gifted learners' affective needs, schools' responsibilities in meeting these needs, and recommended means for schools to meet these needs are reviewed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the works of Teplov—a Soviet psychologist—who devoted himself to the study of human abilities and psychological peculiarities and developed new experimental-research methods. Teplov's views on giftedness, innate vs acquired abilities, and the psychophysiologic bases of individuality are considered. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores materials prepared for parents of gifted children to help them advocate for their children's education and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. It is argued that the conceptual frameworks used to explain giftedness, nongiftedness, and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that attitudes about giftedness illustrated by M. Sapon-Shevin (see record 1989-31227-001) inadvertently continue to create a gap between professionals and parents and between society and the "gifted." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses a new procedure for identifying giftedness in children that represents a shift in emphasis from "being gifted" to "gifted behavior." Screening methods for use in schools and development of programs for the gifted and talented are considered. (English abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses a study of the benefits of observational teaching of Danish students with severe behavioral problems. The records of 167 Ss at 12 schools were analyzed, and teachers and psychologists were interviewed. Family situations, socioeconomic status (SES), giftedness, reasons for referrals, and effects of treatment at observational clinics are considered. (English abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes the utility of complex behavioral measures, particularly problem-solving procedures, as a supplement to paper-and-pencil intelligence tests in the assessment of giftedness. Such assessment procedures include the assessment center approach used in the selection of managerial staff and computer-simulated systems that evaluate complex reasoning and decision strategies. Results of a study comparing problem-solving strategies and outcomes in relation to 4 characteristics of intellectual ability are reviewed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses various concepts of giftedness and concludes that the concept presented by R. J. Sternberg (1981) is the most relevant for our society. The components of Sternberg's problem-solving process are listed and a group of questions that educators need to ask concerning education of the gifted student is included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes the use of talent searches in the early identification of gifted children and adolescents, with emphasis on the concepts and methods of the Hamburg pilot study Identifikation und Förderung mathematisch besonders befähigter Schüler ("Identification and Fostering of Mathematically Gifted Students"). Results of this 4-yr talent search study are reviewed, and data are presented on the predictive validity of the 2 assessment procedures used in the study. In addition, evaluation problems and general issues of talent searches are discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores the career educational needs of gifted girls. Three identified problems associated with giftedness among female students are discussed: sex-role conflicts, multiple abilities and interests, and lack of same-sex role models. Potential solutions to these career related obstacles are discussed. It is suggested that the most meaningful approach to dealing with these problems is that of a career education program designed to fit the needs of the gifted female student. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the relationship between gifted programming and instrument development in terms of both historical perspective and the personal point of view of a researcher/practitioner. The interdependence and supportive components as well as the productive offspring of the two suggest the analogy of a compatible marriage. Specific tests designed to identify gifted children are reviewed as are the changing definitions of giftedness. New definitions and ways of identifying gifted underachievers using specific instruments are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated intrafamilial correlation of divergent thinking, using 54 12–13 yr old males (with IQs over 150 or outstanding math/science SAT scores) and their parents. Divergent thinking tests were administered to the Ss and their parents as one component of a large set of interview/self-report/ability measures. Canonical and bivariate analyses indicated that there was a strong correlation between Ss' divergent thinking test scores and parents' divergent thinking test scores. High-IQ Ss' divergent thinking test scores related to those of both parents, and the math/science Ss' divergent thinking test scores related only to those of their mothers. It is concluded that the relationship between parents' and their children's divergent thinking is a function of level of ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed a checklist to assist parents in identifying gifted young children. The checklist identified 16 characteristics associated with giftedness, including problem-solving and rapid learning abilities, extensive vocabulary, good memory, long attention span, sensitivity and compassion for others, perfectionism, and perseverance in areas of interest. The checklist was refined on the basis of several research studies and printed in a major daily newspaper. 21 parents who felt that their children fit the descriptors in the article brought their children to an assessment center where they were tested with the Stanford-Binet Intelligence Scale (SBI). Results indicate that 66% of Ss tested were found to be in the gifted range on the SBI. Those Ss who fit the checklist characteristics but tested below the gifted range had all had ear infections in the 1st yr of life, and 75% of these Ss had experienced chronic ear infections. Findings indicate that parents are capable of identifying exceptional behavior in their children. Early identification by parents, supported through professional testing, could lead to appropriate early intervention. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that with a broadened definition of giftedness including creativity, there has been increasing attention to the role of intuition and creative imagery in programming for the gifted. Procedures that help develop the intuitive function are described, and the relationship between creativity and imagery is noted. Classroom strategies for developing creativity and intuition are also reviewed, including autogenic training, progressive relaxation, and autoanalysis. The importance of relaxation, focused attention, and a receptive attitude in the development of creativity and intuition is emphasized. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Provides information to teachers and counselors that will guide parents seeking intelligence testing for their child and addresses questions regarding giftedness and testing that are most often posed by parents. It is suggested that counselors and teachers need to work with parents to guide them in what information would be helpful to the child and at what stage the information should be shared; assistance can be provided in the form of information and emotional support. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)