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Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review analyzes publications about leadership education among talented and gifted students since 1980. Four major emphases are identified within this literature, and empirical articles within each area of emphasis are summarized and critiqued. Analysis confirms that a consolidated theoretical framework for leadership giftedness has not yet materialized, although limited consensus may be emerging regarding the aspects of leadership that are more or less responsive to instruction. Findings suggest that more research may be needed to justify retaining leadership ability within the federal definition of giftedness. Three suggested directions for future research on youth leadership giftedness are extrapolated from this foundation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Development of mental giftedness is discussed in the context of normative situations occurring in the process of pre-school instruction. A normative situation is treated as a combination of factors, conditions and circumstances with regard to which society prescribes to the subject a specific line of action. The normative situation allows selective influence on structural components of preschoolers' mental giftedness: cognitive ability, creative and cognitive activity. Depending on the nature of normative situations arising in the instructional process, the educational system may have different effects on child giftedness, supporting or inhibiting child initiative and activity. It is possible to single out three types of rules regulating a preschooler's activity: prohibiting, positively normalizing and norm creating. An educational system comprising normative situations supporting children's cognitive initiative is favourable for effective development of child giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article describes a continuum of definitions of giftedness from conservative to liberal, and how these definitions relate to the development of the 3-ring conception of giftedness. In this definition, above-average ability, task commitment, and creativity are seen as 3 interactive clusters of traits that gifted students may exhibit or are capable of developing. The 3-ring conception of giftedness provides an operational definition that can be used by schools as the basis for identification that, in turn, leads to more targeted programming options for gifted students. Recent research related to the 3-ring conception focuses on the infinite number of interactions that contribute to giftedness including personality and environmental factors that have an impact on one's ability to engage in creative and productive endeavors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Compared the academic and learning characteristics of 9 male students (aged 8–10 yrs) with (a) Attention Deficit Hyperactivity Disorder (ADHD), (b) giftedness, and (c) giftedness with ADHD, and examined specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of ADHD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with ADHD and giftedness in general and special settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Reply by the current authors to the comments made on the original article (see record 2012-16824-002). The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Ziegler and Phillipson provide a timely, thought-provoking critique of traditional approaches to gifted education. For a long time, the field has searched in vain for the Holy Grail of giftedness. Alas, the essentialist assumption fails because giftedness does not have a single essence that holds its identity, unity, and continuity. Reification of the construct as an entity sitting in the head significantly narrows our vision of what constitutes human potential for excellence. To maximally realize human potential, it is important to reconceptualize giftedness as contextually and dynamically shaped through learning and development in a complex, reciprocal interaction of the person and the environment. Ziegler and Phillipson show us how it might be done. Although much is yet to be spelled out, some principles can be laid out. Too much time and resources are expended on futile attempts to figure out a gold standard or a litmus test for an unfailing determination of who are “gifted”. We should look at the current performance and proximal behavior of a child in deciding what kinds of education provisions are appropriate for the child instead of seeking the Holy Grail of giftedness and using the abstract notion of aptitude such as general intelligence or generic giftedness to guide policy and practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). As an alternative to the current paradigm of gifted education, Ziegler and Phillipson proposed a systemic approach and argued that factors in the current mechanistic model of giftedness are not good predictors for exceptionality. They pinpointed that a single factor identified as an indicator of giftedness, ineffective measures, inappropriate context, and over-reliance on products make it futile to maneuver appropriate educational practices for gifted population. Their perspectives have raised some important issues in understanding the theoretical framework of gifted education. First, Ziegler and Phillipson assert that the systemic approach deals with the wholeness of giftedness without scrutinizing its components and that its main feature is in interactions between individuals and environments. However, crucial roles of environments have not been dismissed in the mechanistic perspective, either. Nonetheless, individuals’ active involvement in developing giftedness and recognition of various modes of outstanding behaviors within the system are the noticeable features of this proposed model. It is also promising that persons within the system are committed to their gifted actions, which would be changeable via interactions with environments.Hopefully, the systemic approach would be instrumental in stimulating diverse forms of giftedness, often unrecognized by traditional approaches, and producing gifted behaviors conducive to the society as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the conceptualizations of creativity differ depending on the particular theory. The various models of giftedness can be interpreted from the context of current creativity research because certain elements of these conceptualizations can be found in social models, the evolving systems approach, and the domain-generality debate. An integrative perspective of creativity research reveals that some models of giftedness are more comprehensive and consistent in terms of the creativity literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article describes five values attributed to giftedness. The ascription of values to this phenomenon resembles values attached to gifts in gift-giving processes. Whereas gift-giving often includes expectations of reciprocity, each gift possesses a numerical, utility, social, personal, and intrinsic value. Developmental models of giftedness and educational thinking reflect these values. Within prevailing models, the utility value of giftedness reigns. Its numerical value comes second. Social and personal values play a considerable role, yet the gift's intrinsic value is almost absent. This finding leads to the conclusion that the value attribution is unbalanced. This article suggests turning to dynamical-systems approaches, which might balance the value attribution to giftedness. It could expand valuations with the idea of a genuine gift, not requiring reciprocation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Child development involves the process of mastering cultural tools, which modify relations with the world and provide the means to act on the self. A sign is a universal cultural tool, but these tools are not the same for all ages. The problem of specifying development becomes one of finding the tools that children use in their activity. Capacities (as opposed to knowledge, skills or habits) have a meaning that lasts for life. One type of capacity is to find the qualities of the world using sign tools and modelling. A second type is to express attitudes to reality using symbolisation. Childhood activities provide a