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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)

Although children prior to the 1970s reported personal anxiety over being labeled as gifted (M. Mead, 1954), more recent studies by B. Ford (see record 1981-22153-001) and by S. L. Guskin et al (see record 1987-26620-001) do not support such findings. The trend toward a more positive perception of giftedness may be related to the increased number of gifted programs in schools. However, the long-term effect of labeling on children in these programs has yet to be measured. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Results of a longitudinal study of 59 10–22 year olds who had been precocious readers when first tested at 5–6 years of age suggest that extraordinary early achievement in reading predicts above-average, but not necessarily extraordinary, ability in reading and related skill areas during the middle elementary school years, as measured by performance on Level 18 of the California Achievement Test (CAT). Median CAT subtest scores were between 1 and 2 SDs above age-appropriate grade norms. Verbal Ability at 5–6 years of age predicted individual differences in precocious readers' later reading comprehension accuracy as well or better than initial reading skills did. General Reading Ability, reading Speed, and letter naming speed at 5–6 years were associated with speed to complete the reading comprehension subtest of the CAT. This study illustrates theoretical and methodological issues that must be addressed in other investigations of early development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The eight articles in this special section examine several issues that define current research in gifted education. Identifying the separate areas of giftedness is a major issue that continues to attract researchers' attention. A second, related issue concerns the stability and predictability of precocity in different areas. Precociousness in mathematics heralds stable exceptionality, whereas precociousness in early reading seems somewhat less likely to be maintained. A third issue concerns the fulfillment of potential. What variables, other than giftedness, help children develop their special talents? Researchers are becoming more aware that the answers to this question may differ depending on the child's gender. A final issue focuses on the socioemotional adjustment of gifted individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the types of research needed for the identification, development, and education of high-ability children. Serious research on the gifted began some 70-yrs ago with the studies by L. M. Terman (1922), and has intensified in the last decade. Since many decisions on identification, education, and counseling depend on the underlying conception of giftedness, a fruitful area of research involves the validity of various concepts. Research is also needed to ascertain the effectiveness of identification procedures, to determine what kinds of educational and socialization opportunities are needed to transform potential into performance, and better to identify and nurture giftedness in populations which are traditionally underrepresented. A better understanding is needed on how affective characteristics can be nurtured, as well as the influence of family and community on talent development, and ways of achieving the twin goals of equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the debate between R. Jarrell and J. Borland (1980) and J. Renzulli (1986) over the concept of giftedness and presents 3 criteria for a "good" definition of this concept. The debate over giftedness is recast in terms of these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In examining the postmodernist rejection of metanarratives, the author argues that the label "gifted" is one such metanarrative and involves a priori expectations about what individuals labeled as gifted should be doing and about what interests they should have. Because giftedness is thought to epitomize cognitive development specifically, curiosity and the ability to synthesize a wide range of information might not be viewed as traits of the gifted. Performing particular functions would count as indicating giftedness. It is argued that symbolic violence can be done to "gifted" individuals by treating them according to the restricted expectations of the label. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses multidisciplinary research into giftedness in young children from the perspectives of (1) identifying the gifted, (2) research on gifted children and programs, (3) programming for young gifted children (YGCs), and (4) the sociopsychological implications of giftedness. Identifying YGCs is difficult and often results only after the YGC has been sent to counseling for a handicapped program. In addition to difficulties in assessment and screening, as well as providing appropriate programs for YGCs, there may also be some impact in labeling YGCs as such. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Outlines an identification system that translates a 3-part conception of giftedness (above average ability, task commitment, creativity) into a practical set of procedures for selecting students for special programs. Procedures include (1) test score nominations, (2) teacher nominations, (3) alternate pathways, (4) special nominations, (5) notification of parents, and (6) action information nominations resulting from inservice teacher training regarding giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The research cited in support of J. S. Renzulli's (1978) 3-ring conception of giftedness is a weak and equivocal case for this definition. The authors cite failure to address relationships between ability and creative/productive accomplishment, dated studies, methodological problems, and contradictions to conclusions. While the authors find some support for the 2nd ring of task commitment, they question whether task commitment was the most salient component of the studies. No research was found in support of the 3rd ring of creativity. The authors conclude that, judged only on its research base, this concept of giftedness is of questionable validity, although it may be defensible as an implicit conception. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the hypothesis of the social inheritance of intellectual giftedness. Human subjects: 12 male and female Ukrainian school-age children (aged 6–8 yrs) (intellectual giftedness). The conditions and nature of Ss' upbringing were analyzed, and simple intelligence tests were administered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the article by Y. Z. Gilbuh et al (1990) on the substance and determinants of intellectual giftedness. Those authors are criticized for emphasizing the social inheritance of intellectual giftedness while ignoring the role of genotype in interindividual variability in intelligence. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)