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in order to address the lack of information about the personal and phenomenological experience of gifted women, I recently conducted a longitudinal follow-up study of gifted women who had first been studied in the late 1950s / this study provided an opportunity for a close, detailed examination of the adult development of a group of gifted women now at midlife / quantitative and qualitative data from 35 women were used to assess how women identified as gifted in the 1950s have experienced giftedness and competence in the personal and interpersonal domains of their lives / in addition, analyses of extensive interview data provided new insight to "the experience and meaning of work" for gifted women (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)
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creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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discusses developmental considerations and suggests that composers organize those experiences which deal with individuation around music, sound, and listening, and have a refined capacity to retain and develop body sensitivity and body experience and to use them in the service of their art / it is the ability to retain and develop early modes of experience which is characteristic of the gifted composer it is suggested that the truly gifted composer has the capacity to experience and reexperience early separation trauma in order to fomulate and present new ideas and is able to stay open to developmentally early modes of thought (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Oberman points out that despite the brilliance of supervisors and giftedness of candidates, there may be a lack of adequate understanding and guidance in the supervisory process / whereas many supervisors place the personal and professional growth of candidates first and foremost, this often proves not to be the case / supervisors, not having the benefit of the candidate's associations, are often unaware of the nature of the transference or the candidate's conflicts Oberman sees the capacity to form a learning alliance as a prerequisite for supervision / he perceives the training program in general, and the training analysis in particular, as recapitulating the parent-child relationship, and by so doing limiting the resolution of the Oedipus complex (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)