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Investigated differences in EEG alpha activity between gifted and average individuals (aged 17–19 yrs). In the 1st experiment, EEG during 2 relaxation phases (eyes closed and eyes open) was recorded. Gifted Ss showed higher EEG alpha power only while resting with eyes open. In Exp 2, Ss solved 2 problems that were divided into phases of problem solving and preparing for problem solving. Significant differences were obtained only for the problem-solving stages. Gifted Ss showed higher alpha power (less mental effort) while solving the 2 problems. Exp 3 investigated whether the lower mental activity displayed by gifted Ss was related to their ability to form more abstract schemata. For that purpose EEG was recorded while Ss memorized lists of words and pictures that either allowed, or did not allow, for classification into more abstract categories. For both types of lists, gifted Ss displayed higher alpha power. The results confirm the hypothesis that the higher EEG alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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Investigated patterns of Wechsler Intelligence Scale for Children—III (WISC—III) IQ subtest scores for 42 gifted children in Grades 4–8. Subtest scatter of WISC—III scores occurred with greater frequency in the gifted sample than for Ss in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC—III was similar to typical patterns of highs and lows found for gifted children on the WISC—Revised with one notable exception: There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC—R. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Delineates strengths and weaknesses of lower class values that affect gifted women's educational progress. The strengths include experience with perseverance, creativity, and the ability to make do with available resources. Weaknesses include the devaluing of nonmanual labor, isolation, lack of stimulation, and the availability of few role models. Clinical case studies and current literature will be used to clarify the relationship between class and giftedness. The identification of gifted women by their families of origin and the schools and their presenting concerns in therapy are often affected by economic class. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Studied the general intellectual abilities, the performance motivation, and the creative abilities of 7th graders who were gifted in language and mathematics. Human Ss: 28 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (mathematical giftedness) (7th graders at a special school) (experimental group). 33 male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (language giftedness) (7th graders at a special school) (experimental group). 28 normal male and female Slovak school-age children and adolescents (aged 12.5–13.5 yrs) (7th graders at a regular school) (control group). Tests used: The Intelligence Structure Test, the Achievement Motivation Questionnaire (T. Pardel et al, 1987), the Creative Thinking Test—Drawing (K. Urban and H. G. Jellen, 1986) and the Adjective Check List of Creativity (T. Yarnell and G. Domino). (English & German abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Presents the efforts of a project responding to the need for culturally relevant alternatives to current assessment practices in the identification of giftedness among rural Mexican-American elementary school students in the southwest. The project implementation involved acquiring school faculty commitment and establishing and training identification committees from among parents, community representatives, teachers, and school administrators. The 1st task of the committees was to define giftedness grounded on the sociocultural characteristics of the community. Then, local multidimensional screening procedures needed to be developed and implemented. Preliminary results of the project are outlined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Examined the construct validity of the 4 × 4 Structure of Giftedness Model in which giftedness is conceptualized in terms of 4 categories (i.e., general intellectual ability, specific intellectual ability, general original/creative thinking, and specific reactive talent) in 392 junior (Grades 7–9) and 381 senior (Grades 10–12) students. Ss were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to a number of goodness-of-fit indices to determine which model fit the data best. The best fit was the 4-factor model. Results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creatively gifted individuals, particularly those whose talents lie in the verbal domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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Presents the initial results of a longitudinal research program intended to explore the characteristics of the development of giftedness in 149 children aged 5–6 yrs, including how to identify giftedness in childhood, what types of giftedness can be selected, and what the age characteristics of development of giftedness are. The purpose of the first part (year) of the study was analysis of the levels of intellectual and creative development of children under school age by means of study of empirical data (parents' and teachers' opinions, observation data, results of analyses of children's creative works) and psychological testing. The second part of the research included testing. Children's level of intellectual development was determined using the Stanford-Binet Intelligence Scale. Result show that Ss' display of creative and intellectual potential depends on personal characteristics and that it is uneven. The chosen method of study also made it possible to identify children with a high level of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)