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Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). The field of giftedness and gifted education is about 100-years (plus/minus) old. This new systems approach clearly brings many interesting topics to the discussion,some new and some old, but now organized in a complex structure. Thus, the concept of an actiotope, a component of the system that is potentiated with exceptionality,is a system itself. This “system-within-a-system” includes the action repertoire,goals, the environment, and subjective action space – all complex systemic structures on their own, which are introduced and described in detail by Ziegler and Phillipson. This “system-within-a-system” to the nth degree approach is well thought through and provides much food for thought. Yet, while reading the text, I had athought about what might be missing in this elegant and complex structure crafted by Ziegler and Phillipson. The remainder of this commentary will explicate that thought of mine. In short, it seems to me that Ziegler and Phillipson’s systemic view does not cancel out the ideas and findings of “traditional views” of giftedness, but takes the field, capitalizing on its previous accomplishments, in a new direction, fruitfully perpetuating the field’s development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). In their article, Zieglera & Phillipson present an interesting approach to gifted education. The actiotope model explains giftedness in light of systems theory where constant interchange occurs between the gifted person,his/her actions, and the environment in which he or she evolves. The approach is refreshing and sheds light on the complex and dynamic process of giftedness as opposed to linear approaches that consider either the individual alone or the environment by itself, but rarely the interaction of both. Without doubt, the approach is significant, but not entirely new, as the authors claim. The paradigm change that they are proposing does include some novelty, but this change is hardly“monumental” as stipulated by the authors. At first, the authors discuss at great length and expand a great effort to establish that a century long of gifted education was ineffective. They stipulate that all paradigms currently and previously used in gifted education, such as acceleration,enrichment, pull-out programs, and other similar approaches have led to no significant advances in the education of gifted learners. A sequel article in which the authors explain more clearly how the actiotope model constitutes a "monumental" change in the current paradigms of gifted education and how it translates into real life is warranted and would add value to the monumental effort the authors have put into constructing this model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). The Actiotope Model of Giftedness and the systemic theory of gifted education (Ziegler and Phillipson) shed light on the difficulties faced by gifted education in practice all over the world. The Actiotope Model emphasizes the importance of actions of gifted individuals and the interactions between individuals and their environment. If the excellence, exceptionality, or creativity of an individual can be understood as a result of one’s action repertoire in a given environment, then the evaluation of a gifted education program should focus on not only the outcome or achievement of the individual but also the whole system, especially the actions of the individual, the interactions between the individual and his or her action space, and the support from his or her environment. In summary, the Actiotope Model of Giftedness and the systemic theory of gifted education remind people of focus on constructing a proper system for gifted individuals. It is also very important for people to realize that learning procedures and interactions of gifted individuals with their family, school, peers, and society are just as important as their final achievements when people try to evaluate a special program for gifted children or students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this target article, we argue that current approaches to gifted education are based on the erroneous view that to understand the development of exceptionality we need to understand firstly the components of giftedness, including cognitive such as intelligence and non-cognitive factors such as motivation. In contrast, systemic approaches to understanding exceptionality focuses on the interactions of these components where it is important to firstly understand the system that leads to exceptionality before it is possible to understand its components. After analyzing the weaknesses of current approaches to gifted education we then present three central arguments for the need for a paradigm shift. This is followed by an introduction of constructs of a systemic approach of gifted education. Using the Actiotope Model of Giftedness to understand the development of exceptionality, this article describes the basic principles of a gifted education that is based on this systemic approach. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Introduction: This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and academic performance and, on the other, we verified whether students who are excluded from the norm, either because of their intellectual giftedness or because they display disruptive behavior in the classroom, obtain different scores in assertiveness. The study analyzes the relation between the excess or deficit of assertive skills and academic performance and, in turn, seeks to verify whether more rebellious students, from an academic viewpoint, or students who are intellectually gifted score differentially from the rest of the students of their level of assertion. Method: A sample of Primary and Secondary Education students from Spanish public centers, whose academic performance was normally distributed, was used. Students from Primary Education, selected for their high intellectual giftedness and good academic performance, who participated in a cognitive-affective development program, and a group of students from Secondary Education, integrated in Compensatory Education units, who were highly conflictive and who achieved very poor academic results, were analyzed. Self-rated