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The typologies of Spranger, Kretschmer, Jung, Jaensch, and Pfahler are reviewed and comparisons among them are made, showing interrelationships and differences. Studies of the contributions of heredity in temperament, morality, intelligence, and special abilities and giftedness are surveyed. It is emphasized that likenesses are easier to demonstrate among identical twins but do exist among other relationships. Constitutional factors cannot be changed, in that a cyclothymic cannot be transformed into a schizophrenic. However, the markings of environment will strengthen certain tendencies and push others into the background. For example, poverty and misery might increase tendencies toward anger in one of a manic make-up to the point that this becomes a habit or pattern, over which the individual has no control. Thus, the use of such discipline as corporal punishment may have unforeseen effects, beyond the intended purposes. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

This is the 7th volume in a series whose purpose is to stimulate interest in health matters and to furnish factual information. The chapters of psychological interest deal with the brain and mind (see 17: 2581), the Freudian epoch (see 17: 2692), and genius, giftedness, and growth (see 17: 2636). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Summarizes studies of: characteristics of the gifted; history of concepts and attitudes toward giftedness; special provision for education of the gifted (with non-critical descriptions of programs in a number of different U.S. cities); pedagogical organization and procedure (acceleration, special class, curriculum enrichment). Conclusion: While there is "no one best method," it is true "there must be differentiation in the schooling of the gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Part I discusses the types and levels of abilities of which the creative type is the highest. Intelligence tests are not sufficient for the selection of gifted persons. A satisfactory result cannot be obtained by the analysis of the personality of the genius but by the analysis of his work. Part II analyzes the creative activity itself in its conscious and unconscious phases. Part III contains the history of the problem of the personality of the genius and states the criteria by which a work of art, music, science or technique can be qualified as that of a genius. A distinction is made between the three different types: the genius, the great man, and the saint. Part IV deals with the biological and developmental problems of superior giftedness. 12 page bibliography. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

This volume draws attention to the nature of giftedness, needs, interests and abilities of the gifted child, methods of identifying the gifted child and developing a program which helps him develop to an optimum in all areas. The author emphasizes the necessity of teachers, schools, and communities cooperating in the formation of systematic policies and procedures for the education of the gifted child. The enrichment program is suggested as the program which offers the greatest opportunity for the achievement of goals, under existing community circumstances. 30 references. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

A summary of current practices in the identification and education of the gifted child. Also presented are the results of a survey in the schools of the Ohio Valley, which includes 31 counties located in Ohio and West Virginia. 36 refs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The laws of the biological formation of the genius are examined, and the psychology of his inner development is probed. (See 4: 3312.) While giftedness is hereditary in families, geniuses originate biologically very often at the time when very gifted families start to deteriorate. Mental disorders, especially borderline conditions, are definitely more frequent among geniuses than among the average population. The question arises if the genius is a genius because of or in spite of this psychological component. A large number of geniuses are examined and classified into groups according to particular traits. The collection of portraits demonstrates the correlation between physique and the kind of genius. Certain types of body constitution prefer special modes of mental creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

The chapters and their principal authors are: Havighurst, Robert J., et al., "The Importance of Education for the Gifted"; Tannenbaum, Abraham J., "History of Interest in the Gifted"; Goldberg, Miriam L., "Who are the Gifted"; Wilson, Robert C., "Creativity"; DeHaan, Robert F., "Social Leadership"; Williams, Clifford W., "Characteristics and Objectives of a Program for the Gifted"; DeHaan, Robert F., & Wilson, Robert C., "Identification of the Gifted"; Passow, A. Harry, "Enrichment of Education for the Gifted"; Norris, Dorothy E., et al., "Programs in the Elementary Schools"; Michel, Lloyd S., et al., "Secondary School Programs"; MacLean, Malcolm S., & Carlson, Robert B., "College and University Programs for the Gifted"; Rothney, John W. M., & Koopman, Norbert E., "Guidance of the Gifted"; Wilson, Frank T., "The Preparation of Teachers for the Education of Gifted Children"; Kough, Jacob, "Community Agencies and the Gifted"; Havighurst, Robert J., "Community Factors in the Education of the Gifted"; and Williams, Clifford W., "Organizing a School Program for the Gifted." (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Permanent record data, rating scales, and the California Test of Personality were used to investigate "circumstances and conditions which influence some high school pupils of superior ability to a high level of academic achievement, while others of equal ability fail to realize proportionate accomplishment." The population consisted of 237 participants in the "very superior pupil" program of the Long Beach, California schools. The superior pupil's concepts of himself and his orientation toward the future were found to be closely related to his achievement. Low achievement among pupils of superior intelligence was found to be associated with a lack of positive influences, rather than to the presence of negative influences. Although personal adjustment scores were found to be more satisfactory for the higher achievement groups, they were not a determining factor as to level of academic achievement. Patterns associated with low academic achievement were found to be numerous and varied. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Basic to the goal of individualized education is a broad, functional guidance program based upon a thorough evaluation program designed to identify the students' individual differences. The adequate use of tests by teacher-counselors is illustrated on a typical tenth grade class of 26 students. A testing program for identifying and guiding gifted students is presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

