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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)

Investigated the attitude toward reading and self-reported reading behaviors of 135 gifted males and 140 gifted females enrolled in Grades 1–12. Ss completed a reading questionnaire and were asked to report the number of books they read and their reasons for reading them. The questionnaire was designed to measure attitudes toward reading assignments, reading work load, and preferences for reading as a leisure time activity. Results indicate that females tended to have more positive attitudes toward reading and reported that reading was a hobby more frequently than did males. Primary students had more positive attitudes toward reading than did high school students. In addition, primary students reported reading more books per month than intermediate level junior high and high school students. High school students reported reading the least number of books per month among all Ss. Findings suggest that greater efforts should be made to encourage, maintain, and support reading behaviors exhibited by gifted children as they grow older. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes an elementary school program that followed the revolving door identification model of J. S. Renzulli et al (1981), which views giftedness in terms of behavior. The program was also based on Renzulli's (1977) enrichment triad model, which outlines 3 types of activities (general exploratory activities, group training, and investigations of real problems) that encourage different levels of involvement of students. The program was activated in a 4th-grade classroom and was used to bridge the gap between the resource room for gifted children and the regular classroom. (8 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses characteristics of mathematically gifted (MG) elementary schoolchildren and reviews current assessment and identification procedures for these children. MG children usually show exceptional reasoning capabilities; the ability to generalize and to perceive mathematical patterns, structures, relationships, and interrelationships; flexibility of thought and a need to search for alternative solutions; and enthusiasm for mathematics. The author cautions against the use of a single cutoff IQ score as the single criterion for identification and suggests that interaction among above-average ability, task commitment, and creativity is the best indicator of giftedness. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interviewed 324 6–10 yr olds, half of whom were identified as intellectually gifted by school personnel and intelligence tests and the other half as nongifted, about philosophical issues. Gifted and nongifted Ss were matched for age, sex, and socioeconomic status (SES). Findings indicate that gifted Ss read the newspaper more, attended to national and world news items more, and were more concerned about war than the nongifted Ss. Gifted Ss also differed from nongifted Ss in their concern about educational matters and their attention to governmental differences between the US and other countries. Nongifted Ss were more likely to perceive God as the best and the Devil as the worst person in the world than gifted Ss. It is suggested that programs for intellectually gifted children should provide them an opportunity to share their perceptions of and their questions about the world with others and should assist these students in developing more positive images of the future. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present author offers a 3-proposition thesis that states the following: (1) Educationally significant, reliably observable differences in positive potential for experience in affect, cognition, and volition exist among humans, and such gifted groups should be provided with differentiated developmental education to fulfill the democratic obligation for equality of opportunity. (2) Guidance and counseling for the gifted are inherently essential to the full complement of potentialities for development during each successive phase of development through the life span. (3) Differential education for the gifted (interventions that constructively engage gifted persons' psychological capacities and social and behavioral potentialities through constructed experience) is obligatory in public education in free and democratic societies. It is concluded that the advancement of the science and theory of differential education for the gifted will be rewarded with the contributions of gifted persons to the welfare of all people. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a possible solution of the ability-structure problem. The concepts "abilities" and "giftedness" are defined, and the structure of specific abilities is discussed. A method of quantitative analysis of qualitative features of abilities is suggested that is based on regression analysis. The practical significance of the findings for applied problems of vocational counseling and training is examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the content of the Soviet-German seminar, "The Revelation and Development of Talents and Abilities," held in Moscow, USSR, October 16–28, 1984. Psychological problems involved in the diagnosis and development of students' creative abilities, early manifestations of giftedness, paths of development of abilities, psychophysiological aspects of the study of abilities, and personality factors in the development of talent were discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses recent developments in cognitive psychology (e.g., the information-processing perspective, research in metacognition) that concern advanced intellectual giftedness in young children and the potential of these developments for alternative assessment procedures of specific cognitive intellectual functions. The implications of the recent research are that (1) preschool children may be more cognitively competent than previously assumed and (2) their use of strategic behavior to solve novel problems may be an indicator of giftedness. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses several common definitions of the terms giftedness and talent, with particular emphasis on the models proposed by J. S. Renzulli (1979) and S. J. Cohn (1981). The critique of these 2 models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities that foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, an individual can be gifted without necessarily being talented (as in the case of underachievers), but not vice versa. Several factors that can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (36 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses developing social competence in gifted preschoolers in terms of definitions of giftedness, intellectual giftedness and social cognition, intellectual giftedness and social adjustment, and helping gifted youngsters improve social competence. Also discussed are the effects of uneven development and inappropriate educational environments and informal approaches to teaching social skills. It is suggested that social skills development is an important component of a young child's educational program. Gifted preschool children may require special guidance to help them understand and cope with their unusual abilities. A sensitive understanding of gifted preschool children's social and emotional development can provide the foundation for fostering the development of social competence both informally, through classroom interactions, and formally, through structured group lessons. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)