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An exploratory study of gifted children's understandings of intelligence showed that between the ages of 6 and 12, external indicators of smartness are synthesized with internal factors of feelings and judgments about intelligence. This synthesis becomes more complex with age. At age 12, children's definitions took on an interpretive quality with references to the psychological self apparent. A developmental progression in children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An explanation is proposed of the underlying mechanisms and nature of extremely early high abilities—prodigiousness. It is suggested that prodigiousness be considered as a consequence of accelerated development especially during sensitive periods, which results in the rapid formation of a child's mental resources into unique cognitive experiences, expressed in the prodigy's exceptional perceptions of the world. Other phenomena in the very young prodigy's development (e.g. crystallising experiences, midlife crisis, asynchrony and/or dyssynchrony) are also interpreted in the light of this conception of prodigiousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores ways in which giftedness in the early years can be identified and enhanced within the Malaysian educational system by assessing referral screening measures in intellectually gifted children (IQ≥120). There were 5 instruments administered, viz Raven's Sijil Pelajaran Malaysia (SPM), %WISC-R%, School Failure Tolerance, Scale for Rating Behaviour Characteristics of Superior Students, and Parent Checklists. Findings suggest that a minimum score of 46 on Raven's SPM was an effective and efficient cut-off score for screening intellectually gifted Malay children. Using this score, it would refer about 40% of children for the full administration of WISC—R, of which probably, 1 in 3 would be confirmed as intellectually gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Comments on the article by J. C. Stanley (1997) regarding his research on the identification and long-term follow-up of mathematically precocious youth. Further distinctions among 5 forms of exceptional promise and achievement, including intelligence; creativity; expertise; success; and genius, are presented. The roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, potential markers vs actual achievements, and mathematics as a questionable model for other domains are briefly examined. Stanley's role in launching promising new lines of investigation in the fields of intelligence, creativity, and giftedness is acknowledged. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the relationship between creativity and the ability to cope with psychological stress in young football players. Human Ss: 60 normal male Slovak adolescents and adults (aged 14–18 yrs) (boarding students at a private sports grammar school). Correlations among assertiveness, motivation to compete, motivation to achieve, self-esteem, creativity, grade, and age were analyzed. Tests used: The Urban Figure Test of Creativity (K. K. Urban and H. G. Jellen, 1993) and the Rathus Assertiveness Schedule. (English & German abstracts) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Considered 2 studies done from constructivist perspectives for their complementarity in understanding the development of gifted young artists. Study 1 used R. Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children (aged 4, 6, 8, and 10 yrs). Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists (aged 13–18 yrs). There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationships among ethnicity, gender, and vulnerability factors and locus of control for gifted and nongifted children. 805 ethnically diverse 5th–7th graders were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors (e.g., cultural, economic, language). ANOVA revealed significant main effects for Giftedness, Ethnic Background, and Vulnerability Factors and a significant Ethnic × Vulnerability Interaction. In addition, a Gender × Giftedness × Ethnic Background ANOVA yielded a significant main effect for Gender. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results show a more internal locus of control in gifted children and further indicate that for gifted and intellectually bright non-Caucasians vulnerability is associated with, and may serve to strengthen, a greater internal locus of control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness now tend to recognize creative talents, but the most recent techniques for assessing creativity, which rely on productivity, may have caused certain problems for gifted education. The requirement for gifted students to produce something, for example, assumes that all of them have the expressive skills that support their insights, and this may not be true. It also assumes that products can be accurately evaluated, but unless quantity is used alone and quality entirely ignored, some sort of social significance is introduced into the assessment. Social significance can be very subjective, so the assessment loses its objectivity. Most important is that the insistence on productivity relegates potential. Children who have potential talent but need support, encouragement, and practice will be overlooked in favor of those children who already know how to construct and present socially meaningful products. It is concluded that although one must be careful with broad and inclusive definitions of talent, productivity requirements should be left out of definitions of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A domain-specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely-used categorical model. A research project is described which involves administering several measures in 3 different domains (Linguistic, Logical/Mathematical, and Social/Emotional) to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students' diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the development and implementation of a 3-wk summer institute designed to challenge teachers' notions of giftedness and gifted learners; and to create a link between theory and practice. Institute structure, the need for follow-up, teachers' beliefs about giftedness, and the implementation of individual teaching plans are delineated. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)