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Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as “twice exceptional” in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Twice-exceptional (2e) is a term used to identify students who are identified with dual diagnoses of giftedness and some type of learning challenge which qualifies them for special education programs, such as attention deficits and learning disabilities. 2e students are often overlooked in schools. In the present study, 19 existing psychoeducational assessment reports were reviewed to determine current assessment practices, particularly as they pertain to gifted and 2e students, and examine whether these practices are accurate at identifying students’ needs or special education categories. I also explored whether current practices are in alignment with recommended best practices. This study was designed to serve as a pilot study for future research on factors related to the identification of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThis study offers some preliminary insight into current psychoeducational assessment practices and their effectiveness as they pertain to twice-exceptional students. If the findings of this study can be replicated through future studies with more robust samples, they could be used to address deficiencies in existing practices and procedures. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers’ use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M age = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students’ giftedness status, teachers’ fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers’ motivating style. These results inform prevention efforts aimed at improving teachers’ motivating styles, to the benefit of the motivation of both cognitively gifted and typical students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The level and profile of academic achievements affect students’ development in education and beyond. However, the utility of profile interpretation is a matter of debate and there is limited knowledge on the development of academic profiles. Conversely, for research of cognitive ability profiles, specifically differentiation processes, theories and statistical tools have already been developed. Taking advantage of the conceptual and theoretical framework as well as the methodological toolbox of differentiation research, we carried out two studies on academic profile formation. The academic achievement of Luxembourgish Students in German, French, and Math was assessed with standardized tests in both studies. Study 1 examined differentiation of academic achievement with longitudinal data of 1,848 students tested in Grades 5 and 7 ( M ageT1 = 10.62, SD ageT1 = 0.66). We found more balanced academic profiles with increasing achievement level, more balanced profiles with increasing grade level, and a stronger grade level effect for higher achieving students. Study 2 analyzed cross-sectional data from 5,235 Grade 9 students ( M age = 14.97, SD age = 1.04) who attended either an academic track or a vocational track to examine the effect of different educational contexts on differentiation. There were no substantial differences between the tracks regarding profile differentiation. The results overall indicate that academic profiles become more even over time, especially in high-achieving students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThis study finds that high-achieving students in Luxembourg scored more similarly on academic tests in different domains than low-achieving students, who had more pronounced strengths and weaknesses. Students in higher grades also scored more similarly than students in lower grades. This finding suggests that for older and higher-achieving students, the focus in school may be more on high performance in all domains than on exceptional performance in one specific domain. This is conducive to high grade point average, but may be problematic for domain-specific talent development, which requires specialization and a focus on individual strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult research participants (teachers, parents) and higher resilience of young people were revealed. The relationship between resilience and place of residence, forced resettlement, subjective assessment of one’s own security, involvement in various forms of education (teaching), as well as gender and age differences in resilience is presented. The results can become the basis for policy development regarding the system of support for teachers, students, and their parents in conditions of traumatic effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThe results of the study of the personal experience of living in war, the level of resilience of the participants of the educational process in the conditions of full-scale military operations are presented. It is shown how all participants in the educational process cope with the traumatic challenges of war, and practical ways of help are outlined. Despite the limitations, the results of the study indicate the risks of students’ development: The war has left a significant impact on the psychoemotional state, they often experience anxiety and worry, are often not sure of their own safety, demonstrate a reduced level of resilience, which affects the educational process. The results of this study emphasize the importance of developing resilience in teachers and parents—so that they can become a support for their students and children. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