assertiveness questionnaires were administered for comparison with the mean school grades and the number of subjects flunked. Results: A statistically significant negative correlation was obtained between the variables assertiveness and academic performance in the diverse samples analyzed. The data support the hypotheses proposed in the study. Significant negative correlations were obtained between performance in Natural Sciences, Social Sciences, Mathematics, Technology and the variable assertiveness; the correlation was lower when Language was also taken into account, and nonexistent when correlated with English. Discussion: From this study, it is concluded that, although an assertive deficit can act like a variable that predisposes towards academic failure, as it hinders students' interactions with teachers and classmates, a deficient assertive or passive dependent pattern can also generate behaviors that lead to very satisfactory academic results. However, the excess of this social skill or students’ erroneous selfperception can originate a form of academic failure. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Most theories of giftedness include creativity as a central component. Creativity assessment has a key role, therefore, in measuring giftedness. This article reviews the state of the creativity assessment, from divergent thinking tests (including the Torrance Tests of Creative Thinking) to the consensual assessment technique to rating scales and self assessments. Despite the many flaws present in every type of creativity measurement, there are compelling reasons for including creativity as part of a gifted assessment battery. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Increased awareness of twice-exceptional students is important for all educators and psychologists; however, for school psychologists, improved understanding of twice-exceptionality will enhance their unique role in assessing twice-exceptional students and in recommending appropriate interventions in schools. In this article, the authors address giftedness and disability as separate topics and then connect them as they relate to twice-exceptionality. The authors explore twice-exceptionality in 3 separate case studies, with a specific focus on attention-deficit/hyperactivity disorder, autism spectrum disorder, and specific learning disability. The article includes a discussion of the Individuals With Disabilities Education Act 2004, specifically as it relates to specific learning disability and giftedness. The authors conclude with 10 recommended practices that include the importance of a comprehensive evaluation to understand a student’s strengths and weaknesses as well as the critical nature of differential diagnosis as a foundation for making recommendations for intervention. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The social and cognitive phenomena associated with theory of mind (ToM) and research on the social and cognitive qualities of giftedness have not been sufficiently connected. The common focus areas for ToM researchers (e.g., false-belief understanding, deception, and autism) should be of interest to gifted education research because these are interesting conceptualizations that could be helpful in better understanding gifted children’s social interactions and friendships, and provide some guidance in classroom grouping. Except in a few studies, for example of perspective taking, ToM research has not studied identified gifted children. Perhaps this is because giftedness is usually formally assessed after the developmental periods at which it is typically studied. Including gifted children (academically, creatively, or otherwise) might help broaden the understanding of ToM variables and ensure that the key tasks do not have ceiling effects. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Within disciplines, certain theoretical, ontological, and heuristic frameworks evolve toward axiomatic status over time. This evolution can limit disciplinary growth. Interdisciplinary theorizing can introduce trouble into such frameworks and add the tension necessary for the creation of new knowledge. This theoretical essay provides educators with new ways of thinking about teaching disadvantaged gifted youth. Differentiation, an educational philosophy, is reconceptualized as a form of critical pedagogy termed critical differentiation. The concept of the twice oppressed is presented. This concept suggests that it is possible for children to be oppressed based on social category as well as gifted classification. As in the case of the twice exceptional child who may struggle in classrooms with both dyslexia and giftedness, the twice oppressed child may struggle with both poverty and giftedness. Critical differentiation, or a merger of critical pedagogy and differentiation, may become a step toward resolving this conundrum. The concept of critical differentiation is explicated in this essay, along with sample lesson ideas and suggestions for framing research endeavors. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from “pathological” through “normal” to “gifted” or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of “gifted” and “pathological” function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain’s vertical organization and considers “giftedness” from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum’s critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Having a purpose is a form of intrapersonal giftedness. An even rarer giftedness is motivation to positively change society or culture. This exploratory chi-square and ANOVA study reports the prevalence, age distribution, stability over time, and characteristics of two change oriented aims in American adolescents. In a sample of 270, 12%, who tend to be older and more other-oriented, have tolerant aspirations to bridge across group differences, focusing on peace, justice, racial unity, or immigrant inclusion to relieve suffering. Sixteen per cent, who tend to be more self-oriented and spread across ages, have creative aspirations to introduce new ideas, primarily through arts and media. Both aims are difficult to maintain over time without connections to structure engagement with the aim. