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[This book discusses research on] issues and conclusions about why smart girls and gifted women so often fail to develop their potential. This . . . book provides a 20 yr longitudinal perspective on the development of [gifted] females and their exceptional talents. Barbara Kerr exhorts gifted females of all ages to push the limits of their personal potential and transform the world around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

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)

This book provides a representative overview of the topics discussed at the Third European Conference of the European Council for High Ability, held in Munich (Germany) in 1992. The main issues of the most recent research on giftedness, talent, and creativity, and current European approaches to the systematic development of individual competencies and creative productivity, are dealt with by key chapters, which in turn are commented on by other authors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

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)

This collection of 6 case studies provides a longitudinal account of the development of children who can be variously described as gifted in the visual arts. We use this term in a very broad sense that includes those who as young adults choose art as their major vocation, as well as children who show an early fascination with drawing, attested by their large output, intense interest and, at times, unusual facility in rendering objects naturalistically. The longitudinal accounts highlight significant individual differences in the personality and style of the young artists reviewed here, and also cast into sharp relief the different perspectives the authors bring to their narratives. The developmental profiles focus on a diversity of motivating factors that propel their Ss to explore their chosen artistic medium and acquires the techniques that enable them to give form to their particular view of the world. Beyond factors that seem to inhere in the child, authors address the impact of environmental forces, including the family, schooling, and diverse social, cultural, and economic factors. In bringing together this collection of cases, our aim was to sketch the variety of ways in which talented children develop their interest in the visual arts. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

[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)

This book presents current research in theory and practice in the field of high ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) The contributions are grouped into 2 main parts—the 1st emphasizing an experimental context and the 2nd an educational and other applied contexts. In an introductory chapter the editors place the chapters in a common frame of interpretation, pointing to the numerous points of convergence as well as lines of future development in both research and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

[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)

[reviews] psychological conceptions of giftedness [and] operational definitions used by states and school districts / the current status of the field of education of the gifted is discussed, as are current issues in the field / promising alternate strategies for the future and new directions are mentioned, including the extension of services often reserved for gifted students to develop talents in all students (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Despite tabloid headlines to the contrary, TV has no effect on children. "Effect" implies that TV does something to someone. Nothing could be further from the truth. Children take from TV. What they take, the manner by which they take, and what they do with that information once taken is up to the child. By the very nature of being extremely bright and precocious, intellectually gifted kids are particularly vulnerable to some media messages, well protected and insulated from others, and capable of learning more from yet other forms of TV than other children. Reading "Reclaiming the Wasteland" will give parents and teachers a greater awareness of their children's televiewing and offer a prescription for how to neutralize or avoid the more negative outcomes and maximize or accentuate the more positive ones. This book is based on the belief that TV viewing need not be a dysfunctional or mindless activity for gifted kids; it can and should be enriching, mind-expanding, instructional, and fun . . . if used correctly. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

draws on [the author's] research findings and clinical practice to address the psychological and sociocultural challenges faced by gifted women in their academic, personal, and professional lives / although these issues can seem overwhelming, many women have found ways to cope with and transcend pressures to be less than their best / utilizes 3 case studies to illustrate the attitudes, beliefs, and psychological skills that enhance women's resilience and empower them to participate more fully in the world (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) women must cultivate not only their intellectual and creative capacities, but the psychological resilience that will enable them to overcome the constraints that have thwarted the expression of female giftedness / focuses on the concept of resilience because it holds the key to resolving this dilemma and changing . . . personal and public domains (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides an historical account of the ways in which the expression of women's talent has been shaped by the era in which they live / concentrating primarily on the last 2 centuries, [the author] traces the inroads and impediments to achievement of remarkable women in previous generations / documenting the ways in which women have been barred from attaining eminence, [she] questions eminence as an adequate gauge of women's giftedness / urges us to respect the untold nameless women who have laid the groundwork for gifted women today to be able to develop their talents (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)