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This letter briefly describes the history of creativity research, the relationship between IQ and creativity (and by implication, giftedness and creativity), and the role of creativity in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Differences between the self-perceptions of 62 gifted high school freshmen and 162 nongifted peers were assessed regarding intimacy with family and peers, social support, family responsibilities, self-esteem, depression, and risk-taking behavior. Gifted students perceived themselves as being more intimate with friends, assuming fewer family responsibilities, and taking more risks (both sports- and danger-related risks). Gifted students and their teachers were also administered the Perceptions about Giftedness Scale. Gifted students reported feeling the same as, or better than, their peers about their academic and social skills, and their teachers closely agreed. However, the teachers rated the gifted students as being less happy than the students rated themselves. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the psychological types as measured by the Myers-Briggs Type Indicator (MBTI) of students admitted to a public, residential, magnet high school for academically talented and gifted juniors and seniors. These students are compared to two groups of gifted adolescents and two groups of traditional high school students. The magnet school students are significantly like the gifted students and significantly unlike the traditional students. Gifted students seem to have a particular MBTI type distribution. Discussion focused on the implications of this finding to the education of the magnet school students and other gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the transition from formal to post-formal reasoning in gifted adolescents and tested a cognitive developmental model of giftedness. The participants were 40 gifted 12th graders (aged 16.8–18.4 yrs). They completed paper-and-pencil tasks that assessed formal operational reasoning and post-formal reasoning. Participants were individually interviewed for 1 of the post-formal measures. Individual performance and verbal and full-scale Wechsler Intelligence Scale for Children (WISC) IQ scores were made available for all of the participants. Principal components analyses revealed 4 meaningful factors with eigenvalues greater than 1.00. These factors collectively accounted for 78% of the variance and were for the most part consistent with the proposed model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined strategic variability and variability–performance relations in 85 intellectually gifted and 81 non-gifted children (mean age 9.3 yrs) who received 5 trials on an organizational memory task. Children were presented with different sets of categorizable words on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuation in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-by-trial switches in strategy use. In general, gifted children showed lower levels of variability (or high levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Focuses on intellectual giftedness, its description, and the nurture of such gifts and talents in the elementary and secondary school setting. Social context and diversity and psychological characteristics of gifted children are highlighted. The article concludes with future directions for research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Studied the intellectual abilities, creativity, motivation, and other personal features of gifted 1st graders as part of the Moscow Longitudinal Study of Giftedness. Human subjects: 60 normal school-age children (1st graders) (gifted) (experimental group). 60 normal school-age children (1st graders) (control group). Ss were administered a battery of psychological tests at the beginning of the study and as 2nd graders and 3rd graders. Differences in cognitive and personal development (1) between gifted and nongifted Ss and (2) among average, high, and extremely gifted Ss were examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Females are still underrepresented in mathematics and the sciences. Recent attempts at explanations assume that the main reason for this fact are motivational differences between the genders determined by the socialization process. In 2 studies the authors measured implicit theories of mathematics and physics teachers on gender-specific giftedness and motivation. A significant part of the teachers still holds to gender related views. 26.5 % of the mathematics and 30.4 % of the physics teachers thought that in their subjects boys were more gifted than girls. Further differences were shown in the kind of further education the teachers would advise their male and female students to take up. Whereas they would suggest the girls careers in education, medicine or philology, they thought that the boys were better suited for the mathematical, scientific, engineering or technology areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article addresses the cross-cultural generalization of the pentagonal implicit theory of giftedness (R. J. Sternberg and L. F. Zhang, 1995) as well as differential expectations regarding excellence for girls vs boys. An instrument based on the pentagonal theory was used with a sample of 72 in-service and pre-service teachers (aged 20–50 yrs). In a second study, a questionnaire designed to assess conceptions of "excellence", one of the attributes for giftedness described in the pentagonal model, was administered to a different sample of 102 in-service and pre-service teachers (aged 22–48 yrs). Results showed a good fit of the pentagonal model to the data collected, paralleling results obtained in the US. However, it was also found that in Hong Kong, unlike in the US, teachers had higher expectations of excellence for boys than for girls. Implications for identification, instruction, and programming for the gifted are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that