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Comments on J. Renzulli's article on the education of gifted individuals (see record 199908263-001). The author states that Renzulli's Enrichment Triad and School Wide Enrichment Model (SEM) models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be under represented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Adolescents, especially gifted students, may be susceptible to existential dread. It is suggested here that a team approach, including both teachers and parents, be used to implement the following solutions: (a) nourish students socially, (b) work toward acceptance of giftedness and teach methods of enhancing emotional development, and (c) provide philosophical nurturance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study compares two groups of gifted students, highly ( N = 74) and moderately ( N = 163) gifted, on a number of scales including self-concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self-concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Examines the nature of musical precocity in 24 10–14-yr old middle school students. The participants were asked questions, individually and in focus groups, regarding the nature of crystallizing experiences, or dramatic events that reveal inherent giftedness. Results support the notion that the crystallizing experience is a common phenomenon among the musically precocious. Also reported were long-term effects on the student's self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Following a review of adult models of leadership and of leadership programs for young people that are derived from adult theories of leadership, this article report results from a decade-long study in underserved and at-risk communities of young people who are leaders in out-of- school youth organizations. The study involved 30,000 youths (8–28 yrs old) in 120 youth-based organizations in regional sites from Massachusetts to Hawaii. Data was collected by means of field notes and interviews. The work reveals how emerging youth leadership differs from established measures and leadership theories drawn from adults. Views and enactments of leadership among the young focus on how leadership happens, not on who leaders are as power figures, skillful managers, or individuals bearing specific traits. These perspectives from youth carry strong links to recent work in cognitive psychology and organizational sociology that maintains the importance of adaptation, engagement with situation, and distribution of knowledge and roles. The findings from this empirical study, along with recent developments in learning theory, call for substantial rethinking of youth leadership within the framework of gifted and talented education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by J. A. Sloboda and M. J. Howe (see record 1991-30071-001) examining the backgrounds of promising young musicians. Gagné demonstrates that the authors incorrectly interpreted their data because they did not acknowledge the role of musical giftedness as a significant determinant of the large differences observed in their sample between exceptional and average students. Gagné intends to show that their results cannot be correctly interpreted without introducing musical aptitudes as a significant causal factor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

It is challenging to diagnose adults who are highly intelligent and also manifest symptoms of AD/HD (Attention-Deficit/Hyperactivity Disorder) that have significant impact on their daily functioning. Gifted traits, such as intensity, high energy, complexity of thought, and creativity overlap with some traits of AD/HD, making identification difficult. This article shows how AD/HD may appear in adults who are also gifted and how giftedness may mask diagnosis of AD/HD in adults. It offers six themes to help clarify the presence of AD/HD among gifted adults. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This article presents an example within clinical counseling of a highly gifted 19 yr old male student, whose academic capabilities fall in the 99.9th percentile. He entered therapy with a desire to understand his presenting problem of academic decline over the past several years of high school as well as to deal with the impact of his decline, both on his emotional development and his academic future. An analyzed transcript is presented in which the therapist leads him to recognize and confront his defenses and discover the depth of his emotional distress regarding his current life disposition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes a longitudinal study of exceptionally gifted 12–13 yr old males, with particular emphasis on findings involving their creative potential. The longitudinal investigation was originally performed by R. Albert (1980) with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted math and science, the other was a high-IQ group (mean = 155). Data were collected from the children and the parents. Group differences in expectations of independence, psychological inventory scales, and divergent thinking test scores are summarized. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers' expectations for their son's independence and the divergent thinking of the sons and the high flexibility scores of the exceptionally gifted samples on the psychological inventory scales. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Conducted a longitudinal study of the cognitive and noncognitive personality development of mentally gifted vs average high school students. 120 male and female 9th graders in Russia were subdivided into a gifted group (60 Ss) and a control group (60 Ss). Ss were assessed 3 times during 1 academic year with teacher checklists, a test of cognitive abilities, a test of verbal creativity, a questionnaire for gifted students, a test on information-processing speed, a questionnaire on extracurricular activities and achievements, and a questionnaire on academic motivation. The results demonstrated stable differences in the cognitive and noncognitive personality development of Ss with different kinds and levels of giftedness and learning success. