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The terms giftedness and genius entered the research literature in the 19th century. Although not synonymous, both terms were defined according to potential or actual achievement in a specific domain. However, in the early 20th century, both terms became defined according to performance on domain-generic IQ tests. Given the empirical relations between achievement and intelligence, this transfer of meaning is unjustified. Both giftedness and genius must be defined with respect to potential or actual domain-specific achievements. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Autism and the God connection. Redefining the autistic experience through extraordinary accounts of spiritual giftedness by William Stillman (2006). This book is a combination of autobiography, information, and support for caregivers of autistic children, and anecdotal psychic experiences of autistic children and their caregivers. I found the book most compelling in reading about the variety and types of psychic experiences that autistic children have reported. This book is in no way a scientific study nor a rigorously executed analysis of the anecdotes. However, the author does refer to some research material and provides an extensive bibliography for the reader. But the author fully believes the reports he has accumulated, along with his own personal experiences. He states that "we have no reason to believe that their stories are not authentic," and accepts them at face value. Although the book is not presented in a scientific manner and was not meant to be written in such a way, it is still a useful addition to the paranormal field, for it does offer us a body of anecdotes from a special and understudied population. This book gives the reader valuable insight into the spiritual and psychic lives of autistic individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This paper examines the Chinese literature on giftedness and talented performance (TP) and compares its dominant theoretical features with some influential models to be found in the North American literature. One significant feature to emerge from the Chinese literature is a deemphasis on giftedness as an innate ability and an emphasis on the concept of talented performance. Such a finding is congruent with a Confucian cultural outlook that encourages effort, rather than the identification of giftedness. In order to test this finding against the perceptions of Chinese educators, a preliminary study was carried out involving 14 secondary school teachers. The results confirmed the findings from the literature survey, suggesting that these teachers' perceptions conformed to a model of TP with a developmental conception as its central organizing feature. It is hoped that the implications of this study will contribute to the practice of gifted and talented education in China and will also provide basic theoretical grounds for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this article, I propose that various conceptions and theoretical models of giftedness can be understood along a continuum from the most reductionist to the most emergentist. Along with this continuum, I specify four levels of analysis based on the human functional hierarchy: the biological, operational (computational), intentional, and activity levels. I illustrate how reductionist and emergentist approaches provide contrasting views of intelligence and giftedness, with the former seeking basic elements and lower level explanations and the latter stressing complexity and higher level organization. I suggest that clearly articulating levels of analysis and principles for efforts of the reductionist or emergentist nature will enhance conceptual clarity and methodological rigor. Whether giftedness is understood in the reductionist or emergentist frameworks has many practical and policy implications for gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study investigated the thinking styles of Korean gifted students in Korea and examined whether thinking styles based on the theory of mental self-government could predict scientific giftedness based on Korean people's implicit concepts. Participants were 179 students from the two science high schools and 176 students from the general high schools in Korea. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and Scientific Giftedness Inventory (Shim & Kim, 2003). Results indicated that Korean gifted students had higher scores than nongifted students in all factors, including scientific accomplishment, leadership, creativity, morality, motivation, and cognitive experimentalism. In addition, Korean girted students prefered the legislative, judicial, anarchic, global, external, and liberal styles, whereas Korean nongifted students prefered the executive, oligarchic, and conservative styles. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of scientific giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The author's goal in this book (see record 2003-04866-000) is to show that the linguistic and cognitive processing skills that young people demonstrate when they interpret are part of what it means to be gifted and that this giftedness needs to be measured, nurtured, and developed with Latino immigrant students. There are formidable challenges to accomplishing this goal: (a) traditional definitions and constructs of giftedness do not include bilingual performance; (b) there is confusion about what "bilingualism" means and a general understanding that bilingualism is a limiting condition rather than a talent or skill; (c) there are few mechanisms in place for identifying interpreting skills of bilingual young people; (d) Latino--and especially Mexican--children are significantly underrepresented in gifted programs, and many researchers and educators who work in gifted education have limited experience with recently arrived immigrant students; and (e) even if researchers and educators expanded their understandings of giftedness, the general public needs to be convinced that immigrant students might be gifted and included in gifted programs. This book seeks to address these challenges and suggests actions to be taken. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Françoys Gagné, who recently retired from his full professorship in the Department of Psychology (Educational Psychology) at the Université du Québec à Montréal and is now honorary professor. Dr. Gagné is better known in the US and abroad for his Differentiated Model of Giftedness and Talent (DMGT), as well as his psychometric studies of peer nominations (Tracking Talents). He has won major awards in the field of gifted education, among them awards from the American MENSA Association in 1993 and 1998 for his research in gifted education, and an award from Gifted Child Quarterly in 1994 for best article of the year. In this interview he speaks about the following topics: his reasons for choosing gifted research, his first work in this field, his thoughts on the most important questions in this field, the importance of giftedness research and the support of gifted and talented, ability grouping, intrapersonal and environmental catalysts for gifted persons, cross-cultural validity of the DMGT model, teacher preparation, and important teacher qualities to support giftedness and talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Most theoretical accounts of giftedness now include an emotional as well as an intellectual component. Yet the multi-dimensional nature of giftedness has often been overlooked in the field of education. According to practitioners, gifted children not only think differently but also feel in other ways. From this point of view, the intellectual complexity interacts with emotional intensity to provide a qualitatively different way of experiencing the world, which leads to the production of the gifted child's greater potential for high achievement. This paper will focus on emotional features of gifted individuals, and how they could be used to complete current measures and to enrich the concept of giftedness. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

