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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)

Discusses responses of families to recognition of a child's giftedness. Such recognition may lead to paradigm shifts in the families in areas such as financial control, power and dominance roles, parental roles, sibling dynamics, and parental self-concepts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A clinical study of 23 outpatients with borderline personality disorder (BPD) and 38 outpatients with other personality disorders (controls) revealed that 74% of the BPD Ss were rated as both gifted and psychologically (vs physically or sexually) abused, compared with only 13% of the controls. Data suggest that individuals who become borderline frequently are gifted with being unusually perceptive about the feelings of others. The interaction of a child's gifted characteristics with psychological abuse creates a tragic drama that is etiological for BPD. This abuse markedly perverts not only use of the perceptual talents (e.g., powerfully compelling projective identification), but overall psychological development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that parents of gifted children have few guidelines about how to deal with issues resulting from their children's giftedness. Intellectual, social, and emotional issues provide challenges for parents. This article defines 5 traits common to gifted children that result in social and emotional vulnerability: divergent thinking ability, excitability, sensitivity, perceptiveness, and entelechy. The traits are described as if only one predominates, to clarify which issues result from particular aspects of each. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After noting that there are new norms that discriminate against the gifted and new conceptions of giftedness, the authors recommend that the Stanford-Binet Intelligence Scale (Forms L and M) continue to be used to assess preschool-aged and developmentally disabled children, and children who have difficulties with motor speed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Argues that creativity is orthogonal to and thus independent of mental health and includes aesthetic and constructive capacities that can serve any master, including perverse, cruel, and psychotic parts of one's personality. True creative talent may be innate. Its execution in the form of an acknowledged creative person may be due to factors that include inherent giftedness and a split in the personality between one aspect that appreciates the needed object and another that is suffering or has suffered a depressive illness and therefore has experienced the depths of human anguish. It is noted that most acts of creation depend on the ability to link myths and fantasies with reality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the curiosity of 500 Russian students (aged 7–16 yrs), including 30 gifted ones (aged 9–20 yrs), and 30 age-matched gifted Ss from the US. Ss were given a booklet with 4 pictures and a set of tasks. Ss' curiosity in relation to giftedness criteria (fluency, flexibility, originality) appeared to increase up to the ages of 11 and 12 yrs and to start decreasing thereafter. Russian Ss had slightly better results in fluency and flexibility. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a 62-item annotated international bibliography on the concept and definition of giftedness and the individualization, personality, and education of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Evaluated the Developmental Indicators for the Assessment of Learning—Revised (DIAL—R), a screening procedure designed to assist in early detection of developmental problems (or giftedness) in preschool children). The DIAL—R was tested in a sample of 2,227 children. The DIAL—R is easy to administer, has clear directions, and contains high quality materials. Especially noteworthy is the excellent standardization of the DIAL—R. Large sample size, representative demographic data, and the inclusion of children with disabilities in the sample permit generalizations to be well supported. Reliability estimates vary between inadequate and adequate, but the reliability in general is adequate. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Studied sociodemographic, psychosocial, and educational characteristics of gifted elementary and secondary school students referred to a school psychology service. Human subjects: 41 male and female West German schoolage children, adolescents, and young adults (aged 6–19 yrs) (giftedness). Ss' case records were analyzed for data on age, gender, grade, type of school, scholastic achievement, IQ, special extracurricular achievements, reason for referral to counseling, type of intervention, and outcome of intervention. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses briefly the experience of a center in Sofia, Bulgaria, for treatment and rehabilitation of 1–8 yr old children with cerebral palsy. 70 children were given IQ tests, and their scores summarized. Of 5 children with IQs of 110 and over, 2 showed a tendency toward creative abilities. These children were a 5-yr- old boy whose IQ was 134, and a 5-yr-old girl whose IQ was 119. Their experience at the center is briefly described. It is concluded that among children with cerebral palsy, high ability is often concealed and remains unidentified. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Surveyed 111 White, 110 Hispanic, and 56 Black parents of children in the gifted and talented program of a large urban school district. There were few differences among the 3 parent groups in either the characteristics that had indicated to them that their child might be gifted, or in the attributes which they believed were current descriptors of their gifted child. Large group differences were present; however, between the White sample and the 2 minority group samples in the percentage of families who requested an evaluation of their child for possible placement in the gifted and talented program. Fewer of the minority parents made such a request. This factor could contribute to the underrepresentation of minority students in gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

