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Presents a possible solution of the ability-structure problem. The concepts "abilities" and "giftedness" are defined, and the structure of specific abilities is discussed. A method of quantitative analysis of qualitative features of abilities is suggested that is based on regression analysis. The practical significance of the findings for applied problems of vocational counseling and training is examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the content of the Soviet-German seminar, "The Revelation and Development of Talents and Abilities," held in Moscow, USSR, October 16–28, 1984. Psychological problems involved in the diagnosis and development of students' creative abilities, early manifestations of giftedness, paths of development of abilities, psychophysiological aspects of the study of abilities, and personality factors in the development of talent were discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined achievement motivation, creativity, intelligence, and scholastic achievement in 100 male and 100 female Muslim minority children (aged 13–19 yrs) in India. Ss formed 4 subgroups: (1) culturally deprived, economically high; (2) culturally high, economically low; (3) culturally advantaged, economically high; and (4) culturally advantaged, economically low. Measures of the variables revealed that Group 1 scored higher than its advantaged counterparts. Group 3 scored better than its deprived counterpart. Results are interpreted in terms of impact of environmental settings and economic conditions on individuals' social psychological growth. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Compared psychological profiles of 497 male and 508 female mathematically gifted 10th graders with those of normative groups. Typical gender differentiating attributes (e.g., interest patterns) were less stereotyped in gifted males and females. Gifted Ss were intellectually superior across a wide range of cognitive abilities; however, evidence for more mathematical specificity in the gifted Ss than in controls was also detected. Classic male/female differences were observed on measures of mathematical ability. A 13-yr follow-up of 216 male and 191 female gifted Ss revealed that 8% of gifted males and 19% of gifted females in the follow-up did not obtain college degrees, indicating that a proportion of Ss did not make full use of their abilities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Responds to R. H. Jarrell and J. H. Borland's (see PA, Vol 63946001) criticisms of the research underpinnings of the Renzulli 3-ring conception of giftedness by suggesting selectivity and bias in their methodology, especially their decision not to review recent updates. Jarell and Borland have misunderstood the restriction of range issue. Their threshold effect argument, their claims that Renzulli believes that ability is irrelevent, their analysis of L. Terman's work, and their minimization of motivation and task commitment are questioned. Renzulli believes all special programs must assume some of the obligation for addressing equity issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated humor among gifted adolescents (GAs) by first comparing how 30 GAs were perceived by 912 peers and then comparing personality traits (Israeli adaptation of the Eysenck personality test) of 121 GAs receiving high and low scores on a sense of humor test. Sociometric choices were normally distributed in the general population, but GAs received few or many choices in a bimodal distribution, indicating either a good sense of humor or being humorless. Interviews with 14 GAs revealed that those viewed as humorless were introverted, spending much of their time in extracurricular learning experiences. Gifted adolescent humorists were more extraverted, more creative, and lower in their needs for social approval. Extraversion explains more than 27% of the variance of humor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines events that influenced the 1928 yearbook of the National Society for the Study of Education, Nature and Nurture: Their influence on intelligence. Probable bases are reviewed for rapprochement among contemporary proponents who argue for the primacy of nature or who call for emphasis on nurture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the research contributions of L. S. Hollingworth in the psychology of women, mental retardation, and intellectual talent. Hollingworth challenged the prevailing beliefs that women should not aspire to excellence and that retardation was more prevalent among males. She studied giftedness scientifically rather than just describing it and emphasized valid instruments for identifying gifted children. Through her research, Hollingworth dispelled many myths that characterized gifted children. Hollingworth experimented with a number of educational options, but especially with segregated classes, to enhance the development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Forty-five boys and 45 girls of the 5th, 8th, and 11th grades from a school for the academically gifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groups of students from both schools included Whites, Blacks, Hispanics, and Asians. Students came from middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathematical efficacy, and strategy use than regular students. In general, 11th-grade students surpassed 8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning. Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and perceptions of academic self-efficacy is concordant with a triadic view of self-regulatory learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attempts to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a thoughtful and open dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports the main results of a longitudinal study of the mental development of gifted Chinese children, discusses the findings of comparative studies on the cognitive development and personality traits of normal and gifted children, outlines methods and procedures for identifying giftedness, and describes educational programs for gifted children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the internal reliability and construct validity of a spiritual gifts inventory (SGI) by D. L. Hocking (1975) in a study of 72 evangelical church members (aged 19–35 yrs). The SGI contains 14 subtests that measure unique behavior domains and spiritual gifts (e.g., prophecy, teaching, exhortation). Results indicate that the SGI lacked the construct validity implied by Hocking. In addition, the SGI did not demonstrate overall satisfactory internal reliability. Findings question the ability of the SGI to measure 14 distinct spiritual gifts. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Studied the role of self-esteem in giftedness. Human subjects: 57 normal male and female Polish adolescents (secondary-level art school students). 74 normal male and female Polish adolescents (general secondary school students). Tests used: A Polish version of the Creativity Self-Report Scale (J. F. Feldhusen et al, 1965). (English & Russian abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

80 college students read about a child described as male/female, "gifted"/"average," and gender-typical/gender-atypical in academic interests; they then responded on 30 adjective scales. Compared with children labeled "average," children labeled "gifted" were seen as closer to "odd" than to "fits in well." Gender-atypical boys were considered more odd and gender-atypical girls were rated less odd than were gender-typical children, regardless of giftedness. There was no additive negative effect of being both gifted and gender-atypical. Ss described gifted and gender-atypical children differently; some overlap existed between adjectives used to describe these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests 2 areas for research and development in educating high-ability children. They include (1) what kinds of education and socialization opportunities are needed to transform potential into performance and (2) how to identify and nurture giftedness in "disadvantaged" populations. Other topics for research include curriculum issues, identifying the gifted, components of general education, acceleration and enrichment, affective needs, underachievement, and equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

200 children, who were followed from birth until 7.5 yrs of age, were used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted. At 7.5 yrs of age, 36 Ss had Wechsler Intelligence Scale for Children—Revised (WISC—R) verbal, performance, or full scale IQs greater than 135 and were called gifted. On average, gifted Ss walked 0.7 mo earlier and spoke 2-word sentences 2.2 mo earlier than the nongifted group. Of the 36 Ss who later proved to be gifted, only 2 had BSID IQs>134. Of the 4 Ss who had BSID IQs>134, 2 maintained their superior function but 2 did not. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Tested a method for determining musical-linguistic ability and level of musical giftedness. Human subjects: 148 normal Russian adults. Ss had to answer music theory questions on musical note paper. Ss were judged based on their test responses and on teachers' assessments of Ss' test responses. (English abstract) Developmental. Educational level(s) of subjects: Institutions of Higher Musical(-Pedagogical) Education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews different dimensions of definitions of the giftedness construct (GC) and argues that the GC should be defined in terms of aptitudes, traits, and/or behaviors if used to make decisions and label children. The GC should be grounded in theory, selection instruments (SIs), and empirical generalization. The theory or set of values producing the GC should respect the needs of children and lead to effective programs. Decisions about SIs and selection procedures should follow from the construct rather than the reverse. The validity of the GC and of SIs employed in connection with the GC require constant evaluation. (French, German & Spanish abstracts) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Most definitions of giftedness have excluded the psychosocial (PSL) dimension. PSL needs of self-esteem, social relationships, feelings, emotion, and identity are discussed. Gifted learners' (GLs) potential for PSL dysfunction often appears in extreme idealism, unrealistic goals, and low self-esteem. Enhancing the education of the GL should focus on self-adequacy, social competency, and emotional engagement in the GL. Teachers can create a challenging environment so that GLs can respond to qualitatively demanding stimuli. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Describes the life and contributions of L. S. Hollingworth (1886–1939), one of the founders of education for gifted students. Hollingworth's battle against the "variability hypothesis," which posited that there were fewer retarded or gifted females than males because of females' limited range of ability, is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)