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Reviews V. Weiss's article (1993) on the genetic basis of general intelligence and its implications for the structure of the educational system. It is argued that Weiss's definition of general intelligence as the result of a gene locus with 2 alleles is not supported by empirical evidence. Moreover, Weiss's definition of intelligence represents a simplistic explanation of a complex phenomenon. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Presents results of a previously published study (1982) by the present author on the hereditary components of general intelligence, and discusses implications for the development of a system for the selection and education of highly gifted students. Results revealing 3 specific genotypes of general intelligence with distinct performance differences suggest that integrated instruction is not appropriate. While human genetics does not offer arguments for or against a certain type of school system, the differences in general intelligence should be considered in the development of educational policies. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined variability of prevalence data for the category of gifted and talented with respect to 2 alternative explanations: definitional differences and differences in the application of definitions. State-adopted definitions (from 45 states) of giftedness were analyzed, as were guidelines for student identification procedures. Statistical analyses used in previous comparisons of prevalence data for learning disabilities, behavior disorders, and educable mental retardation were applied to the gifted and talented. This category was found to be no less, if not more, variable than the disability conditions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a discrepancy model for the behavioral assessment of gifted children that focuses on the target student's general academic ability, specialized aptitude, academic performance, learning environment, manifestation of gifted behavior, and social-emotional status. Aptitude is assessed with standardized tests of intelligence and achievement and measures of academic performance. This assessment provides data on ecobehavioral variables that maintain and promote the behavior of gifted students; educational decision making regarding the identification of giftedness and placement in specialized services can be based on the student's assessment profile. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied 217 gifted young artists (aged 4, 6, 8, or 10 yrs) from a cognitive-developmental perspective and found that, in ability to render perspective, there are age-related trends that are similar to those of children with average ability. Flexible and elaborate use of these perspectival abilities is apparent in the work of the gifted Ss. Artistic abilities other than perspective appeared to be less influenced by development, showing advancement for some gifted Ss. Individual differences in manifestations of giftedness were also found. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated 3 issues: whether gifted and nongifted children differ in their self-concepts, the effects on the self-concept of labeling the child as gifted, and effects on self-concept of placing a child in special programs for the gifted. The authors discuss theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the 3 issues. Two types of studies are reviewed: (1) cases where gifted and average students are compared in terms of the self-concept and (2) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that the development of the feminine appears to be central to the full development of giftedness in both men and women. Patriarchal values have overemphasized the masculine aspect without providing the balance of its feminine counterpart. This article outlines a series of phases in the development of the feminine: bonding, orientation toward others, cultural adaptation, awakening and separation, the development of the conscious feminine, empowerment, spiritual development and integration. The way in which gifted women relate to each of the phases is described. Appropriate therapeutic interventions are suggested for each phase. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the proposed establishment of a national data bank to serve as a repository for instruments, strategies, systems, and designs used in the identification and evaluation of gifted programs. The purpose of the data base is to allow practitioners to summon information on what other districts are using to assess constructs of giftedness, to obtain information on the qualities of particular instruments, or to allow access to what other districts are doing to identify underserved groups of gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

A review of the available research indicates that gifted students (GSs) spontaneously utilize self-regulatory learning strategies more frequently than do non-GSs. When trained to use strategies, GSs also use them more effectively and can transfer these strategies to novel tasks. Self-regulation measures may be a useful adjunct in diagnosing giftedness, and self-regulation training may further enhance GSs' academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This letter briefly describes the history of creativity research, the relationship between IQ and creativity (and by implication, giftedness and creativity), and the role of creativity in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Differences between the self-perceptions of 62 gifted high school freshmen and 162 nongifted peers were assessed regarding intimacy with family and peers, social support, family responsibilities, self-esteem, depression, and risk-taking behavior. Gifted students perceived themselves as being more intimate with friends, assuming fewer family responsibilities, and taking more risks (both sports- and danger-related risks). Gifted students and their teachers were also administered the Perceptions about Giftedness Scale. Gifted students reported feeling the same as, or better than, their peers about their academic and social skills, and their teachers closely agreed. However, the teachers rated the gifted students as being less happy than the students rated themselves. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the psychological types as measured by the Myers-Briggs Type Indicator (MBTI) of students admitted to a public, residential, magnet high school for academically talented and gifted juniors and seniors. These students are compared to two groups of gifted adolescents and two groups of traditional high school students. The magnet school students are significantly like the gifted students and significantly unlike the traditional students. Gifted students seem to have a particular MBTI type distribution. Discussion focused on the implications of this finding to the education of the magnet school students and other gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the transition from formal to post-formal reasoning in gifted adolescents and tested a cognitive developmental model of giftedness. The participants were 40 gifted 12th graders (aged 16.8–18.4 yrs). They completed paper-and-pencil tasks that assessed formal operational reasoning and post-formal reasoning. Participants were individually interviewed for 1 of the post-formal measures. Individual performance and verbal and full-scale Wechsler Intelligence Scale for Children (WISC) IQ scores were made available for all of the participants. Principal components analyses revealed 4 meaningful factors with eigenvalues greater than 1.00. These factors collectively accounted for 78% of the variance and were for the most part consistent with the proposed model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined strategic variability and variability–performance relations in 85 intellectually gifted and 81 non-gifted children (mean age 9.3 yrs) who received 5 trials on an organizational memory task. Children were presented with different sets of categorizable words on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuation in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-by-trial switches in strategy use. In general, gifted children showed lower levels of variability (or high levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Focuses on intellectual giftedness, its description, and the nurture of such gifts and talents in the elementary and secondary school setting. Social context and diversity and psychological characteristics of gifted children are highlighted. The article concludes with future directions for research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Studied the intellectual abilities, creativity, motivation, and other personal features of gifted 1st graders as part of the Moscow Longitudinal Study of Giftedness. Human subjects: 60 normal school-age children (1st graders) (gifted) (experimental group). 60 normal school-age children (1st graders) (control group). Ss were administered a battery of psychological tests at the beginning of the study and as 2nd graders and 3rd graders. Differences in cognitive and personal development (1) between gifted and nongifted Ss and (2) among average, high, and extremely gifted Ss were examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Females are still underrepresented in mathematics and the sciences. Recent attempts at explanations assume that the main reason for this fact are motivational differences between the genders determined by the socialization process. In 2 studies the authors measured implicit theories of mathematics and physics teachers on gender-specific giftedness and motivation. A significant part of the teachers still holds to gender related views. 26.5 % of the mathematics and 30.4 % of the physics teachers thought that in their subjects boys were more gifted than girls. Further differences were shown in the kind of further education the teachers would advise their male and female students to take up. Whereas they would suggest the girls careers in education, medicine or philology, they thought that the boys were better suited for the mathematical, scientific, engineering or technology areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An exploratory study of gifted children's understandings of intelligence showed that between the ages of 6 and 12, external indicators of smartness are synthesized with internal factors of feelings and judgments about intelligence. This synthesis becomes more complex with age. At age 12, children's definitions took on an interpretive quality with references to the psychological self apparent. A developmental progression in children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)