There is a lack of research on students’ conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students’ (age 6–16 years; N = 1282) implicit conceptions of giftedness and intelligence and the mindsets underlying such conceptions. More particularly, the study aimed to investigate how giftedness and intelligence are constructed and understood in the minds of students and how students’ mindsets are actualized in their descriptions of giftedness and intelligence. The results indicated that, from very early on, students differentiate between the two concepts. Giftedness and intelligence were both seen as malleable, but views on giftedness were more fixed than were conceptions of intelligence. Both age- and school-related differences were found in students’ conceptions. Furthermore, the study demonstrated differences in conceptions of giftedness and intelligence between growth- and fixed-mindset students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Reports an error in "Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of The Epidemiologic Literature" by L. T. Martin, R. M. Burns and M. Schonlau ( Gifted Child Quarterly, 2010[Jan], Vol 54[1], 31-41). In the original article, an error impacting the results of the analysis occurred when the authors inadvertently flipped the interpretation of anxiety scores in the Tong and Yewchuk (1996) study. Upon reanalysis with the corrected number, the effect was not significant at the 5% significance level, but there is evidence of an effect at the 10% significance level. Rather than dichotomizing the interpretation based on p < .05, some prefer reporting the “degree of evidence”: there was weak evidence (.05 < p < .10) of a difference in anxiety between gifted and non-gifted students in this meta-analysis. The corrected Figure 2 based on this statement (using a 90% CI) is present in the erratum. (The following abstract of the original article appeared in record 2009-24270-003). Given the ongoing debate over whether giftedness is associated with mental health disorders, there is a great need to highlight and compare results from the most methodologically rigorous studies. Surprisingly, the vast majority of literature reviews and background sections of research articles include studies that do not directly compare gifted and nongifted youth. Furthermore, almost no attention has been paid to how differences in the definitions of giftedness or mental health outcomes of interest affect the interpretation and comparison of studies. The authors apply an epidemiologic perspective for thinking about these issues, highlight many of the challenges of studying this population, and present results from meta-analyses that include the most methodologically rigorous studies comparing rates of depression, bipolar disorder, anxiety, suicide ideation, and attention deficit hyperactivity disorder (ADHD) between gifted and nongifted youth. They conclude with recommendations to strengthen research in this area. Putting the research to use: Through this review we sought to provide concrete recommendations to strengthen future research on the mental health of gifted children. Most notably, future studies should assess large, population-based cohorts that include both gifted and nongifted individuals. Researchers should also move toward describing their study population according to their specific aptitudes, talents, skills or abilities, rather than using the general term ‘gifted’. Thinking more specifically about these relationships will not only help us to understand the association between giftedness and mental health, but will also increase the potential to effectively shape programs and policies for gifted youth, focusing resources on the most vulnerable. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In two pre-registered studies we investigated the cognitive context of gratitude to God (GTG) and fading positive affect of grateful memories. Although gratitude has been shown to causally impact happiness, few studies have investigated how the nature of the benefactor might affect experienced gratitude. Participants first recalled a positive event, a human-caused benefit, or a God-caused benefit. After recall they reported their current momentary emotions, recalled past emotions from the time of the event and emotion appraisals. Grateful memories showed less fading positive affect over time compared to other positive memories. Appraisals of value and altruism predicted both GTG and gratitude to humans (GTH). Positive spiritual appraisals (e.g. positive interpretations about one’s relationship with God, the sacred giftedness of the event) were uniquely associated with GTG. When it comes to felt gratitude, the nature of the benefactor does matter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The authors introduce readers to quantitative text analysis and its