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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)

Within a framework that views intelligence in terms of expert/novice representations, subgroups of children, determined through a hierarchical cluster of "think aloud" protocols, were compared on problem-solving tasks. Ss were 68 4th and 5th graders. Protocols were analyzed at 2 levels: (1) grouping of subroutines that function as heuristic processes and (2) grouping of subroutines that function as strategies. One subgroup was designated a prototype of gifted intelligence based on sophistication of heuristic and strategy use. Subgroups were compared on external measures related to problem-solving, IQ, creativity, attribution, and academic achievement. No quantitative differences in external measures were found between subgroups, except that the gifted prototype differed on measures of attribution and mathematical achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is based on the life work of A. Roeper with the gifted. The author attempts to show not only the difficulties but also the inner exhilaration and the joy of discovery which giftedness brings. This article covers the following topics: the impact of the gifted on the environment, the impact of the environment on the gifted, and the characteristics of the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes (including an heuristic model) the affective learning process as learning for mastery, a time and energy consuming process that involves different cognitive processes and goal-directed behavior. A framework for studying affective learning processes is outlined, and 3 key research findings are presented. The 1st finding suggests that general cognitive ability creates an optimal internal milieu for learning and achievement. The 2nd finding is that students with high self-confidence, (high perceived personal control or self-efficacy) score higher on intelligence and achievement tests and earn better grades. The 3rd finding is that students who score high on intrinsic motivation invest more time and effort in the learning process. It is concluded that student cognitive ability, self-efficacy, and intrinsic motivation provide an optimal learning environment, because each promotes self-regulation skills. Other areas discussed include the risk of inadequate social relations and adjustment in these learning environments for the gifted, and the concerns of gifted underachievers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the barriers to the effective recognition of and assistance for gifted Black Americans. These obstacles include inadequate definitions, theories, and identification procedures. Also discussed are rationales for reexamining the current definitions and for broadening the theories of giftedness to make them more applicable to Black Americans. The article concludes with prescriptions for change and a list of considerations for educators, particularly those in urban areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Describes the relationship between the role structures, self-concept, experiences of control, and cognitive strategies typical of the various types of giftedness (GFT) in 52 11-yr-olds. Results support the view of T. Betts and M. Neihart (see record 1989-27670-001) according to whom GFT is culture bound, and there is potentially much more GFT in reality than could perhaps be observed on the basis of IQ instruments alone. According to the results of this research, GFT is quite firmly anchored to microcultures and their habits. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Examines issues related to underachievement in culturally different children. For a specific cultural group, the Canadian Inuit (Eskimo) people, the inappropriateness and inadequacy of the frequently used intelligence-achievement discrepancy for identifying underachievement is demonstrated. Approaches for assessing underachievement and giftedness in culturally different children, without reliance on standardized and inappropriately normed tests, are considered. Cognitive strategies programs are noted as having potential for remediation of learning difficulties in culturally different, underachieving, gifted children. The ultimate goal is seen as identification of culturally different children, reduction or elimination of underachievement, and development of their full potential. Examples of human figure drawings (Goodenough-Harris Drawing Test) by Inuit children that illustrate the lack of clear relationship between high ability (IQ) and high creativity, are included. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the effectiveness of various procedures for identifying technically gifted students. Human Ss: 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-development sample). 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-application sample). Ss completed measures assessing cognitive ability and 5 predictors of technical giftedness. In addition, Ss' teachers rated them on various characteristics associated with giftedness. Using results from the procedure-development sample, 3 strategies for identifying gifted students were developed: a "rule of thumb" approach, discriminant analysis, and an expert system. Using data from the procedure-application sample, each strategy was evaluated in terms of its accuracy and efficiency. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by M. K. Kitano (see record 1992-25310-001) on multicultural education for the gifted. To enable educators to focus more clearly and accurately on the appearance of indicators of giftedness in children from various cultural and socioeconomic backgrounds, several issues must be resolved. These relate to (1) clarifying the giftedness construct and (2) examining the relationship of socioeconomic status (SES) to being identified as gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the influence of personality traits on the creative process and on the manifestation and development of giftedness. The importance of the structural organization of consciousness is discussed, and the role of comprehension and decision making as integrative cognitive-personal manifestations of giftedness is considered. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the literature on the achievement of gifted females. Factors that contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Recommendations for further research include longitudinal studies on socialization and psychological development of females, exploration of the definition of giftedness, and sensitivity to the timeline of gifted women for the realization of the giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The use of standardized tests is not appropriate for the assessment of giftedness because of reduced variance in the upper range of the scale. The authors used an adaptation of the KFT (Kognitive Faegkeits tests), tests of cognitive abilities developed in Germany, which proved useful in the assessment of giftedness. The study was conducted with 600 gifted 1st, 3rd, 5th, 7th, 9th, and 11th graders in Moscow schools, with 100 Ss in each age cohort. A short description is given of the KFT subtests and data collected using th Russian version of KFT are described and compared to German data. The adaptation of the KFT to Russian samples is judged to be statistically valid. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Questions the association between left-handedness and mathematical giftedness in terms of the data provided by C. P. Benbow (see PA, Vols 75:7078 and 76:18545). Benbow proposed that male and female differences in brain organization, as represented by factors such as handedness, are at the root of differences in mathematical ability. The link between mathematical giftedness and an increased prevalence of left-handedness is not convincing. However, Benbow's data do show a convincing link between strong right-handedness and lack of mathematical giftedness. It is suggested that some general (ultimately biologically based) factors may interact with environmental factors to yield sex differences in some aspects of mathematical performance. (French abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved) Resumen en idioma originalUne partie importante de l'assertion de Benbow (1988) selon laquelle les différences sexuelles dans l'habileté mathématique sont principalement dues à des facteurs biologiques représente le lien entre un caractère qui est sensé refléter les différences dans l'organisation cérébrale (gaucherie) et le don pour les mathématiques. Nous montrons que le lien entre le don pour les mathématiques et une prévalence augmentée de gaucherie n'est pas convainçant. Cependant, les données de Benbow (1986) montrent une relation convainçanie entre une forte dextralité et le manque de don en mathématiques en accord avec les travaux récents de Annett et Hanning (1990a, 1990b). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)