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although there are several women in the Old Testament who are exemplars of wisdom and reflection, there are 2 women who exhibit a reflective giftedness superior to the women and men of their times / Deborah, the only female of the 12 judges or leaders of Israel, used wisdom to deliver the Israelites from the Canaanites / Judith, a wise and thoughtful widow, was praised for lucid understanding, prudent counsel, and unfaltering courage as she beheaded an Assyrian king and restored peace to the Israelites in today's world exist cognitively gifted women who serve as exemplars of wisdom, reflective judgment, and intellectual giftedness / although deeds serve as testament to the gifts of the biblical women, current research in cognitive development and the application of the case-study method attest to the cognitive competence of 2 such contemporary women: Ss of this discourse—Deborah and Judith / presents social, historical, cultural, and educational information about their lives and how these experiences have influenced their reflective giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) [examines] exceptional cognitive talent [of these women] / [the author's] qualitative study investigates the relationship between the highest levels of reflective judgment; intellectual disposition; and personal, educational, and life-related history (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

My [the author's] theory is that the precursors of human intelligence lie in the human language capacity and human mental ability. Evolutionary pressure favors the interaction between the symbolic world of language and the mental world, leading to the creation of concepts. In this book I propose the notion of conceptual intelligence, that is, intelligence as a result of thinking and learning through concepts. . . . Here I trace the development of concepts, the growth of conceptual thought, and how conceptual thinking and conceptual learning make the human species intelligent and creative. This book is for general readers as well as for researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Gifted children—children years ahead of their peers—have long inspired fascination, envy, fear, and rejection. Misconceptions about children with special abilities abound. In this . . . book, Ellen Winner uncovers and explores 9 myths about giftedness, and shows us what these children are really like. Using vivid case studies, Winner paints a complex picture of the gifted child. Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. [This book] also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children and focusing our resources for gifted education on those with extreme abilities—children who are left untouched by the kinds of minimal programs we have today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

discusses the history of Puerto Rican female achievement and examines the experiences and perceptions of 2 adolescent girls who participated in an ethnographic study of culturally diverse high school students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) examines how family, school, community, and personal factors influence the academic achievement of gifted [urban] Puerto Rican females (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

"Remarkable Women: Perspectives on Female Talent Development" is [a] book to consolidate and expand existing knowledge about highly capable women and the internal and external forces that lead them to extraordinary adult accomplishment. The collected studies include women from a wide variety of backgrounds and talent domains whose paths to exceptional achievement illuminate the nature of female talent development and provide models to help more women fulfill their promise in adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

summarizes and synthesizes the recent research and literature related to counseling gifted girls and women of color / discusses issues and concerns that [can jeopardize women's recognition and expression of their giftedness] / summarizes [multicultural] counseling strategies that are most appropriate / the terms "gifted girls of color" and "gifted women" of color refer to those of African American, American Indian, Asian American, and Hispanic descent, who were either born in the US or whose socialization occurred primarily in the US / case examples discussed in this work are taken from the author's practice and from the case loads of her counseling-in-training / Ss consist of graduate and undergraduate students and community residents who were clients of the university counseling center common issues of gifted women of color [racial and cultural identity, socialization of gifted women of color, families, employment opportunities] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[delineates] the strengths and weaknesses of lower class values which affect gifted women's educational progress / these strengths include experience with perseverance, creativity, and the ability to make do with available resources / some weaknesses include the devaluing of nonmanual labor, isolation, lack of stimulation, and the availability of few role models / clinical case studies and current literature [are] utilized to clarify the relationship between class and giftedness / the identification of gifted women by their families of origin and the schools, as well as their presenting concerns in therapy, are often affected by economic class / implications and recommendations for therapists and educators [are] discussed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book examines the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. "Intellectual Talent" examines the political ramifications of emotionally loaded findings about individual differences—documenting cases in which findings that contradict prevailing social values are simply ignored. The book also explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

reflect on the complex difference between intellectual giftedness and genius / focus on factors, many intriguing in and of themselves, that are characteristic of genius / the author's primary thesis is that the emergence of genius is best described using a multiplicative model / argue that exceptional achievement is a multiplicative function of a number of different traits, each of which is normally distributed, but which in combination are so synergistic as to skew the resulting distribution of achievement / how many different traits are involved in producing extraordinary achievement, and what are they / provide some conjectures that can be drawn on to answer this critical question intelligence / creativity [the creative process, psychosis, productivity, mental energy, other personality correlates, characteristics of genius: some conclusions] / giftedness and genius: important differences / educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book was written to help capable kids, their parents, and teachers consider a variety of coping strategies for dealing with their concerns. It also explains why having a range of strategies available maximizes the outcomes and increases a sense of control and adequacy. It details the problems and needs of bright young people and the unique patterns of personality, social, emotional, and moral development that typify this group. True stories of bright kids and how they cope are told from varied perspectives—their own, their teachers, and/or their parents—and offer a glimpse of the differing viewpoints on common problems. This book is actually two books in one. One is written specifically for adolescents and preadolescents; the other is written for teachers and parents. However, the authors believe that capable kids can understand complex ideas, and that adults should not be told one thing and kids another; therefore, both groups should read both books. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This chapter begins with the issue of defining 'giftedness' (or the preferred term, 'high ability') and stressing the complex relationship between high ability (or specific talent) and achievement in educational terms. The author also addresses important issues in the assessment of high ability or talent. Her conclusion is that we need to move beyond oversimplified testing and towards approaches to the identification of special abilities that may have more educational validity. The final section covers possible strategies for educational provision, including cognitive process teaching methods, for these pupils. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book offers advice for the beginning therapist, and discusses the persons and process of psychotherapy. Speaking from retrospective and personal experience, the author speaks directly to people in the helping professions about the characteristics of a therapist, the ethics of psychotherapy, self-healing, and the purpose of therapy both for the client and for the therapist. Without focusing on any specific therapeutic model, the author provides a humanistic framework with an emphasis on the therapist/client relationship. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

