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review the literature on individual differences in cognition or intelligence with an emphasis on the literature derived from the study of gifted individuals the chapter is divided into six sections / set the stage by briefly tracing the concept of giftedness from a historical perspective / discussion borrows heavily from the work of Grinder (1985) / consider giftedness from four current perspectives: the psychometric perspective, the cognitive components perspective, the cognitive correlates perspective, and finally the neuropsychological perspective / most of [the authors'] work has been conducted within the cognitive correlates perspective / draw some "general" conclusions [in the final section] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

the importance of proper test administration [of the WISC-III (Wechsler Intelligence Scale for Children)] cannot be overstated, as the results of the most carefully constructed tests are only valid under proper testing conditions / to safeguard proper testing conditions and administration, an effective examiner should be especially concerned with the following: (1) establishing rapport, (2) physical and psychological considerations, (3) proper management of children, (4) observation of behavior, and (5) influence of the examiner / these . . . are summarized interpreting a child's performance on the WISC-III requires a synthesis of the following data: (1) test scores, (2) background information, and (3) observation (interpretation) of the child's behavior during the administration of the test to interpret the WISC-III, it is necessary to be aware of the major cognitive functions measured by each subtest / discusses the abilities measured, factors influencing performance, and possible meaning of high or low scores [discusses] the use of the WISC-III in the diagnosis of . . . LD [learning disability], EMR [educable mental retardation], and giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

review research on the genetics of general cognitive ability that converges on the conclusion that this dimension of behavior shows considerable genetic influence / describe a recent study which is the first to show that genetic factors are important, not only for the normal range of variation in cognitive ability, but also for high cognitive ability / genetic research on this basic question of the impact of genetics on cognitive ability also raises interesting issues about the environment / in addition, genetic research on cognitive ability has begun to go beyond the basic nature–nurture question concerning the relative effects of genetic and environmental influences to ask more sophisticated questions such as developmental and multivariate questions / the most exciting recent advance is that the power of molecular genetic techniques is beginning to be harnessed in order to identify specific genes responsible for genetic influence on cognitive ability (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explore thinking processes as an important component of a contemporary conception of giftedness and its development / address four issues related to thinking processes and giftedness: first, some of the principal ways in which the thinking processes of gifted persons differ from those of other people, with a focus on recent and ongoing research into cognitive processes; second, . . . evidence to link the intellectual performance of very young children to the higher level thinking observed in older children and in adults; third, and briefly, the nature and success of programs intended to train people to think in these ways and thereby to enhance their intellectual abilities; and fourth, some concluding thoughts about broader educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the influence of parents and families on fostering giftedness in children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) individual differences within families [direct family and parental influences, use of language, interaction, imitation, roles, promotion of motivation, self-efficacy and motivation, improving motivation through feedback, social cognition] / evidence of family influence on giftedness from longitudinal research [family effects, gender, family progress, effects of pressure, disadvantage, being gifted and different] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Examines theories and research related to curriculum development for the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

during the last few decades a change has been taking place in the concepts of giftedness and talent as they are featured in research literature / whereas until ten or fifteen years ago the field was dominated by one-dimensional giftedness concepts and corresponding IQ measurements, a large majority of more recent models are based on multidimensional or multifactorial psychometric concepts of intelligence international trends and topics of recent research on giftedness and talent / psychometric versus cognitive psychological paradigms: different tasks and functions / expert–novice paradigm, cross-cultural and other approaches in the field of giftedness research / desiderata in the research on giftedness and talent [deficiencies in the field of basic research, deficiencies in the field of applied research, desiderata in the research on gifted education, desiderata in the research on gifted identification and counseling, evaluation] / research on giftedness and responsibility (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

longitudinal investigations illuminate group and individual differences in gifted populations / longitudinal methods [investigate] the processes of change / longitudinal designs accomplish the following purposes: to describe and to provide causal explanations for intra-individual change; to describe and to provide causal explanations for inter-individual differences in intra-individual change; [and] to describe the interactions of developmental variables (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

current practice in gifted education continues . . . to favor a general giftedness approach and the identification of all-purpose gifted youth, with far less attention to their special gifts and talents / review conceptions of giftedness in greater depth, discuss operational systems for identifying gifted and talented youth, examine concepts related to selection, and draw conclusions and guidelines for practitioners conceptions of giftedness and talent / special populations / developing identification systems / phases of identification / criteria for test selection / test instruments / data synthesis (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