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. K. Dabrowski's theory allows us to see how perfectionism changes inform at different levels of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Replies to the comments of J. H. Borland (see record 1999-10122-002), D. K. Detterman and J. Ruthsatz (see record 1999-10122-003), D. H. Feldman (see record 1999-10122-004), E. A. Hany (see record 1999-10122-005), and N. M. Robinson (see record 1999-10122-006) on the original article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. Gagné defends the worthiness of his quest to achieve some consensus among professionals in the field of gifted education over the definition of the core concepts of giftedness and talent and also, the validity and usefulness of his distinction between high natural abilities (gifts) and high systematically developed ones (talents) in comparison to alternative proposals. He finally reiterates, in the light of the criticisms received, the basic arguments supporting his conviction that his own differentiation between giftedness and talent is the most appropriate and defensible solution to gifted education's terminological conundrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In a survey conducted in 50 kindergartens or nursery schools in Nigeria, 380 teachers returned batches of eight variously completed checklists, inventories and rating scales through which a total of 615 preschoolers were adjudged to possess significant traits of giftedness as prescribed by all the instruments. To determine the effectiveness of the instruments for nominating potentially gifted kindergartners, data were collated for each instrument in terms of the number (n) and percentage of children found eligible in the pool of all nominated kindergartners (N) through all instruments. Results generally indicated that some of the instruments developed in the United States were more effective than those developed in Nigeria for nominating preschool children who significantly evidence traits of giftedness. Checklists and inventories were also found to rank better than rating scales in the nomination exercise. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This research aims to ascertain the qualitatively different ways in which teachers identify and describe gifted and talented children. It examines the variety of conceptions of giftedness held by teachers and analyses the patterns and inconsistencies among them. Initial findings of the study, conducted with 16 early childhood teachers (2 male and 14 female), are reported. A qualitative phenomenographic research design was adopted because of its focus on revealing individual understandings (conceptions). These results show that teachers understand giftedness as a series of conceptions, namely excellence, potential, rarity, behavior, innate ability, motivation and asynchrony. These are discussed with reference to existing theories and pertinent research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After exposing some opposing principles in the practice of gifted education, this article proposes approaching giftedness as an identity issue. This shift of focus could reconcile opposing approaches, build congruence and strength in our field, and better serve the gifted population. To illustrate the feasibility of this approach and its potential outcomes, the article draws examples from the field of lesbian and gay studies, which has a long tradition of dealing with identity issues. If the shift to an identity approach were made, we should admit the constructed nature of giftedness, emphasize responsibility, pay more attention to adolescents, and facilitate the presence of openly gifted adults as role models. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents an overview of the status and organisation of vocational education in Germany in general, and discusses a pioneering effort of providing for the vocationally gifted in particular. The basis for this presentation is personal observation and research, particularly in the light of a major multidisciplinary research project, launched by the German Federal Ministry of Education and Science, aimed at evaluating recent efforts to promote vocational giftedness and to suggest a workable understanding of the theoretical construct. The effort of focusing vocational giftedness is still in its infancy, but results so far are promising and bode well for the future. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. The current author takes issue with Gagné's distinction between natural abilities and systematically developed abilities, and thus his distinction between giftedness and talent, arguing that the distinction lacks meaningfulness and utility. The current author then questions the practicability and the value of the larger enterprise of attempting to reach consensus on the meaning of these elusive concepts. The author also argues that not only is the lack of agreement as to the meanings of the terms giftedness and talent inevitable but that it is conceivably a good that in no way poses a practical limitation on practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the effects of educational context on affective outcomes in 743 gifted Israeli adolescent students (7–9th grade). Educational context (special gifted classes vs regular classes—with one day pull-out program) was hypothesized to predict context-sensitive personal variables and labeling of giftedness in the direction of better student personal–social adjustment and more favorable self-perceptions of giftedness in regular vs special gifted classes. Students in special classes were predicted to show more positive school attitudes and better overall satisfaction with school than their mainstreamed counterparts. Results showed that gifted adolescents in regular classes revealed a more positive personal–social profile than gifted mainstreamed students, showing lower test anxiety, a higher academic self-concept, and more positive perceptions of their giftedness. Students in special gifted classes held more favorable school attitudes and were more satisfied with their school environment compared to their mainstreamed counterparts. Overall, these data support the research hypotheses and point to a differential pattern of relationships between school program and personal–social adjustment, on one hand, and school attitudes and satisfaction, on the other. (PsycINFO Database Record (c) 2016 APA, all rights reserved)