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Built on the study of gifted adolescents' attitudes toward giftedness by B. A. Kerr et al (see record 1989-25606-001) by tailoring the questions to individuals' experiences and expanding the scoring scheme within response type. Ss were 144 (56% male, 44% female) gifted and talented students (aged 15–26 yrs). No significant differences were found by gender. Being gifted was a positive experience for 79% of the Ss. 61% of Ss thought that classmates treated them differently, with 35% viewing their classmates' treatment as negative. Gifted adolescents may be coming to realize that there are positive and negative aspects to almost all social roles, statuses, and labels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

55 intellectually gifted children were compared with 53 academically average children (all Ss aged 11–14 yrs) on elementary cognitive tasks (ECGTs) with no symbolic content and different levels of requisite processing complexity. Ss were administered the Advanced Progressive Matrices and 3 ECGTs: simple reaction time (RT), choice RT, and the odd-man paradigm. Differences between gifted and nongifted Ss on the ECGT parameters increased monotonically with task complexity. Results indicate that gifted and nongifted children differ not only in terms of the effectiveness of higher-order or metaprocesses, but also in terms of speed and efficiency of lower-order cognitive processes. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Surveyed 39 school districts to examine the success or failure of alternative strategies for identifying gifted students in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and economically disadvantaged students as important underserved populations. Alternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedures included school personnel and assessment practices. Factors causing problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in diverse cultural populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed the analogical reasoning ability of gifted young children and examined the influence of gender, SES, and ethnicity on that ability. The Ss for the 1st phase of the investigation were 108 4-, 5-, and 6-yr-olds placed in preschool and primary grade programs. For the 2nd phase, only 55 gifted children were considered. In this group, there were 32 Whites, 5 Blacks, and 18 Hispanics. The analogical reasoning performance of 55 gifted Ss was compared with the performance of 53 nonidentified Ss. The Test of Analogical Reasoning in Children (P. A. Alexander et al; see record 1988-19649-001) measured Ss's ability to solve geometric analogy problems. Gifted Ss outperformed nonidentified Ss on the geometric analogy task. Within the gifted group, the effects of gender and SES were nonsignificant, but performance differences existed between the White and Hispanic groups. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Designed and tested a bilingual version of the Khatena-Morse Multitalent Perception Inventory to measure multitalent perception among 77 Malaysian students (mean age 16.1 yrs) in Grade 10. Test-retest reliability and criterion validity indices for the Malaysian bilingual version were average to high, suggesting that the Inventory was suitable for assessing multitalent perception as well as giftedness in various areas of talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes research into the issue of problem finding (PF), focusing on the different kinds of PF, relationships with intrinsic motivation and interest, and techniques for the classroom. The creative component of giftedness is related to PF skills, as well as problem solving. The distinction between problem identification and problem definition is clarified. The limits to divergent thinking are discussed. Problem solving should be approached more naturally, as opposed to breaking it into various stages. PF is important to many creative performances, though perhaps not all. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two experiments, involving 16 average students and 21 university students, respectively, investigated the relationship between giftedness and strategic flexibility using cognitive training methodology. Ss received instruction in the following elements of metacognition: knowledge about problems, knowledge about strategies, and knowledge of when and how the strategies should be applied. Ss' problem-solving performance was then assessed. Results show that the metacognitive training influenced strategic flexibility and metacognition of the Ss. Findings also indicate that it was much easier to enhance performance on closed problems than on open problems that called for creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated whether gifted children differ from nongifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these 2 variables. The parents of 286 4th-grade German elementary school students (151 intellectually gifted [65 girls and 86 boys] and 135 children of average intelligence [58 girls and 77 boys]) responded to a list of 30 toy groups. The authors assessed which toys were present in the household and how often they were used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: With the exception of the use of athletic equipment and group games, both groups exhibited gender-specific toy possession and toy use to an equal degree. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Demonstrates that the cognitive complexity and certain personality traits, such as heightened moral sensitivity, of the gifted create unique experiences and awareness that separate them from others. This awareness is demonstrated using a combination of clinical observations and theoretical propositions from case examples. A central feature found to be part of the gifted experience is their moral sensitivity, essential to the welfare of the entire society, yet making them vulnerable to environmental exposure. These inner qualities of the gifted are overlooked in most of the formulations of giftedness and talent. Giftedness defined as asynchronous development, a phenomenological approach, focuses on the inner world of gifted children and stresses their vulnerability in society. The need to understand the relationship between abstract reasoning, complexity, moral values, and the evolution of society is stressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports errors in the original article by T. Czeschlik and D. H. Rost ( Roeper Review, 1994[Jun], Vol 16[4], 294–297). A corrected version of Table I is provided, a revised version of the paragraph on page 295 is given, a correction of a sentence in the paragraph on page 295 describing the administered intelligence tests is given, and a new footnote is given for footnote number 4. (The following abstract of this article originally appeared in PA, Vol 82:1316.) Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interviews with teachers and teacher-completed questionnaires were used to examine the interplay between personal and official conceptions of giftedness. Teachers saw giftedness as greatly varied but having the common characteristic of creativity. However, when observing for nomination to gifted programs, teachers focused on classroom performance to a greater degree than creativity. Their observations more closely matched the official definition rather than their personal conceptions. Ss had not actively worked to align the official conception more closely with their own. This inaction was attributed to lack of experience with gifted education, avoiding harm to children, and being patient with change. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)