focuses on the respective roles of cognitive ability and domain-specific knowledge in predicting exceptional performance developmental research on giftedness and its impact on later performance is briefly reviewed / an overview of research dealing with expertise in adulthood is provided / after a summary of the most important findings, theoretical assumptions and models concerning the process of acquiring expertise derived from this research with adults will be discussed in more detail / developmental research on knowledge acquisition based on research with children will be reviewed / the basic goal is to assess the generalizability of findings from work with adult experts to child samples and to broaden the perspective by adding data from prospective studies on the development of expertise to the predominantly retrospective inferences of acquisition processes derived from studies with adults / theoretical models are introduced that describe possible relationships between aptitude and the acquisition of expertise (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the model for developing and nurturing verbal talents presented in this chapter is not a call for an uncritical return to tradition, neither is it a paean to the educational status quo / a close examination of the literature on the development of linguistic abilities, language acquisition, and literacy combined with 15 years of experience providing effective programs for verbally talented youth provide the basis for the proposals set forth / presents a model which integrates grounding in traditional disciplines with society's need for verbal talents which are flexible and broadly transferable to a variety of complex situations / this model . . . combines contemporary pedagogical methods, emphasizing the child's central role in the active construction of knowledge, with a curriculum rooted in the traditional forms and structures of language and linguistic expression (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

identify and summarize briefly some contemporary views of giftedness / consider a contemporary understanding of creativity / identify several significant connections among giftedness, creativity, and learning style (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Discusses the role of developmental counseling in helping children cope with the problems and complexities that result from being gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

what is giftedness / what is learning style, or what is known about the learning styles of gifted and talented learners the components of individual learning style [the environmental characteristics of learning style, the emotional characteristics of learning style, the sociological characteristics of learning style, the perceptual characteristics of learning style, the physiological characteristics of learning style] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

interest in creativity tends to focus on three principal issues: understanding the nature of creativity, methods and resources for identifying or measuring creativity, and methods, techniques, or programs for nurturing or developing creativity / the principal focus in this chapter will be the third of these issues four major purposes of this chapter are: first, to address briefly some basic issues of definition, so as to provide a common vocabulary for the chapter; second, to review, also briefly, the history or chronology of major themes in research on creativity development; third, to identify several areas about which there is a degree of agreement or consensus about creativity development, with specific emphasis on gifted education; fourth, to identify and describe briefly several critical issues in the field and several promising directions for future research on the topic (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses social and emotional deficits and difficulties in gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / what are the social-emotional needs of gifted children / needs and types of problems likely to occur [endogenous problems, internal dyssynchrony, peer relations, perfectionism, avoidance of risk-taking, excessive self-criticism, multipotentiality, existential depression, handicapped gifted, exogenous problems, expectancies by others, family relations, power struggles, enmeshment or confluence, mistaking the abilities for the child, sibling relations, parental understanding, change and location factors] / approaches to preventing or ameliorating problems [preventive guidance approaches, advocacy approaches, counseling and psychotherapy approaches] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe, first, the rationale for conducting research with young, gifted children; second, some general questions about the development of young, gifted children concerning which reliable data have been accumulated; and third, the evidence available about family and group environments that may promote advanced development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provide a concrete practical orientation . . . , focusing on indicators of high ability [in young children] / begin with definitions of high ability as a theoretical framework / focus on selected sets of indicators which are frequently cited in the literature: general psychometric measures, more or less stable components of the cognitive apparatus, including motivational characteristics, and also early expertise in selected fields of achievement the following components of high ability will be reviewed: attention and habituation, memory capacity and durability, memory efficiency, sleep, knowledge base and strategies, strategy use, metacognition and executive control, causal attribution, and curiosity and interests / indicators to do with specific areas of achievement such as language, numerical/mathematical expertise, or (precocious) reading and writing will be summarized / socialization variables influencing development of high ability will be discussed, primarily the question of how certain social conditions, especially caretaker–child interactions can affect a child, fostering exceptional learning and cognitive abilities / practical applications of the findings, as well as ages and domains where they are appropriate will be discussed / related problems in the interaction of promise of development and its fulfillment will also be addressed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)