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The heart of the chapter is about 2 mathematicians—G. H. Hardy (1877–1947) and Srinivasa Ramanujan (1887–1929)—who alone and in collaboration did important work during the first quarter of this century. The comparison between them makes it possible to look for differences between people who are gifted, talented and make great professional achievements, and those rare self-launched people who defy our definitions and well-worked out assumptions, people who from their earliest years appear so tailor-made for their lives that we need to find other explanations for them. Throughout the chapter, I ask if the comparison between these two men might help us to identify gifted children and assist them in maximizing their potential. In this chapter, I try to show why creativity is a special and relatively rare type of behaviour. It is a way of thinking about problems, and in the broadest sense about oneself. Throughout the development of creativity, there is much exploration of deeply-held values, ideals, and what one can expect of oneself in life. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Our purpose is to analyze critically the development, characteristics, strengths, and weaknesses of the psychometric approaches to the study of human creativity in order to inform future research efforts using this and other approaches. First, an overview of the psychometric approach's historical development and main characteristics is presented. Second, comparisons are made to other approaches to the study of creativity. Third, major areas of psychometric work are examined in detail. Fourth, an area of study upon which the psychometric approach often focuses—the relationship between creativity and other cognitive constructs such as intelligence and giftedness—is analyzed. Fifth, criticisms of the psychometric approach are considered. Finally, the implications of past psychometric work for future creativity study, both psychometrically and through other methodologies, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Outlines the history, major characteristics, assessment, psychosocial vulnerabilities, and problem intervention and prevention for gifted children. The theoretical and conceptual underpinning of psychosocial correlates of giftedness are examined, and a review of the psychosocial research provided. Specific problem areas including underachievement, alienation and delinquency, stress, anxiety, loneliness and depression, suicide and gender-related issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter focuses on the under-representation of Hispanic children in gifted and talented programs and the practical factors school personnel can use to safeguard against disproportionate minority underrepresenation in such programs. Such factors are educational contextualisms capable of actuating academic achievement among Hispanic boys and girls irrespective of learning disabilities, "average ability," at-risk status, bilingualism, or "giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Argues that there is little or no basis for the concept of innate giftedness. To bolster the authors' view that practice and not good genes gives rise to excellence, the authors note that even crude retrospective measures of practice are predictive of levels of performance and that so called "talented" individuals do not reach high levels of expertise without substantial amounts of training. People assumed to possess talent are seen as capable of very high levels of performance when given sufficient opportunities for training. As evidence the authors note that the same amount of practice time creates equivalent amounts of progress in most and least successful musicians (in other words, very capable musicians do not profit more from practice time than do unsuccessful musicians, thus suggesting that the two groups do not differ in innate talent). The authors believe that, in addition to practice, other factors also contribute to variability in performance among individuals: opportunities, preparatory experiences, encouragement, support, motivation, self-confidence, perseverance, and single-minded concentrations; plus differences in quality of instruction, effectiveness of practice strategy, and degree of enthusiasm. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes problems and controversies in gifted education that center around the way giftedness is defined, identified, and accommodated in special programs. It is noted that gifted education exists within a broader system of categorical funding for special programs predicated on the assumption that students can be sorted out according to special instructional needs and that equitable education need not be the same for all children. Several questions are examined regarding the nature of equity and of giftedness, the effectiveness of gifted education programs, and the selection systems by which children are placed in them. Attention is given to some of the prominent logical and empirical flaws in the practice of gifted education and how gifted education might be improved. The authors do not argue that gifted education should be abolished, but that it should be reconceptualized. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Addresses issues surrounding giftedness and exceptional talent (G/ET) in the cognitive or intellectual domain during infancy. The authors are writing as developmental psychologists with a research focus on early cognition. The extant literature on the prediction of cognitive and intellectual status from infancy is reviewed. By reviewing some of the traditional approaches for studying early manifestations of G/ET, the authors aim to turn readers' attention to current approaches to developmental causation. It is argued that these approaches provide a more accurate account of developmental processes and determinants than the traditional nature–nurture dichotomy. Furthermore, these approaches call for consideration of developmental course in the empirical investigation of emergent phenomena, and that the future of research on the development of G/ET will require an intensive longitudinal approach. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Goes beyond the application of the construct of multiple intelligences to giftedness within a developmental framework of a giftedness matrix. The concepts of intelligence, giftedness, prodigiousness, precocity, expertise, and creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Reports unexpected findings regarding the nature of expertise and explores the implications for explaining and nurturing creative giftedness in adult professional and semiprofessional artists and nonartists. A brief description of the original investigation precedes the focus on the qualitative differences that emerged among the various levels of expertise. