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The authors review 8 different cognitive conceptions of expertise: (a) general process (speed and accuracy in executing applicable cognitive processes in a given task); (b) quantity of knowledge (extensive stored knowledge about task or field); (c) organization of knowledge (attention to the deep structures of problems); (d) automaticity (mental efficiency in information processing); (e) analytical ability (making inferences beyond given information); (f) creative ability (application of insight to novel problems); (g) practical ability (application of tacit knowledge or "savvy"); and (h) labeling (getting oneself "recognized"). The authors conclude that no single conception captures the essence of expertise: All are necessary. The authors then propose a ninth, synthetic view, in which expertise (and giftedness) become a prototype against which a person is compared and recognized as gifted, depending on the degree to which she or he resembles the expert prototype. What is exciting about this proposal is that it requires use of a clear, independent criterion in identifying individuals as gifted. In a time of "talent development" and a move toward eliminating the use of the term gifted, the authors' conceptualization allows us to maintain a manageable field of study that is based on current theories of cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter explores Shakespeare's observation (1601/1952) that "Some men are born great, some achieve greatness, and some have greatness thrust upon them." Organized around these 3 central perspectives, this chapter explores the developmental process: the biological perspective—why some are born great; the sociological perspective—why some have greatness thrust upon them; and the psychological perspective—why some achieve greatness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is a concept ingrained in our educational vocabulary. We often think of a small, elite group of academically and intellectually bright children, sitting in classrooms, hungry for bookish knowledge. In fact, "giftedness" is a narrow conception of a multifactor phenomenon better described as "talent." This chapter promotes the concept of talent and talent development, first providing some historical background information about the concept of giftedness in American education, including the nature–nurture debate. Next, some of the myths surrounding gifted education are debunked by identifying the failures of the system to recognize and foster talents. Finally, models are presented that explore the development of academic, artistic, vocational, and personal—social talents in schools and that delineate a developmental sequence of talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This study examined the influences of the family environment on the development and realization of scientific giftedness in 130 male high school seniors. The respondents were candidates for a special program of the Israeli Defence Force with excellent school grades in science subjects. The results of a 13-yr follow-up show that better achievements in adulthood were observed in Ss with educated parents and Ss who had grown up in moderate-to-large-sized families. Those Ss recognized as scientifically successful when adults reported an encouraging and well-structured family surrounding, with very little conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

What is genius? How do individuals of exceptional creativity arise, and how do we recognize them? Are there easily identifiable psychosocial or personality traits associated with giftedness? What is the link, often perceived, between intense creativity and madness? By examining the lives and works of exceptional individuals in the context of psychosocial processes, this book attempts to answer some of these questions. Each chapter takes as its example the lives of creative individuals through history. Mozart's precocity, Byron's mania, Shakespeare's plays, the personalities of the great Italian Renaissance painters, and the psychoses of many celebrated creative writers are all explored. The emphasis on well-known historical figures makes this an accessible and fascinating text for all readers who have an interest in the psychology of genius and geniuses, as well as for students and researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

In this book, 35 authors and co-authors from 13 countries outline the dynamics occurring in the families of their countries and explain how they help families cope with change, crises, trauma, and other stressful circumstances. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: publicity materials)

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)

In this book, the author presents her 10-yr study of 100 gifted adults, examining how being identified as a "smart kid" early on affects career choices, friendships, and romantic pairings later in life. Why do some talented and gifted people becomes Mozarts and Einsteins or corporate chieftains, while others drop out of school, struggle to hold down jobs, or turn to self-destructive behavior? What are the signs of giftedness, its pitfalls, and its promise? The author provides answers to these and other questions, and creates a picture of what it is like to have an accelerated mind in a slow-moving world. The book traces many types of gifted adults, including the high-testing, power-achieving Striver; the popular, scholar or athlete Superstar; and the creative intellectual, free-spirit Independent. In their own words, 100 gifted grownups, from age 18 to 90, and reflecting a variety of family and educational backgrounds, occupations, social classes, and races, count the blessings and tally the costs of running a high-powered mind. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

This book is designed to inspire further recognition in both the general public and the academic community that the study of creativity is a field in itself. There are articles that present overviews of the different theories and perspectives about creativity, and reviews of a number of domain-specific areas. Creativity and education are examined in articles about thought processes. Programs and courses in creativity are discussed as well as strategies, tactics, techniques, and tests of creativity. There are articles geared toward those interested in business and organizational creativity. Many articles examine the creative process across domains. The complex interrelationship between society and creativity is examined. Because it focuses on scientific information about creativity, there are also articles about research methodology, definitions, and the concept of creativity. Selected biographical studies are also included. This text is intended for use by students of creativity as well as by researchers and professionals who utilize creativity in their work, and anyone interested in learning more about the creative process. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

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)

This book offers a new freedom to America's 20 million gifted adults whose most fundamental traits—intensity, complexity, and drive—are frequently misidentified as liabilities instead of their greatest assets. In this work about the psychology and personality of gifted adults, M.-E. Jacobsen challenges our most basic assumptions about what it means to be smart. She believes that, managed correctly, these fundamental traits are what enable gifted adults to express a new kind of unconventional breakthrough intelligence—evolutionary intelligence. Jacobsen offers a means of identifying this new kind of intelligence—an in-depth personality-type profile reminiscent of the Myers-Briggs and the Enneagram that is far richer than the standard intelligence test. She also offers the practical guidance the Everyday Genius needs to eliminate self-sabotage and low self-esteem, to put an end to procrastination and under-achieving, and to solve the relationship problems that often result from misunderstandings between the gifted and the people with whom they live and work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

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)