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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)

Describes the lag between theory and research in gifted education and proposes reasons for gifted education to move away from the IQ test cutoff (or test score criterion) as a method of identification. Guidelines for identifying and developing gifted behaviors are outlined, and recommendations are made for necessary improvements in policies and procedures at the local, state, or national levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the case of a gifted 3rd-grader who was having school problems and faced the possibility of not being promoted, despite high intelligence. The child's feelings of rejection and resultant parental concern are examined. Testing procedures are discussed, and programmatic suggestions are outlined. The emotional aspects of creativity and giftedness are discussed in the context of a parent group that was created as a result of the S's problems. (0 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Reviews the literature on the identification of gifted infants and preschoolers. The importance of early identification is stressed. Difficulties encountered in attempting to identify potential giftedness in very young children are discussed. The traditional identification method (a group ability test followed by individual intelligence testing) and the case study method are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Investigated the attitude toward reading and self-reported reading behaviors of 135 gifted males and 140 gifted females enrolled in Grades 1–12. Ss completed a reading questionnaire and were asked to report the number of books they read and their reasons for reading them. The questionnaire was designed to measure attitudes toward reading assignments, reading work load, and preferences for reading as a leisure time activity. Results indicate that females tended to have more positive attitudes toward reading and reported that reading was a hobby more frequently than did males. Primary students had more positive attitudes toward reading than did high school students. In addition, primary students reported reading more books per month than intermediate level junior high and high school students. High school students reported reading the least number of books per month among all Ss. Findings suggest that greater efforts should be made to encourage, maintain, and support reading behaviors exhibited by gifted children as they grow older. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an elementary school program that followed the revolving door identification model of J. S. Renzulli et al (1981), which views giftedness in terms of behavior. The program was also based on Renzulli's (1977) enrichment triad model, which outlines 3 types of activities (general exploratory activities, group training, and investigations of real problems) that encourage different levels of involvement of students. The program was activated in a 4th-grade classroom and was used to bridge the gap between the resource room for gifted children and the regular classroom. (8 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses characteristics of mathematically gifted (MG) elementary schoolchildren and reviews current assessment and identification procedures for these children. MG children usually show exceptional reasoning capabilities; the ability to generalize and to perceive mathematical patterns, structures, relationships, and interrelationships; flexibility of thought and a need to search for alternative solutions; and enthusiasm for mathematics. The author cautions against the use of a single cutoff IQ score as the single criterion for identification and suggests that interaction among above-average ability, task commitment, and creativity is the best indicator of giftedness. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interviewed 324 6–10 yr olds, half of whom were identified as intellectually gifted by school personnel and intelligence tests and the other half as nongifted, about philosophical issues. Gifted and nongifted Ss were matched for age, sex, and socioeconomic status (SES). Findings indicate that gifted Ss read the newspaper more, attended to national and world news items more, and were more concerned about war than the nongifted Ss. Gifted Ss also differed from nongifted Ss in their concern about educational matters and their attention to governmental differences between the US and other countries. Nongifted Ss were more likely to perceive God as the best and the Devil as the worst person in the world than gifted Ss. It is suggested that programs for intellectually gifted children should provide them an opportunity to share their perceptions of and their questions about the world with others and should assist these students in developing more positive images of the future. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present author offers a 3-proposition thesis that states the following: (1) Educationally significant, reliably observable differences in positive potential for experience in affect, cognition, and volition exist among humans, and such gifted groups should be provided with differentiated developmental education to fulfill the democratic obligation for equality of opportunity. (2) Guidance and counseling for the gifted are inherently essential to the full complement of potentialities for development during each successive phase of development through the life span. (3) Differential education for the gifted (interventions that constructively engage gifted persons' psychological capacities and social and behavioral potentialities through constructed experience) is obligatory in public education in free and democratic societies. It is concluded that the advancement of the science and theory of differential education for the gifted will be rewarded with the contributions of gifted persons to the welfare of all people. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)