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Examines some of the reactions to J. S. Renzulli's (1978) 3-ring conception of giftedness by analyzing statements made by different commentators. The author summarizes related research, discusses additions to the original theory, and explores the implications of this work for public policy and the development of identification procedures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the question of how gifted and talented adolescents experience being gifted in high school. 15–17 yr olds were interviewed twice while attending a special summer program. Data were analyzed and interpreted using a set of research questions that postulated that Ss would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. Results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. Data also suggest that some Ss managed information about themselves to minimize visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 3 categories of gifted children: (1) accelerated mental development, (2) early mental specialization, and (3) isolated signs of outstanding abilities. The mental activity, self-regulation, age-related features, general and specific abilities, creativity, and natural gifts of gifted children are considered. The problem of predicting the future significance of giftedness observed during childhood is discussed. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied nervous system (NS) features in musically gifted Ss and the relationship between giftedness and bioelectric indicators of NS strength, lability, and activity level. Human subjects: 21 normal Russian adolescents (aged 14–16 yrs). Various aspects of Ss' musical ability were rated, and EEGs were performed. The bioelectric activity of both brain hemispheres was analyzed. A correlation analysis was performed. (English abstract) Educational level(s) of subjects: Secondary School. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines giftedness and talent with reference to the American Indian student, based on the research of cognitive psychologists. Instruments that may be used to identify gifted and talented Indian students are discussed, including ethnographic-based instruments, tests of nonverbal reasoning, and the Torrance Tests of Creative Thinking. Special considerations for using standardized tests are noted. The 4 circumstances under which Indian students in nonreservation public schools can be selected to participate in a special program for the gifted and talented are outlined, and the identification procedure used in an elementary school on the Zuni Indian reservation is described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that the display of gifted behaviors by students is a developmental process that should be viewed as the goal of education rather than a pre-existing condition. This suggests that the labeling of students as gifted is a questionable practice. A system of schoolwide educational enrichment that takes into account this concept of giftedness is presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the research literature on the relationship between gifted children and their peers, with the aim of examining the widespread notion that academic giftedness is associated with psychosocial adjustment problems. The review includes studies (primarily from the US) on the: social self-concept of gifted children and adolescents, identification of gifted children and adolescents by their peers, and popularity of gifted children and adolescents. Results suggest that gifted children (at least at the elementary-school level) are as adjusted as are their nongifted peers. Methodological problems in these studies are discussed, and recommendations for future research are provided. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined the perceptions of 111 undergraduate education students without teaching experience and 79 experienced teachers regarding relatedness among gifted students' abilities. In the 1st phase of the study, undergraduates indicated the resemblance among 20 abilities in which 12-yr-olds might excel. In the 2nd and 3rd phases, the experienced and inexperienced Ss sorted the 20 abilities into nonoverlapping clusters. Results show that Ss tended to agree on 5 categories of giftedness: analytic or cognitive ability, personality and social skills, creative arts, motor skills, and verbal ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents Raven's Matrices tests as a component in the identification of giftedness and includes related empirical studies. The article discusses the reliability, validity, and fairness of the tests and compares them with other intelligence tests. Despite problems with narrowness of scope and standardization practices, these tests are seen as providing a useful screening device that could help to identify gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that a commitment of scientific talent and financial support to enhance the developmental potential of the retarded was made 25 yrs ago, but that a concomitant commitment has not been made to understand the developmental potential of the gifted. It is argued that there is a need for such a commitment and that it is important to draw out the developmental issues related to the gifted and the talented to frame productive scientific questions. A model is presented to frame such a set of questions based on the interaction of environmental facilitation and degree of organic impairment and vulnerability on developmental outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the relationships among academic achievement, self-concept, and behavior of the learning disabled/gifted child, and abilities of parents and teachers to identify the learning problem. 