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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)

28 4th and 5th graders deemed to be in the top quartile of their class in leadership ability by self, 83 peers, and 5 teachers were given a 3-part leadership task in which each part called for one of J. S. Renzulli's (1979) criteria for giftedness (i.e., above-average ability, creativity, and task commitment). Each S received a rating on these 3 dimensions, which were compiled into an overall leadership performance score. Findings indicate that among the 3 sources of data (self, peer, and teachers), self-nominations were the single best method for identifying Ss with leadership giftedness. However, the mean performance scores of the Ss chosen by any of the nomination sources were so close that no one method of identifying the leadership gifted seems empirically superior. It is recommended to teachers of the gifted and administrators seeking to identify the leadership gifted in their student population that they consult all 3 nomination sources before making their selection. (7 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 2 issues that have hindered the past development of gifted education—the use of IQ tests as the sole criterion for determining giftedness and criticisms of the tracking system. Current problems are noted with respect to the liberalization of the criteria and the trivialization of the concept of giftedness. It is suggested that the future of gifted education will depend on a new conceptualization of giftedness, derived from developmental psychology, that will attend to affective as well as cognitive factors. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated which of 13 giftedness identification measures discriminated between gifted and nongifted 2nd and 3rd graders, and whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. Ss consisted of (1) 45 students from gifted classes, (2) 42 Ss from regular classrooms who received special gifted services, and (3) 31 randomly selected Ss who served as controls. Ss in the 2nd group were also examined in terms of economic disadvantage and ethnic origin (24 were White, and 8 were Black or minority Ss). A battery of measures were administered, including the Iowa Test of Basic Skills—Elementary Battery, Piers-Harris Children's Self-Concept Scale, and the Cognitive Abilities Test. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were sensitive discriminators of giftedness. Giftedness potential assessment for creativity and learning, basic skills in mathematics, and locus of control discriminated least among economically disadvantaged and/or minority Ss. Measures of teacher judgmental, student self, and parent perceptual identification appeared to be insensitive discriminators of giftedness and seemed to be somewhat biased toward economically disadvantaged and/or minority students. (12 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)