potential for analyzing text-based nonreactive measures as a means of broadening the evidential basis within research on giftedness and talent. After defining quantitative text analysis and describing how it can augment survey studies for analyses at individual and cultural levels, the special potential of quantitative text analysis for addressing cultural questions within gifted and talented research is described. Inductive and deductive techniques of quantitative text analysis are then introduced and illustrated with brief examples drawn from gifted and talented research. Finally, a brief illustrative study is presented via an extended series of linked worked examples focusing on the question of the place of giftedness and talent within mentoring discourse in US mass media of past and present in order to illustrate in more detail how quantitative text analysis can be used to improve the culture-level evidence base within gifted and talented education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Introduction: In this article, we focus on the experiences of gifted adolescents who are victims of bullying in the form of rumors. How do they experience this relational aggression and this social isolation when belonging to a peer network is essential at this age? Are they more vulnerable or more resilient? A systemic perspective led us to consider all the factors within these perpetrator-victim-management team systems that are involved in the rumor spreading. Patients and method: We conducted a qualitative study of three situations based on Lazarus and Folkman's transactional model to analyze the processes at work within each system in the rumor spreading. Results: The results show that the teenager who spreads the rumor does so in the name of his or her anti-violence values, without considering the context in which the events took place and the subjective experience of the protagonists. It is also a way for him or her to establish his or her popularity within the group. Each of the three gifted boys reacted differently. Struggling to identify the roles of victim and perpetrator, the institution administrator did not perceive the situation as a case of bullying and may even have credited the rumor. Discussion: Our discussion focuses on the personal and family factors of the population in this study, the current societal context with the MeToo movement and the cancel culture, and the limitations of school-based anti-bullying interventions. These three studies show the need to alert and inform education professionals to a systemic understanding when it comes to the spreading of these rumors in adolescence. These acquired skills will then allow them to be more efficient as mediators in these situations, sometimes with dramatic consequences for vulnerable individuals. Conclusion: Giftedness appears as a secondary characteristic compared to emotional competencies. Nevertheless, certain personality traits often observed in gifted subjects, such as overexcitability or a particular sense of humor, are active in transactions between the different systems. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIntroduction: Dans cet article, nous nous intéressons au vécu des adolescents haut potentiel qui sont la cible d’une rumeur. Comment vivent-ils cette agression relationnelle et cet isolement social à un âge où l’appartenance à un groupe de pairs est essentielle ? Sont-ils plus vulnérables ou plus résilients que les autres ? Une perspective systémique nous amène à prendre en compte l’ensemble des facteurs au sein de ces systèmes calomniateur-cible-équipe encadrante au sein desquels ce phénomène de propagation de rumeurs se déroule. Patients et méthode: Nous avons effectué une étude qualitative de trois situations en nous appuyant sur le modèle transactionnel de Lazarus et Folkman pour analyser les processus en jeu pour chaque système dans la propagation de la rumeur. Résultats: Les résultats montrent que l’adolescent qui répand la rumeur le fait au nom de ses valeurs de lutte contre la violence, sans tenir compte du contexte dans lequel les faits se sont passés et de l’expérience subjective des protagonistes. C’est aussi un moyen pour lui d’asseoir sa popularité dans le groupe. Les trois sujets à haut potentiel réagissent chacun différemment. La direction de l’établissement, en difficulté pour identifier les rôles de chacun, victime et agresseur, ne perc¸ oit pas la situation comme un cas de harcèlement et peut même créditer la rumeur. Discussion: Notre discussion porte sur les facteurs personnels et familiaux des sujets de cette étude, sur le contexte sociétal actuel avec le mouvement MeToo et la cancel culture et sur les limites des interventions scolaires de lutte contre le harcèlement. Ces trois études montrent la nécessité de sensibiliser les professionnels de l’éducation à une lecture systémique de ces rumeurs à l’adolescence. Ces compétences acquises leur permettront alors de jouer un rôle actif de médiateur dans ces situations parfois dramatiques chez des sujets fragilisés. Conclusion: Le haut potentiel apparaît comme une caractéristique secondaire par rapport aux compétences émotionnelles. Néanmoins, certains traits de personnalité souvent observés chez les sujets à haut potentiel, comme une hyperstimulabilité ou un humour particulier, participent aux transactions entre les différents systèmes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