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Reports an error in "Gifted students’ perceptions of an accelerated summer program and social support" by Seon-Young Lee, Paula Olszewski-Kubilius, Matthew C. Makel and Martha Putallaz ( Gifted Child Quarterly, 2015[Oct], Vol 59[4], 265-282). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection. (The following abstract of the original article appeared in record 2015-43792-005). Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This editorial focuses on the articles in this issue of High Ability Studies. This issue will present four more articles on motivational and emotional aspects, and their meaning for learning and achievement behavior as well as for learners of various giftedness and achievement levels. The authors again employ a large variety of methods and offer many new insights for giftedness research and gifted education. Obergrießer and Stoeger analyze relationships between achievement emotions (enjoyment, anxiety, anger, and boredom), learning preferences, and the use of cognitive and metacognitive learning strategies in a sample of 200 students from 20 primary schools in Germany who were about to start high-achiever track secondary school in the following school year. In their study, Vladut, Vialle, and Ziegler propose two general motivational strategies for gifted educators: a learning resource-oriented homeostatic orientation and a learning resource-oriented allostatic orientation. McCoach, Newton, Siegle, Baslant, and Picho consider questions of measurement methodology in the area of motivation and learning. The contribution of Fugate and Gentry sets itself apart from the other eight articles in this two-part special issue with regard to both its sample and method. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The extraordinary giftedness is apparently a unique manifestation of a mutual interconnection between genes and environment. One of the possible etiological factors of intellectual giftedness is testosterone which is believed to affect the brain organization and function. The aim of our study was to analyze associations between 2D:4D digit ratio (a proxy of prenatal testosterone) and/or salivary testosterone levels with non-verbal IQ in intellectually gifted girls. Fifty-one girls with an age range of 10 to18 years and IQ scores higher than 130 were tested. Saliva samples were collected to obtain levels of salivary testosterone. 2D:4D digit ratio was measured on both hands as an indicator of prenatal testosterone. IQ parameters were assessed employing standardized set of tests. The CAG repeat polymorphism in exon 1 of the androgen receptor gene was analyzed to assess the sensitivity of androgen receptor. Testing of between-subjects effects proved significant interactions between right and left 2D:4D ratio, genetic variability in androgen receptor, and also salivary testosterone level with non-verbal IQ in gifted girls. Our results point out that the variability in parameters of androgenicity contributes to the variability of nonverbal IQ in gifted girls. However, the exact molecular mechanism of how testosterone acts on the brain and affects this cognitive domain remains still unclear. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children ( M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 60(1) of Gifted Child Quarterly (see record 2016-01130-006). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection.] Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

What happens when a gifted child grows up? Despite a slew of provocative book titles regarding gifted adults in the mainstream media, and the inclusion of the notion of giftedness among adults in the definition of giftedness proposed by Subotnik, Olszewski-Kubilius, and Worrell, there is a limited amount of research that has examined the gifted adult. In this systematic review of the literature, we categorized the available research literature into nine thematic areas: (a) whether or not gifted children become gifted adults; (b) family of origin; (c) effects of early educational experiences; (d) characteristics of gifted adults; (e) career; (f) family of procreation; (g) career and family interaction; (h) life goals, satisfaction, and well-being; and (i) counseling. Implications for gifted adults and the field of gifted education are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study investigated risk and protective factors associated with dyslexia and literacy development, both at (he group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the core-deficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Person-environment interactions are the main focus in Actiotope Model of Giftedness. This is a very new approach for Turkey, which generally uses old versions of intelligence test for identification. In Actiotope Model of Giftedness instead of cognitive identification the focus is on the resources (educational and learning capital) that provide the excellence. The Questionnaire of Educational and Learning Capital (QELC) developed based on this model. The aim of this study is to present the Turkish validity study of the questionnaire and to provide a new tool that has satisfactory psychometric properties. Six language experts made the translation and back translation from German to Turkish and vise versa. After that, three German and Turkish language specialists asked to rate the translation validity. The results indicated that the Turkish scale closely approximated with the original. In the next step, 39 bilingual German Language Teacher Candidates (10 male, 29 female; 17 born in Turkey and 22 in Germany; mean age = 24.90 years, SD = 3.73) selected as working group for the language equivalency. First the QELC German version and 3 weeks later the QELC Turkish version were applied to this group respectively. Paired samples t-test results showed that no significant differences were between the responses to German and Turkish versions except on items 7, 9, 16, 23 and 48. The results of the Pearson product-moment correlation coefficient analysis which was obtained to define item-total and item-reminder found statistically positive correlations between all items. Confirmatory Factor Analysis showed that the factor structure of the Turkish version is the same with the German version. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)