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Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed a preschool gifted behavioral checklist by providing 44 statements about giftedness to 13 directors of preschool programs, 28 preschool teachers, and 245 parents of preschool children. About half of the items were rated by 1 of the 3 groups as important in the identification of gifted preschool children. Suggestions for the provision of an enriching environment for young children are included. (27 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the concept of giftedness and the identification of exceptionally able children. Gifted children may include those of high intelligence or academic aptitude, or who show outstanding ability in a specific area. Identification of gifted children requires initial recognition of the presence of exceptional ability or aptitude, and administration of intelligence tests and evaluation by educational psychologists. Research supports the need for procedures for identification of gifted children as part of standard monitoring of individual differences throughout children's school careers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationship among various motivational and personality factors and mathematical ability and performance among 183 students attending secondary schools in Budapest, Hungary. On the basis of school performance, students were assigned to a mathematically gifted group (35 Ss) or to a control group of mathematically unexceptional students (148 Ss). Students completed the following instruments to assess intelligence, personality characteristics, and motivational factors: (1) the Progressive Matrices Test (J. C. Raven, 1979); (2) the California Psychological Inventory (H. G. Gough, 1975); (3) a differential interest test (Differentieller-Interessen Test, E. Todt, 1976); (4) a questionnaire assessing habitual achievement motivation; and (5) a series of Thematic Apperception Test (TAT) plates. Results indicate that motivational factors associated with high mathematical performance center on intrinsic interest in mathematical activities, not on an exceptionally strong need for achievement. Mathematically gifted Ss did not differ from mathematically unexceptional Ss in their ability to adapt to their social environment. Implications of the findings for educational strategies are discussed. (English & Russian abstracts) (22 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Criticizes S. Reis and J. Renzulli's (1982) conceptually weak case for a broadened conception of giftedness, points out severe theoretical shortcomings of Renzulli's (1978) enrichment triad, and discusses the highly accommodating and misleading nature of the revolving door identification model of Renzulli et al (1981). (26 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Presents a bibliography of 68 books (published from 1983 to 1985) on creativity and problem solving, which focus on such topics as creativity as an exact science, music in the classroom, psychology, adult education, learning, art therapy, giftedness, creative writing, personality, marketing, and spiritual life. Each entry is categorized by field and/or discipline. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems inherent in identification of giftedness in young children and recommends teaching strategies involving the provision of activities that enhance creativity and cognitive process. Sample teaching units based on specific models are included. (5 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on self-selection or "try-out" procedures as a means of identifying gifted children. Self-selection makes the ability of the student, not arbitrary program criteria, the factor that determines potential giftedness. Four such self-selection programs in New Jersey are described. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the Kaufman Assessment Battery for Children (KABC) in terms of its usefulness for gifted children. Discussion focuses on the inclusion of gifted and talented children in the standardization sample, the test's basis in neuropsychological theory, inclusion of high-level tasks and difficult items on the various subtests, special administrative features, and the results of research on the KABC with gifted children. The implications for assessment of giftedness in minority children are also treated, as is the special role of the KABC Achievement Scale for identifying gifted children. (13 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes research on the learning styles of gifted and talented students. This research indicates that gifted students are generally independent self-learners, internally controlled or field independent, persistent, perceptually strong, nonconforming, and highly self-motivated. Two case studies of gifted adolescents (a 7th and a 10th grader) who were administered the Learning Styles Inventory are presented to point out potential problem areas that may arise in the education of such students. It is concluded that diagnosing individual characteristics and prescribing complementary interventions and strategies are critical variables in catalyzing giftedness and high achievement. (52 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed 114 delinquent youths with the WISC—R, the WAIS (for Ss 17 yrs and older), the Torrance Tests of Creative Thinking, and the Wide Range Achievement Test to investigate the number of gifted students in this population. Results of analysis indicated that 48 or 18% of the Ss were gifted in some way. In addition, several Ss were just below the gifted cut-off and a sizable proportion scored in the extremely highest category of ability. Results suggest that a sizable number of delinquent students have clear and identifiable high potential. For the most part, these Ss had similar abilities to those found among nondelinquent Ss previously studied. However, the gifted Ss in this population differed from their normal counterparts in that they had very high abilities in the area of fluid intelligence, and in most cases, did less well on the achievement test in relation to these high fluid abilities. It is suggested that since this fluid intelligence ability is not nurtured in school, students who use this ability in their problem solving may not get the high grades usually associated with giftedness. (31 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Observed 8 male and 3 female children who were identified as reading before age 4 yrs, the youngest being 30 mo. Some generalizations about the group are: interest in upper-case alphabet letters at about 18 mo and early and regular watching of the TV show "Sesame Street." (4 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed an empirical measure of 76 undergraduates' and 301 11th and 12th graders' ability to create new problems and the relationship between this ability and their skill in solving similar types of problems. These issues were examined using items from the Raven Progressive Matrices. It was found that a reliable and valid quality score could be assigned to newly created matrix-type problems and that only a very low correlation existed between the ability to solve existing problems and the ability to invent new ones. Problems creation was found to be a more difficult task than problem solving, thereby supporting the theoretical notions regarding its significance in characterizing human giftedness and creativity. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Replies to an article by J. Scheltens (see record 1987-15108-001) that commented on an earlier article by the present authors (1983) in which the concept of naturally gifted and talented children was questioned. Vygotsky's theories of child development and education, which indicate that differences among children are largely the result of human actions/interactions rather than naturally occurring giftedness, are discussed. These theories imply that present explanations of student development should be modified and/or expanded. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

In light of questions posed by a gifted 12th-grade girl during an American history class, the author defines reflective thinking as a search for meaning that involves both imaginative as well as critical and logical thought processes. Such thinking is seen as essentially poetic in nature. Implications for the education of gifted persons are noted with respect to educational planning, teachers' knowledge and skill, student awareness, and perception of giftedness. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that the highly gifted person creates structure, generates ideas, and efficiently processes information in ways that are qualitatively superior to the ways that moderately gifted and average ability persons operate. In addition, the adult academic and occupational achievements of highly gifted persons are also superior. It is suggested that the advanced need to know of highly gifted persons tends to narrow their self-concept and make consistent, accurate, and valid feedback more difficult to obtain. It is concluded that the net effect of this tendency is toward low self-esteem. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that art should be an essential experience for gifted individuals, since it encourages creative expression through visual language. It is argued that the quality of a drawing depends on the material available to the child and the expectation of the adult supporting the activity. Drawing is a very malleable means of responding to and developing thought, and children's drawings should be encouraged and appreciated from their earliest attempts to express ideas. Examples of children's art are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Argues that curriculum extension for gifted children should grow from activities developed in the classroom, according to the current needs and interests of pupils. This approach is justified as being not only socially acceptable but also as a means of identifying gifted children. It is proposed that the magnet class or pullout program causes too many social problems that are all related to peer group pressures. (4 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the relationship of the fields of psychology and the study of education, which are interdependent. The science of psychology is bound to the framework and methods of education to explain psychological phenomena and personality traits, and finds in the theory and practice of the educational act an ideal field of application. It is emphasized that these fields are not solely concerned with each other, but are interrelated at certain levels involving methods of teaching, definitions of "talent" and "giftedness," child behavior, behavior modification, creativity, environmental influences on behavior, and learning styles. It is concluded that the formation of self-regulating mechanisms and values is the direct objective of personality education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)