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Whatever their shortcomings, all the articles in this collection are exemplary, in that they illustrate what it means to address genuine problems in the discipline of rhetoric with care and intelligence, and they set a standard of competence for those learning the methods of empirical research. In this collection of articles, we have provided a sampling of the methods now commonly used in rhetorical research: case studies, naturalistic observation, surveys, protocol studies, correlational studies, experiments, [and] historical studies. Hence this book, which is designed primarily to serve as a text in graduate English programs that offer instruction in rhetoric and composition. The book has two basic purposes: 1. to provide models and critical methods designed to improve the reading of scientific discourse, and 2. to provide models of effective research designs and projects appropriate to those learning to do empirical research in rhetoric. Preceding each of the articles is a short critical analysis by the editors. The analyses are intended to help the reader see relationships among the articles, limitations and potentials of conventional designs and methods, and possible alternatives to the interpretation of the data discussed in the study. The analyses are also intended to illustrate various strategies for critical reading. Each of the articles in the collection is followed by a short statement by the author describing how the article came about, that is, what set the inquiry in motion. Then comes a brief bibliography for the reader who wants more detailed discussions of the methods and other issues exemplified in the articles. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

[reports on] two matched grown-up samples . . . [of] gifted children: 100 of the more successful men and 100 of the least successful men, all with exceptionally high IQs / findings highlight how both groups experienced very different home environments when they were growing up and the consequences / several of the main influences in their differing degrees of success were the amount of schooling for both of their parents, the occupational status of fathers, [and] the incidence of parental death and divorce (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Discusses differences between two types of giftedness, "schoolhouse giftedness" and "creative-productive giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / characteristics of gifted performance [elementary information processes, operations on the products of elementary information processes, analyses of rules and strategies] / implications for educational practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Eminence is more than mere recognition and if persons within the same epochs, schools, socioeconomic statuses, traditions, fields of interest, or even closer, similar careers achieve different degrees of eminence, isn't it likely that there are significant albeit subtle differences among them? If so, there are two important questions that research in eminence should ask: just what are these differences and upon what contingent factors and developments are they based? These two questions form the boundaries of this book. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) The book clearly reflects a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research on family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes bring the book up-to-date and give a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

In "More Ways than One," Professor Cropley offers a scholarly—but highly pragmatic—view of creativity and its cultivation. Cropley reviews and evaluates a great deal of research, and carefully explores the numerous practical implications of that work. The research spans 50 years, and includes Cropley's own work—and he has been producing sound contributions on this topic since the 1960s. The topics in "More Ways than One" are all relevant to education, but not limited to conventional academic concerns. Cropley covers giftedness, educational equality, and play, for example, but also offers discussions of creativity and health, "blocks within society," and the value of creativity for society. This monograph is also good reading in that Cropley presents the research and his views in a variety of ways: he reviews and evaluates research; he shares personal experiences and anecdotes; he presents case studies; and here and there he offers concepts which are quite provocative as well as useful. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword) This book introduces a broader understanding of intellectual giftedness and encourages teachers to value a more varied set of skills, concentrating particularly on innovation, novelty, discovery, and the like. Techniques and approaches for fostering venturesome and inventive thinking in the classroom are suggested. It is also important, and perhaps especially important for creativity, that teachers become explicitly aware of the emotional and motivational basis of learning and thinking so that they do not concentrate only on its cognitive aspects. Consequently, it is hoped that the book will encourage a fuller understanding of the broad range of classroom factors that affect both conventional and creative thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: book)

"To Be Young and Gifted" offers new insights into the intellectual and emotional development of exceptional children. Contributors from throughout the world explore the nature of giftedness and how to recognize it in youngsters; the complexities of the creative process; standardized tests and their effectiveness in assessing potential; and developmental theories and how they relate to the identification of gifted children. Several chapters also examine young prodigies and the diversity of personalities and talents that exist among the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

[This book] includes a selection of contributions to the Ninth World Conference on Gifted and Talented Children held in The Hague (Netherlands) in 1991. . . . Part I contains the presentations of all keynote speakers. Part II contains a selection of papers which were presented in workshops, symposia or in lecture sessions. . . . [The variety of contributions range] from developmental aspects to computer use, specific programs, personality characteristics, educational provisions and advocacy. All contributions have in common that they contribute to the aim of the conference: social and personality development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

The workshop on gifted children held in Nijmegen (The Netherlands) is one of the educational research meetings that have been instrumental in the programme of the Council for Cultural Cooperation of the Council of Europe since 1975. This book gives a general introduction to the subject, a selection of the papers presented at the workshop, the final report, bibliographical references, an overview of finding places of literature and studies on gifted children and the addresses of the people who attended the workshop. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

[This book offers] a representative sample of the most significant theory and practice on the subject of gifted education. It gives appropriate attention to such subjects on the gifted and talented as (1) their special abilities, (2) their developmental characteristics, (3) the problems they face and how they may be assisted to overcome them, (4) the nature of their intellectual processes, (5) methods that have been successfully tried to nurture them towards more effective productivity, (6) various educational models designed for better learning, and (7) motivational approaches and their relevance for gifted education. The components of the book have been organized into a holistic model of education. The five parameters of the model consist of environment, individual, intervention, outcome, and communication. These are interconnected to the multitudinous details and complex nature of the subject of giftedness. The book is designed for graduate and undergraduate students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)