An educator's approach to a definition of the gifted child, how to identify him, how to develop the gifted child in the home, in elementary and high school and in college. Commentary on the problems of social and academic adjustments including the roles of the teacher and parent. 50-item bibliography. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

"… presents a survey of the field of education for exceptional children." Includes chapters on the psychology of teaching the gifted and the handicapped child. Discusses the problems of exceptional children in relation to the development of educational programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The National Society for the Study of Education is now presenting its third yearbook on the subject of the desirability of providing opportunities for reasonable adaptations of curriculums and procedures of formal education to the extraordinary capacities and interests of the gifted segments of school populations. It is expected that the present yearbook will stimulate further advances in the improvement of educational opportunities for the superior students in all types of educational institutions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Data obtained in the 1950-1955 follow-up of Terman's original (1921) group of 1528 children of Binet IQ of 140 and up are presented (see 22: 2080). Two introductory chapters review briefly the initial picture presented and the story 6 years later. Subsequent chapters include data on mortality, health, and general adjustment; intellectual status at mid-life; schooling; careers; avocational and other interests; political and social attitudes; marriage, divorce, offspring; and an integrative summary, "The Fulfillment of Promise." Included in the appendix are reproductions of the forms used (except the one for developmental information on offspring and the Concept Mastery Test): the 1950 general information, supplementary biographical data, rate of reproduction, marital happiness, field worker report, and the 1955 information blank. Continued analysis and further interpretation of certain unreported data are contemplated. 45 references. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: create)

A type of "Educational Centre" is proposed for "super-gifted" children and its general characteristics are described briefly. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

A summary for teachers of the research findings: how to identify the gifted, what they are like, what their problems are, how they can be met by the school. 3 p. bibliog. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

These readings are primarily for use in a 1-semester course on the gifted. The book is divided into 10 sections: "Introduction" (3 reprints), "Identifying Characteristics" (11 reprints), "General Provisions" (8 reprints), "Classic Elementary School Programs" (4 reprints), "More Special Programs and Provisions" (5 reprints), "Acceleration" (6 reprints), "Adjustment" (5 reprints), "Underachievement" (4 reprints), "The Teachers" (4 reprints), "Evaluation and Research" (10 reprints). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

"… a resource for teachers and administrators in understanding and helping boys and girls in elementary schools." This book replaces the Guidance Handbook for Elementary Schools published in 1948. The 3 major parts are: studying and understanding children, understanding and planning for children with special needs, school staff work together for children and evaluating guidance services. Part I includes chapters on teacher observing and listening, child expression of ideas and feelings, study of children in groups, and use of standardized tests and records. Part II deals with the mentally retarded child, vision and hearing difficulties, speech problems, emotionally disturbed children, and the bright and gifted. Chapters in Part III discuss the use of records in guidance; planning a school-wide testing program; grouping for learning; evaluating growth and learning; working with parents, use of special study, guidance conferences, and committees; working with the community; and stimulating the staff's professional growth. The book also includes a very brief Part IV on evaluating guidance services and 2 appendices. The 1st appendix provides sample forms and records, and the 2nd provides a comprehensive list of standardized tests grouped by type. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)