the lens through which the gifted Self sees the world is at once complex and vividly intense. Giftedness is seen as a ground of experience that differs significantly from the norm. Just as developmental delay produces lifelong effects on social and emotional development, academic achievement, home life, response of the community, and career goals, developmental advancement exerts a profound impact on the Self, permeating all facets of a person's life in childhood and adulthood. Children with significant developmental differences in either direction require modifications in parenting, teaching and counseling in order for the Self to be fully realized. Because their abstract reasoning abilities enable the gifted to compensate, true disabilities and disorders are often masked, while typical behaviors of the gifted may be misinterpreted. Diagnosticians, school psychologists, therapists and educators need to be aware of the characteristics of giftedness in order to recognize what is atypical for this population, rather than comparing gifted individuals with the general population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Provides a critical overview of the existing research literature on gifted children and their families. The purposes of this paper were: (1) to provide family therapists with information on the unique psychosocial stressors associated with giftedness, and (2) to stimulate further research and development on the efficacy of family therapy in alleviating distress and actualizing potential in gifted and talented children and their families. First, current conceptualizations of giftedness are described. Then the research literature on the characteristics of intellectually and creatively gifted children and their families is reviewed with an emphasis on the endogenous (individual) and exogenous (systemic) factors that can create or exacerbate psychosocial problems. Finally, an eclectic, eco-systemic approach is suggested to three common concerns that bring gifted children and their families to therapy. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This paper reports on a small scale study carried out in a large Australian school to investigate student perceptions of giftedness, preferred teacher qualities, and ways of providing for gifted students in the school setting. 80 students, aged 12–16 yrs, from grades 8, 9, and 10 participated. 40 students with IQs of 130 and above were identified as gifted, and 40 students with a mean IQ of 106 as nongifted. 76% of Ss said giftedness in sport was most valued. Far less important were academic skills (27%), music (22%), and maths and the arts (both 18%). Both gifted and nongifted Ss believed that students generally feel positive or neutral about special provisions when they are not involved in them (43% were positive and 39% neutral). When asked how they felt personally about special provisions for the gifted, 34% were highly positive and 36% positive (70%), with 23% using neutral ratings. The teacher quality most often important by the total group was that the teacher should "know the subject well." Gifted students chose 3 qualities as particularly important: that the teacher "knows the subject well," "is interested in students," and "doesn't stick to the text all the time." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Knowing one's giftedness and having a well-developed sense of identity as a gifted person are crucial for the development of the self. Many gifted people struggle with their giftedness, what it means to be gifted and how to develop that potential because there are few models available to assist in the identity development and counseling of gifted people. Moreover, identity itself is often viewed as an abstract concept making the task of bridging this concept to pragmatic applications highly challenging. The Gifted Identity Formation Model, presented here, helps bridge the theoretical with the practical, includes identity and its formation as crucial variables in the counseling process, and uses identity as the baseline for intervention. The model aids with assessment and helps deliver counseling related interventions that explore and strengthen the identity and identity formation of gifted people, in turn enhancing the health and development of the self. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a qualitative cross-case methodology over 3 yrs, the author investigated the ways in which 2 male, gifted students (aged 6 and 14 yrs) with cerebral palsy and no speech indicated their cognitive abilities. Data collection methods included participant observation, interviewing, document analysis, audiotaping, and videotaping. Data were analyzed using analytic induction, constant comparison, diagramming, and cross-case analysis. The Ss demonstrated several academic characteristics of giftedness, some of which were modified by effects of the disability. Personality traits which often accompany giftedness were manifested: maturity, goal orientation, persistence/determination, and patients. Giftedness was also apparent in ways that were related to the disability: recognition of limitations at a mature level, desire for independence from human aides and technological devices, and use of the intellect to circumvent the disability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon – where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness—defined in this article as intellectual precocity—is a topic imbued with many myths. This article explores giftedness within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations and self experience. Topics include the history of giftedness, the gifted infant and preschoolers, the gifted school age child, and giftedness in male and female adolescents. Interpretative sources include personal observation and published literature. A continuing theme is the importance of providing high expectations and stimulation with caring and support in both the home and school environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)