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Examined achievement motivation, creativity, intelligence, and scholastic achievement in 100 male and 100 female Muslim minority children (aged 13–19 yrs) in India. Ss formed 4 subgroups: (1) culturally deprived, economically high; (2) culturally high, economically low; (3) culturally advantaged, economically high; and (4) culturally advantaged, economically low. Measures of the variables revealed that Group 1 scored higher than its advantaged counterparts. Group 3 scored better than its deprived counterpart. Results are interpreted in terms of impact of environmental settings and economic conditions on individuals' social psychological growth. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Compared psychological profiles of 497 male and 508 female mathematically gifted 10th graders with those of normative groups. Typical gender differentiating attributes (e.g., interest patterns) were less stereotyped in gifted males and females. Gifted Ss were intellectually superior across a wide range of cognitive abilities; however, evidence for more mathematical specificity in the gifted Ss than in controls was also detected. Classic male/female differences were observed on measures of mathematical ability. A 13-yr follow-up of 216 male and 191 female gifted Ss revealed that 8% of gifted males and 19% of gifted females in the follow-up did not obtain college degrees, indicating that a proportion of Ss did not make full use of their abilities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Responds to R. H. Jarrell and J. H. Borland's (see PA, Vol 63946001) criticisms of the research underpinnings of the Renzulli 3-ring conception of giftedness by suggesting selectivity and bias in their methodology, especially their decision not to review recent updates. Jarell and Borland have misunderstood the restriction of range issue. Their threshold effect argument, their claims that Renzulli believes that ability is irrelevent, their analysis of L. Terman's work, and their minimization of motivation and task commitment are questioned. Renzulli believes all special programs must assume some of the obligation for addressing equity issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated humor among gifted adolescents (GAs) by first comparing how 30 GAs were perceived by 912 peers and then comparing personality traits (Israeli adaptation of the Eysenck personality test) of 121 GAs receiving high and low scores on a sense of humor test. Sociometric choices were normally distributed in the general population, but GAs received few or many choices in a bimodal distribution, indicating either a good sense of humor or being humorless. Interviews with 14 GAs revealed that those viewed as humorless were introverted, spending much of their time in extracurricular learning experiences. Gifted adolescent humorists were more extraverted, more creative, and lower in their needs for social approval. Extraversion explains more than 27% of the variance of humor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines events that influenced the 1928 yearbook of the National Society for the Study of Education, Nature and Nurture: Their influence on intelligence. Probable bases are reviewed for rapprochement among contemporary proponents who argue for the primacy of nature or who call for emphasis on nurture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the research contributions of L. S. Hollingworth in the psychology of women, mental retardation, and intellectual talent. Hollingworth challenged the prevailing beliefs that women should not aspire to excellence and that retardation was more prevalent among males. She studied giftedness scientifically rather than just describing it and emphasized valid instruments for identifying gifted children. Through her research, Hollingworth dispelled many myths that characterized gifted children. Hollingworth experimented with a number of educational options, but especially with segregated classes, to enhance the development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Forty-five boys and 45 girls of the 5th, 8th, and 11th grades from a school for the academically gifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groups of students from both schools included Whites, Blacks, Hispanics, and Asians. Students came from middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathematical efficacy, and strategy use than regular students. In general, 11th-grade students surpassed 8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning. Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and perceptions of academic self-efficacy is concordant with a triadic view of self-regulatory learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attempts to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a thoughtful and open dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports the main results of a longitudinal study of the mental development of gifted Chinese children, discusses the findings of comparative studies on the cognitive development and personality traits of normal and gifted children, outlines methods and procedures for identifying giftedness, and describes educational programs for gifted children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Determined the extent to which analytic or cognitive ability, social skills, creative arts, verbal ability, and motor skills identified in previous research (e.g., S. L. Guskin et al; see record 1989-24151-001) are employed by teachers in estimating traits and outcomes for individual student cases. The influence of these categories on decisions made about educational programming was investigated. 