special space for the development of capacities. Researchers have identified two types of situations in which capacities develop. In the first, children learn to identify natural phenomena through observation and the use of sign tools (modelling). In the second, children use symbolic tools such as painting, dancing and stories to understand these phenomena and express their attitudes towards them (symbolisation). Regulation of children’s actions happens in three ways. The first uses sign tools and involves the adoption of cultural standards. The second uses symbolic tools and involves expressing an attitude towards events. The third uses both sign and symbolic tools and involves transforming reality in a personally meaningful way. These three ways of regulation give rise to three types of cognitive capacity; normative, symbolic and transformational. Coaching children in the run-up to school entry results in predominantly ‘normative’ capacities. The problem of giftedness is related to the problem of capacities. Giftedness is related to the development of capacities in preschool rather than to specific knowledge, skills or habits. This analysis solved the problem of intellectual and creative giftedness being poorly correlated, but raised the further problem of how to influence the development of giftedness. A total of 17 preschool children, 10 of whom were identified as intellectually gifted, were followed for two years. An intervention supported the mastery of figurative tools. The results of testing supported the analysis of ‘capacities’ as underpinning the development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article provides a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. The article summarizes what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. Throughout its history, the field of gifted education has been troubled by a lack of agreement on a definition of giftedness. Outstanding performance is almost always judged relative to others in one’s peer group. Increasing the number of individuals who make path-breaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of proposed framework for gifted education. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The focus of this study was on gifted adults' perceptions of multigenerational giftedness in their families. Participants have been surveyed annually since their high school graduation in 1988. The purpose of the longitudinal study is to gain insight into the career and life development of gifted individuals post-high school. For the present follow-up study, data were collected via the Internet and mailed surveys and analyzed by a 5-member research team. Participants reported their perceptions of whether or not their parents and children were gifted and the areas of giftedness. The number of participants who perceived both parents to be gifted was roughly equal to those stating that neither parent was gifted. Areas of perceived giftedness differed between mothers and fathers. The majority of participants identified at least one of their children as gifted. Specific areas of giftedness perceived in participants' children and parents are described. Implications of the findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Is it possible to identify the specific characteristics as well as the scope of the phenomenon of demands concerning giftedness? The author presents and comments a set of data reflecting the activity of a Parisian consultation center over two separate years: 2004 (12% of the demands concern giftedness) and 2006 (11% of the demands concern giftedness). The psychometrical investigations are based on the Wechsler Scales (WISC-III; WISC-IV). The percentage of demands related to giftedness is quite high as compared to other motives. It mainly concerns children who do not show what are called “very superior” intellectual abilities. The development of certain social stereotypes could be an explanation. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted children: A guide for parents and professionals edited by Distin K. Jessica (2006). This book is an informative exploration of the gifted mind and the social and emotional needs of gifted children and their families. The subject matter is inevitably biased towards the problems that gifted children may experience. The authors acknowledge this as a limitation and do well to contextualize it. This is not an academic text that discusses the breadth of giftedness, it is clear from the outset that the knowledge presented is limited to specific types of giftedness, according to the experiences of the contributors. As an edited text, this book has a number of contributions from highly experienced individuals with specific areas of expertise. Part 1 explores some of the characteristics and emotions that gifted children often share, exploring what it means to be typically gifted and the impact that giftedness can have on a family. Part 2 provides an opportunity for individuals to speak on their particular areas of giftedness and to consider the needs and challenges specific to various forms of giftedness. Finally, Part 3, written collaboratively, concludes by reinforcing the key topics of self-acceptance and communication. The text certainly provides a useful introduction for parents and offers them a platform from which to communicate their gifted child's needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Definitions about giftedness and talent involving motivation as a significant variable either in the genesis of giftedness or in the development of intellectual talent are analyzed. An analysis on the influence of motivation in successful achievers, underachievers, as well as in the social emotional development of the gifted is presented. An update view of the goals achieved by Peru as a country, as well as the actual challenges that faces Peru in the development of giftedness and talent in multicultural and poverty conditions, at the conceptualization, identification, and program levels are presented. Moreover, an economic and viable project of advocacy on the development of giftedness in Peru within the regular educational system along Elementary, Secondary and College level is presented. Finally, conclusions and recommendations for the development of state policies in order to promote giftedness in Peru are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

After a brief introduction the theoretical basis of the Munich High Ability Test-Battery (MHBT) will be outlined in the first part of the article. The MHBT has been developed in the framework of the Munich longitudinal study of giftedness and talent. The MHBT includes not only cognitive predictors measuring several dimensions and types of giftedness concerning intellectual, creative or social abilities etc., but also giftedness-relevant non-cognitive personality and social moderators measuring interests, motivations, learning emotions, self-concepts or family and school climate, educational style, quality of instruction, etc. The MHBT-instruments (different scales and dimensions) are described in greater detail. In the second part of the article, after dealing with the objectivity, the reliability, and the validity of the MHBT, the authors discuss the standardization procedure including the development of grade-based T-norms respectively as well as several talent-profiles, e.g. of gifted achievers vs. underachievers, intellectual, creative, social talents or linguistic, math, science talent profiles etc. Finally, examples of talent search for gifted programs and case studies on the basis of MHBT should illustrate multidimensional identification procedures. The MHBT fulfills the most relevant assessment tasks belonging to the gifted educational and counseling practice. The usefulness of the MHBT in the framework of giftedness research as well as of gifted program evaluation studies has also been proven in the last decade. Hence the MHBT offers many opportunities to assessing giftedness and talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored Ndebele culture of Zimbabwe's views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele culture's views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad-based culturally sensitive gifted programs in Zimbabwe. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)