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In light of questions posed by a gifted 12th-grade girl during an American history class, the author defines reflective thinking as a search for meaning that involves both imaginative as well as critical and logical thought processes. Such thinking is seen as essentially poetic in nature. Implications for the education of gifted persons are noted with respect to educational planning, teachers' knowledge and skill, student awareness, and perception of giftedness. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that the highly gifted person creates structure, generates ideas, and efficiently processes information in ways that are qualitatively superior to the ways that moderately gifted and average ability persons operate. In addition, the adult academic and occupational achievements of highly gifted persons are also superior. It is suggested that the advanced need to know of highly gifted persons tends to narrow their self-concept and make consistent, accurate, and valid feedback more difficult to obtain. It is concluded that the net effect of this tendency is toward low self-esteem. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that art should be an essential experience for gifted individuals, since it encourages creative expression through visual language. It is argued that the quality of a drawing depends on the material available to the child and the expectation of the adult supporting the activity. Drawing is a very malleable means of responding to and developing thought, and children's drawings should be encouraged and appreciated from their earliest attempts to express ideas. Examples of children's art are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Argues that curriculum extension for gifted children should grow from activities developed in the classroom, according to the current needs and interests of pupils. This approach is justified as being not only socially acceptable but also as a means of identifying gifted children. It is proposed that the magnet class or pullout program causes too many social problems that are all related to peer group pressures. (4 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the relationship of the fields of psychology and the study of education, which are interdependent. The science of psychology is bound to the framework and methods of education to explain psychological phenomena and personality traits, and finds in the theory and practice of the educational act an ideal field of application. It is emphasized that these fields are not solely concerned with each other, but are interrelated at certain levels involving methods of teaching, definitions of "talent" and "giftedness," child behavior, behavior modification, creativity, environmental influences on behavior, and learning styles. It is concluded that the formation of self-regulating mechanisms and values is the direct objective of personality education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Contends that parental awareness of the gifted child's uniqueness and special needs may prevent emotional problems. Parents are advised to value the individuality of the child, approve of the child's accomplishments but continue to show acceptance even when failure occurs, watch for perfectionistic tendencies, help the child be a child and enjoy his/her youth, provide the child with opportunities for choices and decisions that teach responsibility, and be informed about what giftedness means in the child's individual case. (20 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a quote from J. Gardner's (1961) book Excellence, the author discusses the importance of (1) actual achievement contrasted with predicted potentials, (2) the need to recognize that differential value must be placed on some fields over others, and (3) the need to encourage excellence in a wide variety of domains. The major shift in perspective suggested is that general academic ability be displaced as the central and dominant criterion for giftedness. (11 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Administered to 300 6th graders a variety of aptitude tests that included the Otis-Lennon Mental Ability Test and the Torrance Tests of Creative Thinking. Results show that a very limited number of Ss could be classified as gifted using an identification model based on the Revolving Door Identification Model of J. Renzulli et al (1981). Findings suggest that the selection of assessment devices and definition-identification consistency in gifted education influence both which and how many students are served. (17 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The authors reply to S. Kontos et al (see record 1984-19044-001), who challenge the logic and practicality of the Revolving Door Identification Model proposed by the 1st author and colleagues (1981). It is suggested that the study by Kontos et al contains conceptual and methodological errors and that they misinterpret the definition of giftedness. (4 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses a predictive index developed from clinical and statistical use of the Barclay Classroom Climate Inventory (BCCI) that is designed to help identify gifted children and those in need of remedial help in learning. The BCCI was used to confirm the academic and social statuses of 64 gifted 4th graders (IQ 130+) and to evaluate their progress, and the predictive validity of the measure was determined using data from a further 234 children. The usefulness of the BCCI in counseling, special education, and school psychology is discussed. (16 ref) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Determined the percentage of identified gifted children and adolescents in public schools from each zip-code county area in a social area analysis of San Diego to test the hypothesis that Ss' gifted status is independent of socioeconomic or cultural disadvantages. Results do not support the hypothesis: Rank-order correlation between Ss' intellectual status and corresponding average housing price showed a high relationship between the 2 variables. Findings indicate the need for identification and promotion of gifted children from low-stimulating homes and fringe groups. Future research using more specified social-area types and individual indicators (e.g., occupation of head-of-household) is recommended. (45 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes 3 areas of assistance sought by 20 parents of gifted children who participated in a workshop: (1) They wanted to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors, and motivation. (2) They were anxious that their children proceed at their own pace and avoid boredom. (3) They searched for enrichment activities and resource materials over a wide range of interests. Overall, they wanted assurance that their children, although gifted, were normal. (1 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Presents results of studies conducted in Argentina of the problems of the highly gifted child; the studies involved a bibliography on the subject, the formulation of a scheme for detecting such cases, and a tentative teaching approach. Creativity is viewed as an essential component of giftedness, and family counseling is considered of paramount importance. The needs of the gifted are perceived as an aspect of special education, with emphasis on providing for those needs within the normal school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes a newly developed Form U Biological Inventory that measures 4 indicators of gifted/talented abilities (academic performance, creativity, leadership, and artistic potential) and is consistent with the conceptions of gifted and talented attributes advanced by the US Department of Education (USDE). The background of the test's development and use and implications for its application are discussed. Advantages of the test include similarity to IQ tests, prediction of college and graduate school success, racial fairness, and economic feasibility. (32 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Uses the systems approach to analyze such concepts as "potential" and "gifted." Emphasis is given to the correlation of psychological functions, ability, and giftedness. Also, the construction of a diagnostic test battery for evaluating potential is outlined. (42 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asserts that in identifying the discrepantly gifted child, educators look at an imaginary norm from which these children deviate; this norm may well be within the children themselves. Performance vs potential, variations in competencies, the creatively discrepant, the extraordinarily gifted, and the behaviorally discrepant are discussed. It is concluded that (1) selection procedures must be varied and sensitive to the student population and program, (2) multiple options in programming must be sought, (3) the parents' role in setting the stage for school functioning must be clarified, and (4) the school can best serve gifted children only when educators acquire an in-depth understanding (via psychological assessment) of the gifted child. (3 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the mental processes of humor and creativity are inseparable and that integrating the study of humor in the classroom is one method of recognizing and developing creative talent. Assumptions underlying arguments for paying deliberate attention to creative humor in the education process are discussed. It is contended that observation of both the production of and the response to humor during planned activites will provide teachers with clues to high-level cognitive connections and creative thinking talents. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that carefully prepared games can be an excellent means of enabling the gifted and talented student to develop formal thinking processes. Formal thinking processes enables gifted students to organize diverse ideas within a distinct subject area, and to do so in such a way that relevant conclusions become accessible. Several commercial games suitable for use with gifted students are described. (14 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)