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Focuses on children who are intellectually or academically precocious, recognizing that intelligence represents one part of the spectrum of abilities. The authors argue that life-span research with gifted children can profitably start very early, both to contribute to knowledge about normal development and to understand the origins and enhancement of high competence. The authors review ways in which the inclusion of gifted children can contribute to research in developmental psychology by identifying optimal conditions of development, the origins of achievement motivation and creativity, and the contributions children make to molding their own experiences. The parental and environmental supports appropriate to the gifted child's individual and fluctuating maturity levels are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that Vygotskian theory focuses on the development of verbal–conceptual abstract thought and the primary role language plays in mediating thought and behavior as well as in interpreting experience. The author uses Vygotskian theory as an explanatory framework for interpreting the development of the case of a high-IQ child (M. J. Morelock, 1991). Between ages of 3.7–4.5 yrs, the child experienced a cognitive leap in her capacity for abstract thought, as was inadvertently documented through successive Stanford-Binet L–M testings at those 2 ages. Accompanying the cognitive changes was a period of intense existential questioning and marked emotional turmoil. The chapter examines elements of Vygotsky's sociohistorical developmental theory. Excerpts from the case's developmental history are used to illustrate Vygotskian theoretical elements and in which implications for future research are explored. Implications of this case study for conceptualizations of giftedness are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Reviews the implications of conceptions of individual differences in development and of giftedness for generating hypotheses about the development of giftedness in childhood. Research designs that dominate current longitudinal study of the development of giftedness are described, and their limitations for testing new hypotheses are noted. Examples from the author's own research and other studies that suggest a better strategy for designing developmental studies of giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter begins with an overview of the historical relationships between the intelligence testing movement and the corresponding dominance of the IQ definition of giftedness that has evolved. Then a sample of representative definitions of giftedness reflecting changing conceptions of intelligence during the last 3 decades is used to illustrate the range of variability in current thinking. Finally, the chapter includes a review of the issues underlying discussions of the value or relevance of the various definitions and a summary of promising developments in the research on gifted children and adults that may inform practice in identifying and providing appropriate educational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Cognitive development that is measurably advanced beyond peers, agemates, or cohort group suggests exceptional cognitive ability or intellectual giftedness. Yet both the possibilities for intellectual growth beyond a modal point in young adulthood and a way to measure advanced cognitive development are required to determine cognitive abilities in middle and older adulthood. The current conceptualization of relativistic thinking could fulfill these 2 requirements and, in doing so, also could address the issue of cognitive giftedness across the life-span. Two studies were undertaken to address life-span development of relativistic thinking. In Study 1, 64 adolescents (mean age 14.6 yrs) completed the Preformal, Formal, or Postformal–Relativisitic Thinking Test (PFPR). In study 2, Ss (aged 12–82 yrs) completed a multiple-choice word vocabulary test using words from the Wechsler Adult Intelligence Scale. The Piagetian perspective was assessed with PFPR and 2 problem situations used in study 1. The Perry Scheme was assessed with the Measure of Intellectual Development. Results of this study do not support the idea that throughout life verbal giftedness is associated with improved reasoning ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Presents a developmental perspective on social giftedness. It is argued that by using a theoretical approach that acknowledges both the various specific forms of human intelligence and the general influences on the development of children's thought and knowledge, a view of social giftedness emerges that can increase our knowledge of the what and the how of social expertise. After a short history of social intelligence and an examination of the state of knowledge of giftedness in the social domain, the contributions of developmental and modular theories of mind to understanding social giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author argues that intelligence as measured by traditional intelligence tests has only a limited value for the prediction of professional success. Successful intelligence assumes as essential components analytical abilities, creative abilities, and practical abilities, including tacit knowledge. Adding tacit knowledge in particular markedly increases prediction of professional success. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the concept of successful intelligence (what is successful intelligence, intelligence vs successful intelligence); components of successful intelligence (analytical abilities, creative abilities, practical abilities); and putting together the three aspects of successful intelligence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The author focuses on a domain closely related to social competence, namely moral excellence. The author proposes a solution to the problem of moral excellence by definition leading to moral tyranny. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the nature of morality; moral excellence (moral excellence in L. Kohlbergian terms, A. Colby and W. Damon's empirically-based answer, reasons for doubting Colby and Damon's answer: controversial moral heroes, F. J. Mönks answer: love as the need to give); the case of R (R as a man of high moral standing, R as a bloodthirsty tyrant, the Kohlbergian criterion: did Robespierre reach stage 5, the Colby and Damon criterion: was there a unity of personal and moral goals, the Mönks criteria: was Robespierre motivated by love, preliminary conclusions, was Robespierre morally inconsistent); the hazards of untamed moral commitment (excessive moral emotionality: aggression and guilt-proneness); in search of moral excellence: beyond the fusion of goals (taking a meta-moral perspective as an antidote against moral absolutism, development of a meta-moral perspective). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)