In this introduction to the special issue on giftedness of the review Psychologie Française, the evolution of ideas on intelligence is first discussed. The broadening of the concept of intelligence and the distinction between different kinds of intelligence have indeed some consequences for the definition and for the assessment of giftedness. Some general remarks are then made on the current state of the art in the research on giftedness, in France and in the world, before introducing the various contributions gathered in this special issue. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The first part of this article presents a theoretical and empirical review on the issue of gifted children's social development. As a whole, data does not allow for straightforward conclusion as to whether gifted children may be socially at risk. Conflicting results may be due in part to heterogeneity across studies in sampling procedures and in assessing social adjustment. Next, we will examine how social skills development could be viewed as a potential domain for the expression of intellectual giftedness, in the light of theories that posit a multi-factorial view of intelligence or creativity. Accordingly, there may be a need to reconsider the notion of giftedness and thus take into account social giftedness, both for identification and education purposes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article presents the findings of a recent ease study undertaken in one non-traditional state school in Manukan City, Aotearoa-New Zealand. The study suggests that increasing the visibility of Maori giftedness within mainstream environments is not simply a matter of incorporating a "Maori dimension" into existing constructs of giftedness and/or existing classroom/school practice. Rather, it is about critically unpacking and collaboratively redefining the very essence of the system itself. This article examines some of the ways one school has reconstructed relationships of power and control within its home-school-community dynamic to create a culturally relevant educational experience for Maori, within which Maori giftedness is authentically embraced. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author argues that the way Sternberg conceptualizes successful intelligence, creativity, and wisdom makes a compelling case that giftedness cannot be simply the genetic makeup of an individual. A valuable feature of the model is that it deviates from the traditional ability-centric conceptions of giftedness. As a point of disagreement, although Sternberg is correct in arguing that the distinction between natural ability and acquired expertise is a theoretical one, and that empirically teasing apart the two is extremely difficult, it seems safe to say that fluid ability tests rely much less on experience and prior knowledge than crystallized ability tests. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First, four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's ( Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There have been many definitions, across the history, about what means to be gifted. From the first Galton's definitions, resting on psychometric correlations and concerning with intelligence as measured, to the current global and integral definitions that include many different factors. Nevertheless, it seems that the giftedness field is still spread. In this paper we present a Dimensional Analysis made through a wide review of bibliography and working with a hundred of variables that seem to define giftedness. Our main goal is to establish an evolutional and chronologically hierarchical organization of the factors that play a role in the giftedness definition. The result of the analysis is very interesting not just at theoretical level, but always for its importance for educational practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article offers a set of recommended best practices in the identification of students who are gifted and talented. The article recommends that school psychologists gain familiarity with gifted children and their families, recognize the multiple manifestations of giftedness and the developmental nature of talent development, link identification to intervention, employ multiple assessment measures, include the assessment of motivation, consider social and emotional needs, and monitor the recommended interventions. The article also reviews recurring issues that adversely impact upon the provision of gifted services in the public schools. These issues include society not viewing the gifted as a high-priority special needs group, definitions of giftedness that vary across states, differing expert opinions on what giftedness represents, uncertainty about prevalence rates, under-representation of certain groups of gifted students, the role of creativity, and whether gifted education should be a part of special education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Mainstream education research has devoted little attention to studying highly talented students. Though there exists an expansive specialized literature dedicated to the study of academic giftedness, no recent study has used a large, nationally representative sample to describe gifted American students and how they differ from their nongifted counterparts. Yet identification and management of intellectual talent is essential to maintaining high national standards of achievement in education, international economic competitiveness, and labor market efficiency, as well as to avoid ever-increasing social inequality arising from nonlinear returns to ability. This study uses both descriptive statistics and multivariate analytic techniques to explore correlates of academic giftedness for American 8th graders, using the National Education Longitudinal Study of 1988. Findings indicate that students who are self-reliant and spend more time on homework assignments and leisure reading per week are much more likely to be academically gifted than other students. In addition, high levels of parental educational aspirations as well as high levels of family SES are important predictors of academic giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Explains how the theory of the motivated mind conceptualizes the productive interaction of intelligence, creativity, and achievement motivation and shows how this theory can help educators to maximize students' emergent potential for giftedness. According to this theory, students' motivated minds are complex-adaptive systems comprised of two co-evolving psychological subsystems: cold-order thinking expressed as serious intelligence and hot-chaotic thinking expressed as fun creativity. When these co-evolving subsystems become fully differentiated and integrated students' complex capacity for giftedness emerges as fluid-adaptive thinking. This enhanced thinking capacity is both seriously intelligent and playfully creative at the same time. Students' optimal motivation for self-regulating and educators' ideal leadership style for promoting fluid-adaptive thinking are operationally described. The motivated mind is also compared and contrasted with J. Renzuffl's three rings of giftedness, H. Gardner's multiple intelligences, R. Sternberg's successful intelligence, and M. Csikszentmihalyi's optimal experience of flow. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Utilized qualitative and quantitative measures to explore the abilities of 11 young children (36–49 mo old) nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their child's giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This issue collects articles offering markedly divergent approaches to the topics of talent development and excellence. Alongside empirical studies within various talent domains, the authors present theoretical reflections on the best measures for supporting and encouraging giftedness and expertise, and take a closer look at common notions regarding giftedness. The first two contributions describe work done in the realm of athletics. With their examination of the meaning of creative behavior in team ball sports. Some of the authors concentrate on self-efficacy in career and talent development as well as the identification of career and talent development needs among Hong Kong middle-school adolescents. In contrast to results for other countries, Author's research points to a multidimensional understanding of giftedness in which both intrapersonal and environmental contributions are regarded as meaningful for talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)