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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)

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)

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)

Psychological conceptions of giftedness are reviewed, the current status of the field of education of the gifted is discussed, and current public policy issues and concerns related to future policy issues are introduced. Promising alternate strategies for the future and new directions for psychological and education research are mentioned, as are possible barriers confronting us in this regard. (PsycINFO Database Record (c) 2016 APA, all rights reserved)