A review of the available research indicates that gifted students (GSs) spontaneously utilize self-regulatory learning strategies more frequently than do non-GSs. When trained to use strategies, GSs also use them more effectively and can transfer these strategies to novel tasks. Self-regulation measures may be a useful adjunct in diagnosing giftedness, and self-regulation training may further enhance GSs' academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Determined if 118 parents were good judges of their young children's (mean age 32.91 mo) actual ability level (AAL) and investigated parental belief (PB) systems differentiating parents whose children actually were gifted from those whose children were not. Data were provided on the relationship between specific items perceived by parents as indicators of giftedness and the children's measured AAL. PBs were associated with actual IQ status. PBs about memory, creativity-imagination, and abstract thinking abilities were associated with higher IQ, and knowledge of body parts with lower IQ. Parents had specific and differentiated beliefs concerning the constituents of giftedness and exhibited a fairly high degree of accuracy in their judgments. PBs differed as a function of the AAL of their children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Intelligence and giftedness: The contributions of heredity and early environment by Miles D. Storfer (see record 1990-97741-000). For at least the past 70 years our IQ scores apparently have risen by the equivalent of approximately 1/5 to 1/4 of a point per year. If we accept the idea of what Flynn (1987) himself refers to as "Massive IQ gains" (and the supporting evidence that Flynn has amassed appears solid) our next step should clearly be an attempt to identify the factors responsible for these gains. Have our educational systems improved dramatically? What about our nutrition and general levels of health? Have home environments and parent-child interactions undergone radical changes? Besides environmental factors, is it possible that some sorts of hereditary mechanisms might be implicated? In Intelligence and giftedness: The contributions of heredity and early environment, Storfer addresses these and related issues. The result of his extensive review of the literature in areas as diverse as behavioural genetics, infant intelligence tests, white-black IQ differences, educational enrichment programs, and neurophysiology is a 500-plus-page book which is sometimes informative, often disappointing, and, in the end, too speculative to live up to its promotional claim of advancing "one of the most exciting and controversial evolutionary theories since Darwin". Parts of this book are good. Storfer is to be commended for the wide range of material that he surveys, and his attempts to integrate this diverse material have generally been successful. Another positive feature is the inclusion of numerous notes at the end of all but one chapter, plus one appendix, which provide additional information and/or technical details for readers interested in learning more about specific studies or issues mentioned briefly in the text. Unfortunately, Storfer does not seem to appreciate the varying quality of the research studies that he reviews, and some of the conclusions that he draws are highly speculative. Intelligence and giftedness was an ambitious project that would have benefitted considerably from a more cautious interpretation of the results and the implications of the research that it surveys. The issues that this book addresses and the questions that it raises are undoubtedly important and deserving of study. For the most part, however, the answers will have to be found elsewhere. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the long tradition in Poland of psychological research on identification of musical giftedness and the psychology of talent, and the system of education of the musically gifted. Four stages of research are discussed: (1) romanticism and belief in the power of the psychology of music, (2) perfectionism and concern with adaptation and restandardization of musical ability tests, and application of music psychometrics, (3) integration, or designing research projects on predictors of music achievement at school and in professional careers, and (4) skepticism, or searching for new research paradigms. Musical giftedness can be seen as a lifelong process of music-related activity, with strong intrinsic motivation required to improve both results and knowledge. Recent research has focused on new aspects of musical giftedness, including the relationship between cognitive traits and music teacher's evaluations, age differences, differences related to different instruments and fields of music, types of music schools, and predictors of success in music school and in musical careers. Continuing research will require international cooperation among researchers, counselors, music teachers, and parents of the musically gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses an interdisciplinary research project to identify and foster verbally gifted adolescents through an out of school course (creative writing) at Hamburg University in Germany. Objectives were: (1) development of a method to identify and select participants, (2) development and evaluation of a creative writing program, and (3) redefinition of the concept of verbal giftedness. The identification and selection process is described, which covered the important domains of verbal giftedness (convergent and divergent verbal ability, text production). Issues related to the creative writing program were (1) development and evaluation of the extracurricular program, (2) creation and evaluation of didactic materials and methods, and (3) training creative writing teachers. Program evaluation is discussed, with the conclusion that all those involved considered the creative writing model beneficial for cognitive and creative training and personal growth of the 82 adolescents (most 12—13 yr olds) who participated. It was concluded that verbal giftedness is not one-dimensional, but must be redefined as a multitrait concept that includes ability and performance factors as well as functional and process variables. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Building on the foundation of J. Galbraith's (see record 1986-31280-001) study of the 8 great gripes of gifted students, this article examined qualitative perspectives on giftedness among 85 7th–9th graders. Ss responded in writing to a probe (i.e., "What's it like to be gifted?") designed to elicit their spontaneous perspectives on their experience of giftedness. Results support Galbraith's indication that these children describe their experience in ways that reflect both positive and negative elements. Ss noted specific concerns about a sense of self-as-gifted, high performance demands, and the social consequences of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)