There is a dynamic interplay of social and historical forces that shapes the conceptualization and nurturing of talent. In "Talent in Context," eminent contributors address the various social and historical contexts within which giftedness evolves. Chapters span a variety of perspectives—psychological, sociological, biological, and anthropological—to spark a reexamination of assumptions about the impact of context on the emergence of talent. "Talent in Context" explores many of the cutting-edge themes driving talent research across disciplines and will be a valuable resource for professionals in the social and behavioral sciences seeking to define, understand, and enhance the talents of extraordinary individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

The authors trace the historical and cultural factors that have led the education establishment to ignore outstanding potential in the many subcultural groups that make up our society. Much of the blame, these authors assert, must be laid at the door of the testing movement and the narrow definitions of giftedness and talent it engendered. As an alternative to the current system of gifted education, Callahan and Hiatt envision schools of talent development, in which talent identification is based on authentic assessments of performance or production to find those with "expertise;" in which the procedures are inclusive, not exclusive; and in which all subcultural groups are equitably represented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author analyzes two key Pacific Rim cultures (China and Japan) relative to how they view and develop giftedness and talent. Stevenson suggests that the US may be on the wrong track as a society in its approaches to defining and nurturing giftedness and talent. Through these case presentations, Stevenson investigates the impact of society and culture on the emergence and shaping of talent. He raises questions about defining giftedness and educating gifted children, and relates the answers to the setting of societal goals. In trying to ensure that their most able students will further the culture's progress, each of the 3 cultures has taken a very different path, from ignoring the term giftedness altogether but educating all students with the hope that some will emerge (Japan); to heeding the term and educating this group differentially but enforcing their common socialization (China); to halfway acknowledging the term, halfway attempting differentiated education, and halfway encouraging common socialization in the US. An interesting area for future research is which approach best matches the values of a particular society and culture. Has each country selected its "best" or its "only" method because of the maximum benefits of interaction for able learners with that culture's parameters? As Stevenson points out, we have much to learn from what we can see occurring in other cultures, about best practices as well as unproductive strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Three major themes are discussed in this chapter. The first is the uniqueness of each creative person. The chapter explores a possible rapprochement of ideas about giftedness, creativity, and human variability and draws on Piaget's thinking, but not so much his well-known ideas about universals of human development as his ideas about creativity, including his own. Approaching the subject from this angle leads to the insistence on the uniqueness of each creative person. The second theme is the question of collaboration. If each creative person is unique, how can unique individuals enjoy a social existence? Can they collaborate, and if so, how? The last theme is the evolving systems approach to creative work. The chapter sketches briefly the evolving systems approach to creative work and attempts to show how it contributes to our understanding of human diversity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author's thesis is that genetic engineering and all its possibilities are not likely to be used for positive eugenic purposes. The reasons, he claims, center around current societal values that do not include high intelligence. Hanson points to prevailing attitudes such as right-to-life, religious fundamentalism, and popular priorities (appearance and health rather than mental or physical ability) as having great influence over personal choices to use or not use genetic engineering options such as sperm banks and artificial insemination. The chapter has implications for social policy as well as the psychobiology of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author identifies the general set of personal characteristics and external factors that shape the gifted woman's level of accomplishment: commitment to relationships and intimacy, difficulty in discerning one's self, serendipity in career choices, and motivational level. She then examines the contextual forces shaping women's lives in their formative years: family and home environment and opportunities for enhancing achievement. The author concludes that the complexities of women's lives require appropriately multifaceted research to uncover "appropriately nuanced patterns of gifted women's lives." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter has two purposes: to provide a review of the existing research on the characteristics of families of gifted children, and to make suggestions for future research on such families from a systemic perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The research reported in this chapter tests the hypothesis that talents pertinent to the classroom ecosystem can be consistently recognized by peers and teachers through the behaviors manifested by the individual. The rate of talent acknowledgment and types of talents identified also are explored. Findings suggest that when the types of valued talents increase, the pool of talented individuals likewise expands (prevalence); however, the number of students recognized as displaying multiple talents also increases (polyvalence), thereby creating a talent-incubating dynamic. In conceptualizing the investigation, Gagné implicitly endorses the power of the classroom ecosystem through his use of peers as recognizers of talent. Ss consisted of 2,432 French-speaking upper-elementary pupils, about equally distributed between the sexes and between Grades 4 to 6. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)