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Argues that the purpose in understanding the incidence and identification of the gifted and talented should not be to single out a prespecified percentage of students. A unique sample of people cannot be forced to conform to some statistical generalization about incidence. Instead, the concern should be with defining the unique characteristics associated with the concept of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems associated with identifying gifted children and defines 4 categories of gifted children. A strategy for the identification of exceptional pupils is presented and includes the following steps: biographical and developmental history; objective teacher observation; checklist; standardized tests; and recording, communicating, and planning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Approximately 1,000 sources (teachers of the gifted, university professors, state consultants, and others) were queried as to what constitutes the most frequently and effectively used tests/instruments/techniques in the identification process vis-à-vis the categories of the federal definition and certain subpopulations. Data were analyzed for existent and recurrent patterns and trends. Among the findings are abuses of standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and lack of understanding regarding what should and should not be used for identification under each category. (1 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

A recommendation that Mazes be substituted for Coding in the assessment of giftedness with the WISC-R was investigated by including both subtests in the evaluation of 50 children (mean age 9 yrs 2 mo) referred for verification of eligibility. Scaled scores on Mazes were significantly higher than those on Coding for the group, although the proportion of Ss meeting the established criterion was similar under inclusion of either subtest in the computation of Full Scale scores. Data offer general support for the selective inclusion of Mazes in this type of assessment. (1 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed 132 1st–8th graders nominated as candidates for gifted programs to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing Ss' race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students scores, and WISC-R IQs. Only Ss achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that previously developed for predicting the WISC-R IQ. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower but still significant degree of relationship was found between SIT and WISC-R Performance IQ scores. It is concluded that caution is needed when using the SIT as a screen for gifted programs. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the use of pull-out programs in relation to the education of the highly able student. It is suggested that the use of pull-out programs is a way to maintain flexibility in services to highly able youth and to avoid identification procedures that are based on an absolutist conception of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that many gifted children who are also learning disabled are not being identified for special services for either exceptionality. They frequently appear to be functioning within the average range, and neither giftedness nor learning problems are recognized. The present article discusses characteristics of the gifted/learning disabled student, various identification procedures, and strategies for providing services that meet the needs of both the intellectual talents and the academic deficits found in these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

364 gifted and 386 traditional 4th graders completed logs of their TV viewing over 1 mo, and their parents completed questionnaires on perceptions and mediation of their children's TV viewing. Findings suggest that intellectual giftedness and, to a lesser extent, children's consumption habits, were significant predictors of parental mediation and perceptions of TV's effects. Parents of gifted children were more likely to speak with their children about TV and explain the mechanics of TV as a mediatory device. These parents were also more likely to see TV as influencing their children's thought processes. Parents of traditional children were inclined to perceive TV as having behavioral effects and to react by removing children from the source. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

14 10–18 yr old girls from a program for bright and gifted students participated in 7 sessions designed to stimulate awareness of gender-related social and personal concerns. Findings indicate that Ss' scores on the Piers-Harris Self-Concept Scale (The Way I Feel About Myself) increased significantly from pre- to posttesting. Data suggest that increasing awareness of women's issues may be one way of increasing the likelihood that gifted females will achieve their potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the relationship between scores on E. G. Hall and L. L. Trentham"s (1984) Gifted Student Screening Scale (GSSS) and IQ tests for 160 students in Grades 1–10. Teachers rated Ss using the 20 items from the GSSS. The GSSS identified 35 of 37 Ss classified as gifted (IQ 127+). Half of the nongifted Ss were identified for further screening for other types of giftedness, and half of the nongifted Ss were eliminated from further screening for gifted classes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that the needs of the gifted are not being met effectively in all 50 states and argues that efforts should be made at the national, state, and local levels to insure that all states have provisions for the gifted. Three areas need to be addressed—areas of giftedness to be served, teacher certification or endorsement, and in-service for the classroom teacher. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that key ideas that have led more than 50 yrs of research and practice constitute a valid gestalt for thinking about the nature of giftedness and the visual arts. N. C. Meier's (1939) theory of interlinkage is discussed, along with the evolution of his 6 factors: manual skill, energy output and perseveration, aesthetic intelligence, perceptual facility, creative imagination, and aesthetic judgment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)