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This study focused on the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). Ss were 275 students in Grades 2–8 who had obtained a minimum score of 129 on the Cognitive Abilities Test (R. Thorndike and E. Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills, teacher checklists of classroom behavior, and handwriting skill. Data were obtained both for 2 groups: older students (with birthdates in the 4 mo immediately following the legal cutoff school entrance date) and younger students (with birthdates in the 4 mo immediately preceding that date). ANOVA revealed a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined group differences according to giftedness and academic achievement for acquisition and transfer of a strategy. 101 high achieving gifted, underachieving gifted, high achieving nongifted, and average achieving nongifted middle-school students orally solved sets of verbal and figural analogies across 4 phases: before being trained to use a strategy (baseline), after training, at proximal transfer (analogies from the trained domain), and at distal transfer (analogies from the nontrained domain). It was found that Ss who excelled on measures of intelligence, achievement, or both, tended to exceed their peers in spontaneous strategy implementation, strategy acquisition and generalization, and the number of analogies solved, suggesting that deficits in strategic functioning are 1 source of underachievement in the gifted population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the laxity in terminology that afflicts the field of gifted education, especially the definitions of 2 central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between 2 types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are described and exemplified. The model is used as a guide for a series of comments on the appropriate use of labels to describe more accurately the target population(s), emphasizing the predominance of intellectually gifted and academically talented pupils. Four other labels that have been used to describe gifted and talented children and adults are discussed (i.e., precocity, ableness, genius, and prodigy). (A correction concerning this article appears in Roeper Review, 1996[Feb–Mar], Vol 18[3], 231. The correct version of Figure 1 is presented.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theories and research of S. L. Rubinshteyn (1958, 1959), J. P. Guilford (1967, 1971), and E. P. Torrance (1967) on the assessment of creative intelligence. The biological basis of creativity, early manifestations of giftedness, intellectual aspects of creativity, and the development of creative potential are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. It is proposed that the significant effect of the social context of these environments be used as a construct to guide further study of the benefit of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined social coping strategies among 238 gifted students, aged 10–17 yrs old. Ss completed the Adjective Checklist and the Social Coping Questionnaire for Gifted Students. Five meaningful factors were revealed after factor analysis of survey data: denial of giftedness, popularity/conformity, peer acceptance, fear of failure, and activity level. The most highly able Ss were most likely to deny being gifted, and Ss with predominant verbal abilities reported lower levels of peer acceptance than Ss with predominant mathematical abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the literature on the education of gifted students with primary languages other than English or English language learners and suggests guidelines for practice. Characteristics and identification of these students are discussed. The adaptation of traditional identification models (e.g., recognition and referral) is described, and new strategies for identification (including alternative constructs of giftedness) are discussed. Service delivery, instructional methods, and community involvement for gifted English language learners are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews studies of gifted and talented children, describing both the origins and emotional vulnerabilities of the gifted and the education for the gifted. Potential talent requires the opportunity to flourish, which includes materials to learn with, as well as teaching and encouragement to practice. Furthermore, without emotional support, children of high potential will not put in the necessary time to develop their talent to a level of recognizable excellence. The assumption that a high IQ is essential for outstanding achievement is giving way to recognition of the vital role of support and example, knowledge acquisition, and personal attributes. It is suggested that rather than continuing to search for the definition and identification of the gifted, it would be more productive to look at the dynamic interaction between children and their instruction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The problems of child giftedness diagnostics are analyzed and substantiated by a poli-modal approach. Results of an experimental study illustrate the poli-modal approach and demonstrate its predictive and euristic advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is an attempt 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 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)

Examined the social forces affecting the achievement of 67 gifted women enrolled in graduate education programs. Ss completed a questionnaire about aspects of their education, family life, parental encouragement, achievements, and the effects of marriage and children. 