24 learning disabled/gifted children (aged 8–12 yrs) and 24 normally achieving, gifted controls were administered a 6-factor self-concept measure; their parents, regular classroom teachers, and teachers in an enrichment program completed a student behavior measure. Analyses indicated tendencies for experimental Ss to have lower self-concepts than controls. Correlations showed 7 significant relationships between self-concept and hyperactive/asocial behaviors in experimental Ss. Enrichment program teachers, who had received special education training, significantly identified experimental Ss as having learning problems; no parents identified experimental children as having learning difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the lack of representation of Black children in educational programs for the gifted. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques are noted as part of the reason for the lack. Research data indicate that observation techniques; community involvement; and nominations by peer, parent, and teacher are suggested techniques to identify the Black gifted child. Data show that leadership skills, creativity, and mental processing abilities also indicate giftedness. Identification, curriculum, instructional environment, and evaluation are discussed in relation to the Black gifted child. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Determined the extent to which analytic or cognitive ability, social skills, creative arts, verbal ability, and motor skills identified in previous research (e.g., S. L. Guskin et al; see record 1989-24151-001) are employed by teachers in estimating traits and outcomes for individual student cases. The influence of these categories on decisions made about educational programming was investigated. 158 prospective and experienced teachers who responded to 6 1-page scenarios of students with varying backgrounds of gender, race, and socioeconomic status (SES) participated in the study. Responses to each student included 25 trait ratings, judgments of appropriate programming and resources, and predictions of adult success. Students with motor or creative arts skills would not be as successful as those with verbal, analytic, or social skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two groups of mathematically gifted 10th-grade Ss and 2 groups of environmentally privileged students represented the top 1% on a standard measure of quantitative ability, and the upper 1% of a conventional socioeconomic status (SES) index. These groups were compared to one another by gender, and to their gender-equivalent normative cohorts on 43 indices of medical and physical well-being (MPWB). Although higher levels of physical health were found in both gifted and privileged groups (relative to the norm), MPWB was more highly associated with mathematical giftedness than with extreme levels of socioeconomic privilege. Findings confirm the view that the nomothetic span (network of correlates) of general intelligence permeates a variety of important and valued nonintellectual domains. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigates the popular notion that gifted children are immune from adjustment problems because of their high intelligence. Self-esteem, social isolation, locus of control, alienation, and anxiety, as indices of psychosocial adjustment, were explored among 134 gifted and a control group of 134 nongifted Chinese adolescents in 3 secondary schools in Singapore. Results show more higher-adjusted gifted than nongifted boys, but fewer higher-adjusted gifted than nongifted girls. These findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. Preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied strategies employed by gifted children for managing the social stigma of giftedness. A student attitude questionnaire was used to collect data from 1,465 gifted students (aged 14–18 yrs) over 2 yrs. Ss responded to 6 scenarios described as potentially stigmatizing events during the normal school day. Five common strategies were provided as options in each scenario: truth, placate, cop-out, cover-up, and lie. The placate response was the most popular choice across 5 of the 6 scenarios, indicating that gifted students do not mind being known as academically oriented but do not want to be blatant about the academic indicators that set them apart from their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

[An erratum concerning this article appears in Roeper Review, 1991, Vol 14(1), pp 7 and 8. The photos are correctly identified.] Investigated the impact of a program model for developing talents of leadership gifted adolescents. 32 10th and 11th graders participated in a 1-wk, live-in program, which included cognitive, affective, and physical challenge components. Ss demonstrated changes in openness (willingness to respond to others), persuasiveness (ability to influence others), and ascendancy (activity level in a group, making individual decisions, and self assurance in relationships with others). A follow-up of the Ss 3 mo later indicated that students applied program knowledge and skills in a variety of areas but primarily in academic and extracurricular settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An ethnographic study explored the role of school and community contexts in the formation of gifted adolescent girls' self-perceptions of ability. Participant-observation, interviewing, and unobtrusive measures were used to collect data on the experiences of 10 gifted girls in Grades 6–8 in 1 middle school. Social interaction contributed to the development of self-perceptions of ability, and self-perceptions of ability, in turn, influenced Ss' decisions about appropriate achievement-related behavior. The formation of ability perceptions was seen as a cyclic process: Ss' interpretations of significant others' beliefs about giftedness influenced their self-estimates of ability and classroom behaviors, and their behaviors brought them feedback about their own abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)