158 prospective and experienced teachers who responded to 6 1-page scenarios of students with varying backgrounds of gender, race, and socioeconomic status (SES) participated in the study. Responses to each student included 25 trait ratings, judgments of appropriate programming and resources, and predictions of adult success. Students with motor or creative arts skills would not be as successful as those with verbal, analytic, or social skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two groups of mathematically gifted 10th-grade Ss and 2 groups of environmentally privileged students represented the top 1% on a standard measure of quantitative ability, and the upper 1% of a conventional socioeconomic status (SES) index. These groups were compared to one another by gender, and to their gender-equivalent normative cohorts on 43 indices of medical and physical well-being (MPWB). Although higher levels of physical health were found in both gifted and privileged groups (relative to the norm), MPWB was more highly associated with mathematical giftedness than with extreme levels of socioeconomic privilege. Findings confirm the view that the nomothetic span (network of correlates) of general intelligence permeates a variety of important and valued nonintellectual domains. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigates the popular notion that gifted children are immune from adjustment problems because of their high intelligence. Self-esteem, social isolation, locus of control, alienation, and anxiety, as indices of psychosocial adjustment, were explored among 134 gifted and a control group of 134 nongifted Chinese adolescents in 3 secondary schools in Singapore. Results show more higher-adjusted gifted than nongifted boys, but fewer higher-adjusted gifted than nongifted girls. These findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. Preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied strategies employed by gifted children for managing the social stigma of giftedness. A student attitude questionnaire was used to collect data from 1,465 gifted students (aged 14–18 yrs) over 2 yrs. Ss responded to 6 scenarios described as potentially stigmatizing events during the normal school day. Five common strategies were provided as options in each scenario: truth, placate, cop-out, cover-up, and lie. The placate response was the most popular choice across 5 of the 6 scenarios, indicating that gifted students do not mind being known as academically oriented but do not want to be blatant about the academic indicators that set them apart from their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

[An erratum concerning this article appears in Roeper Review, 1991, Vol 14(1), pp 7 and 8. The photos are correctly identified.] Investigated the impact of a program model for developing talents of leadership gifted adolescents. 32 10th and 11th graders participated in a 1-wk, live-in program, which included cognitive, affective, and physical challenge components. Ss demonstrated changes in openness (willingness to respond to others), persuasiveness (ability to influence others), and ascendancy (activity level in a group, making individual decisions, and self assurance in relationships with others). A follow-up of the Ss 3 mo later indicated that students applied program knowledge and skills in a variety of areas but primarily in academic and extracurricular settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An ethnographic study explored the role of school and community contexts in the formation of gifted adolescent girls' self-perceptions of ability. Participant-observation, interviewing, and unobtrusive measures were used to collect data on the experiences of 10 gifted girls in Grades 6–8 in 1 middle school. Social interaction contributed to the development of self-perceptions of ability, and self-perceptions of ability, in turn, influenced Ss' decisions about appropriate achievement-related behavior. The formation of ability perceptions was seen as a cyclic process: Ss' interpretations of significant others' beliefs about giftedness influenced their self-estimates of ability and classroom behaviors, and their behaviors brought them feedback about their own abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Attempted to replicate findings by C. P. Benbow (see record 1988-07078-001) that sex, left-handedness, and allergy occur more frequently in highly gifted students. 69 male and 27 female gifted 7th graders and 25 male and 71 female less gifted 7th graders completed questionnaires that contained self-report measures of handedness and allergy. Consistent with Benbow's data, results support sex differences in the number of highly gifted; males constituted nearly three-fourths of the highly gifted. Results failed to replicate Benbow's finding that the highly gifted were more likely to be left-handed and to have allergies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the structural properties of the Coloured Progressive Matrices for 166 gifted children aged 2 yrs 9 mo–11 yrs 8 mo. Giftedness was defined as having an IQ of 120 or above. S IQs ranged from 120 to 164. Of 36 items, 33 had adequate fit to a Rasch model, but a 3-factor solution provided the most interpretable explanation of item intercorrelations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)