25 Ss completed follow-up interviews. The majority of Ss believe that their parents encouraged them to go to college but not to pursue a specific career, and many were unsure whether they had selected the right career. Almost half the Ss indicated that barriers existed to their own talent development because of marriage and personal lives. Many were unsure whether they were satisfied with their lives. The majority had extremely limited time to pursue their own talents. Continuing dilemmas facing these Ss, and issues confronting gifted women even in traditionally female careers, are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses socioculturally promoted biases against the education of gifted females and the disparity between male and female representation among the illustrious. The perspectives of gifted women including L. S. Hollingworth (1914, 1926), M. C. Thomas, and men such as John Stuart Mill (1869) supporting the advocation of educational equity are contrasted with those of men such as Sir Francis Galton (1870) and E. Clarke (1873) whose scholarly propositions provided "scientific proof" that females were intellectually inferior, providing an "acceptable" discriminatory basis for hindering women from the attainment of eminence. A newer, more equitable definition of giftedness focuses on the inner experience of the gifted person throughout the life span, and on how gifted women define success. The developmental aspects characteristic of giftedness, viewed as less culturally biased than achievement, are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Provides an overview of the literature on the metacognitive development (MD) in gifted and nongifted children. Research is examined regarding declarative metacognitive knowledge (DMK), cognitive monitoring (CM), and strategy regulation and control. DMK development seems to follow a monotonic pattern, with giftedness advantages appearing at all ages. CM seems to be equally difficult for gifted and nongifted children at all ages. For both spontaneous and complex strategy use, few developmental differences are found during elementary school years. Developmental differences may increase with age, but more investigations using older gifted children and children with domain-specific knowledge are necessary. The ability to transfer a trained strategy seems to favor the gifted. However, research indicates that gifted children may not have more advanced ability in all areas of metacognition, and that multiple factors are responsible for giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The present paper is based on questions of the theoretical conceptualization of the hypothetical construct "creativity", its operationalization and corresponding measurement problems. Intelligence and creativity are seen here as two complementary components with regard to solving complex cognitive problems. In addition to newer research paradigms and models, empirical results of current research on giftedness and creativity will be presented. The focus will be on four main topics: (1) giftedness and creativity characteristics as individual determinants of achievement (at school, university, and work); (2) social and cultural conditions of the development of domain specific competencies and achievements; (3) development of excellent achievement in light of modern life span research and sex related differences; and (4) integrative approaches to identifying highly able and creative students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the interrelationships among intelligence, humor and giftedness. Intellectually gifted students possess a number of common characteristics, one of which is an advanced sense of humor. Many theories believe that the key concept of humor is understanding incongruity, and this involves a mental process similar to problem solving. Research evidence on the relationship between intelligence and humor is equivocal. However, many researchers (e.g., Piaget) have related cognitive development to changes in humor comprehension and in what is considered as humorous; the association of humor with giftedness is also supported. Issues such as the inconsistency with which researchers define and measure humor, the distinction between humor appreciation and production, and differences in humor related to developmental stages need to be resolved before actual interrelationships can be understood. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social stigma of giftedness and the management of this stigma with 51 11th graders in a residential academy for the gifted. Perceptions of cliques and how social interactions at the academy differed from regular high schools were also addressed. Ss completed the Social Interaction Questionnaire and an open-ended questionnaire. Although Ss were concerned about fitting in and were reluctant to label themselves, they would not change their behavior to fit in. Ss' use of information management strategies to deal with the stigma associated with giftedness is explored. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a pentagonal implicit theory of giftedness and a set of data testing the theory, using 24 college students and 39 parents of gifted children. The goal of the theory is to capture and systematize people's intuitions about what makes an individual gifted. The exposition is divided into 5 parts. Part 1 discusses what an implicit theory is and why such theories are important. Part 2 describes the pentagonal theory, specifying the 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. Part 3 considers the relation of the pentagonal theory to explicit theories of giftedness. Part 4 presents data supporting the theory, and Part 5 discusses its implications for gifted education. Survey results confirm that Ss took the 5 points of the theory into account when making evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the issues of underrepresentation of African American students in gifted education programs and the ways to desegregate gifted programs and redress inequities in this area. Various conditions have led to the underrepresentation of African American students, such as conflicting definitions, faulty identification practices, cultural differences in learning styles, poor parental involvement, and the underachievement often associated with giftedness. The changing demographics and increasing diversity requires redefinition of intelligence, giftedness, and underachievement. Increased multicultural training for teachers, enhanced parental involvement, use of multidimensional and multimodal assessment and retention of African American students in gifted education programs are recommended for reducing underrepresentation and inequities in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Examined the patterns and complexities of parents' reasoning about their gifted children's social and emotional development. Models of parental reasoning in the general population do not account for the particular characteristics that many parents observe in their gifted children. In a year-long study of 10 families, 4 levels of thinking emerged among the parents interviewed. A model for parents of gifted children presents these levels hierarchically. Characterizing the lowest level is a complete absence of a framework for parental thinking about giftedness. The highest level evinces a comprehensive, integrated context for parents' understanding of both the intellectual and social-emotional aspects of their children's giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)