A systematic review was carried out on publications from the last 15 years that have studied the effect of intellectual giftedness, defined as IQ > 115, on the clinical and cognitive features of ADHD. Studies indicate that about 15% of people with high IQ meet ADHD criteria. IQ has shown no effect on the pharmacological treatment, and comorbidity does not differ from that of other children with ADHD. High IQ-ADHD, compared to average IQ-ADHD, tends to show less severity in cognitive and behavioral symptoms, as well as a better prognosis; however high IQ may mask ADHD symptoms delaying diagnosis and treatment. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The study is an overview of the neurodevelopmental characteristics of neurological-based achievement difficulties, especially autism, in terms of talent development. The analysis covers the relationship between autism and intelligence, highlighting the roles of executive functions, pattern recognition, systematization, and speech, and demonstrating the impact of complex developmental procedures. A key issue is the creativity which is also different from the usual in neurotypical development and shows a relationship with psychotic states. The correlations indicate which factors require special attention when atypical nervous system development is coupled with outstanding abilities and striving for strong development. Early intervention and environmental factors can play a crucial role in the development of special abilities towards talent. Along with the characteristics of autism, we describe specific options for talent management. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA tanulmány a neurológiai alapú teljesítményzavarok, kiemelten az autizmus idegrendszeri fejlődési jellemzőinek a tehetségfejlődés szempontjából történő áttekintése. Az elemzés kiterjed az autizmus és intelligencia kapcsolatára a végrehajtó funkciók, a mintázatfelismerés, a szisztematizálás és a beszéd szerepének kiemelésével és a komplex fejlesztési eljárások hatásának bemutatására. Kiemelt kérdéskör a kreativitás, amely a neuroatipikus fejlődés esetén szintén eltér a szokásostól, és kapcsolatot mutat a pszichotikus állapotokkal. A feltárt összefüggések jelzik, hogy mely tényezők tekintetében van különös gondosságra szükség, amikor az atipikus idegrendszeri fejlődés kiemelkedő képességekkel és erős fejlődésre való törekvéssel párosul. A korai beavatkozás és a környezeti tényezők döntő szerepet játszhatnak a különleges képességnek tehetség irányú fejlődésében. Az autizmus jellemzői mentén a tehetséggondozás számára konkrét lehetőségeket ismertetünk. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Introduction: With a prevalence of 2.3% among French schoolchildren aged 6 to 16, giftedness represents a challenge in child psychiatry (Delaubier, 2002). Dys-synchronies can appear in the different domains of intelligence, associated with eclectic symptoms: hypersensitivity, anxiety, depression, attention deficit disorder with or without hyperactivity, oppositional disorder as well as conduct disorders. The psychological assessment can constitute an opportunity to identify and evaluate giftedness functioning in order to advise an adapted treatment in the guidance of these children and teenagers, and to guarantee them the most harmonious global development. Method: The method used was that of a case study. was received within clinical research carried out at the University of Bordeaux for the realization of a psychological assessment. The objective of the assessment was to investigate and understand the polymorphic anxiety domain but also the impossibility for Minerva to attend middle school, with the result that she was home schooled with the National Center for Distance Learning (CNED). Over two half-days, we were able to successively carry out the anamnestic interview, a semi-structured interview, the K-SADS, the evaluation of cognitive functioning with the WISC-V, various projective tests such as the TAT, the Rorschach test, a drawing of a man and a family, as well as various scales in self and hetero-evaluation. Results: The K-SADS clarified the psychopathological situation as well as the family, social and school impact of this invasive case of anxiety. The results of the WISC-V showed an intellectual potential between 117 and 129, with areas of high efficiency for the Verbal Comprehension Index (VCI=146) and the Working Memory Index (WMI=122). The profile, although not reaching the recommended 130 in global IQ, is consistent with high intellectual potential when the performance is impacted by the situation of parasitic anxiety and a sedative medication. The projective tests as well as the drawings of the man and the family, demonstrated the extent of the considerable rigid defense mechanisms and of avoidance, but also of the hyper investment of the intellectualization processes. Conclusion: The screening of high intellectual potential represents a clinical challenge in view of the lack of diagnostic recommendations as well as the disparity of information accumulated in research on their characteristics. The holistic approach of the psychological assessment appears to be a solution allowing to situate the individual's psychic functioning in a constitutive zone of the "high intellectual potential" profile, which should also be at the service of the global therapeutic management. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIntroduction: La prévalence du haut potentiel intellectuel (HPI) chez les enfants français scolarisés entre 6 et 16 ans est estimée à 2,3 %, représentant ainsi un défi majeur en pédopsychiatrie (Delaubier, 2002). Des décalages peuvent se manifester dans les différents domaines de l'intelligence, associés à des symptômes variés : hypersensibilité, anxiété, dépression, trouble déficitaire de l'attention avec ou sans hyperactivité, trouble oppositionnel, et troubles des conduites. Le bilan psychologique peut constituer l’opportunité de détecter ainsi que d'évaluer le fonctionnement HPI afin de proposer un suivi adapté pour ces enfants et adolescents, dans le but de pouvoir assurer l'harmonie de leur développement global. Méthode: La méthode retenue est celle de l’étude de cas. Minerva, 14 ans et 11 mois, fut accueillie au sein d’une recherche clinique menée à l’université de Bordeaux pour la réalisation d’un bilan psychologique. L’objectif du bilan était d’investiguer ainsi que comprendre la scène anxieuse polymorphe mais aussi l’impossibilité de se rendre au collège, ayant pour conséquence la scolarisation à domicile via le Centre National d’Enseignement à Distance (CNED). Sur deux demi-journées, nous avons pu successivement faire l’entretien anamnestique, l’entretien semi-structuré K-SADS, l’évaluation du fonctionnement cognitif avec la WISC-V, différents tests projectifs comme le TAT, le test de Rorschach, un dessin du bonhomme et de la famille, ainsi que différentes échelles en auto- et hétéro-évaluation. Résultats: La K-SADS a permis de clarifier la situation psychopathologique ainsi que l’impact familial, social et scolaire de cette scène anxieuse invasive. Les résultats au WISC-V ont mis en évidence un potentiel intellectuel compris entre 117 et 129, avec des zones d’efficience haute pour l’Indice de Compréhension Verbale (ICV = 146) et l’Indice de Mémoire de Travail (IMT = 122). Le profil, bien que n’atteignant pas les 130 recommandés en QI global, s’inscrit dans celui d’un haut potentiel, avec une performance impactée par la situation d’une anxiété parasite et d’une médication interférente. Les tests projectifs, ainsi que les dessins du bonhomme et de la famille, ont démontré l’étendue de la massivité des mécanismes de défenses rigides et d’évitement, mais aussi de l’hyperinvestissement du processus d’intellectualisation. Conclusion: Le dépistage du haut potentiel intellectuel représente un défi clinique face aux manques de recommandations diagnostiques ainsi qu’à la disparité d’informations cumulées en recherche sur leurs caractéristiques. L’approche holistique du bilan psychologique apparaît néanmoins comme une solution permettant de situer les fonctionnements psychiques de l’individu dans une zone constitutive du profil de « haut potentiel intellectuel », se devant aussi d’être au service de la prise en charge thérapeutique globale. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCette étude vise à explorer les perceptions de la douance chez 24 élèves doués âgés de 6 à 11 ans dans un centre de services scolaires québécois. Soumis à une analyse lexicale exploratoire (à l’aide du logiciel ALCESTE) puis à une analyse thématique (à l’aide du logiciel NVivo), les résultats soulignent la pluralité inhérente aux perceptions de la douance au sein d’un groupe d’élèves doués. De plus, les dimensions intellectuelles et socioaffectives sont au cœur de la façon dont ces élèves appréhendent leur statut d’enfant/élève doué. Interroger les perceptions de la douance auprès de cette population permet d’envisager la réalité de ces jeunes dans toute sa diversité, mais aussi de souligner leurs besoins spécifiques. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Children gifted in the visual arts typically begin to draw realistically around the age of 3. Recently, a new kind of gifted child artist has been reported in the press—–children who paint nonrepresentationally and whose works have been likened to those by abstract expressionists. It is unclear whether the works of these abstract art prodigies are any different from the abstract paintings of typical children. In four studies, we examined nonexperts’ abilities to distinguish paintings by abstract prodigies from those by typical children and those by abstract expressionist artists. Our findings revealed that nonexperts were able to distinguish the works by abstract prodigies from those by typical children, but they could not distinguish works by abstract prodigies from those by abstract expressionists artists. While precocious realism has been noted most often as the indicator of visual art giftedness, our studies revealed a different kind of nonfigurative visual art giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Conclusion :Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)