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Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Discusses decisions individuals can make to be creative in their lives, and provides examples and activities for teaching creativity. To a large extent, creativity is a decision. Ten characteristics of people who decide for creativity are as follows: (1) they redefine problems by taking a problem that most people see in 1 way and allow themselves to see it in another way; (2) they analyze their own ideas by being the 1st to decide whether the ideas are really worth pursuing; (3) they sell their ideas, because creative ideas challenge existing ways of doing things; (4) they are knowledgeable, but recognize that knowledge can also impede creativity; (5) they surmount obstacles, because creative people defy the crowd; (6) they are willing to take sensible risks; (7) they are willing to grow by not fighting new ideas that threaten their ideas; (8) they believe in themselves; (9) they tolerate ambiguity long enough to get their ideas right; and (10) they find what they love to do and do it, because people are at their most creative when they are doing what they love to do. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Gifted children, those with unusually high ability in one or more domains, not only develop more rapidly than typical children, but also appear to be qualitatively different. They have an intense drive to master, require little explicit tuition, and, if intellectually gifted, often pose deep philosophical questions. Although some psychologists have tried to account for the achievements of gifted individuals solely in terms of drive or "deliberate practice," no evidence allows us to rule out innate differences in talent. Profiles of gifted individuals are often uneven: Extremely high ability in 1 area can coexist with ordinary or even subnormal ability in another area. Scientific investigation of the gifted reveals the importance of drive and hard work in achievement of any kind, and the lack of necessary correlation among abilities in different areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the extent to which students' common practical abilities relate to academic abilities. 154 gifted and 142 mainstream 8th grade students completed interviews and questionnaires concerning common sense intelligence. Additional collected data included academic achievement records. Results show that practical intelligence was correlated very little with academic achievement. No definitive pattern of relationship between Ss' perceptions of the effectiveness of practical problem-solving strategies and their academic achievement emerged. Low correlations were obtained between problem-solving strategies and academic achievement. Despite academic ability, Ss with high practical intelligence displayed a heightened sense of self and a keener awareness of the hidden curriculum and larger goals of schools. Findings suggest that academically gifted children were similar to mainstream children in their ability to solve practical problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the issues that have perpetuated the under-representation of African Americans in gifted and talented programs. These issues include inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. The article concludes with a discussion on alternative theories of giftedness and the implementation of multicultural education in teacher preparatory programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The accuracy of the Brigance K & 1 screen in the early detection of Head Start children with possible cognitive/academic giftedness, was explored. Data were collected from a sample of 134 children (aged 52–69 mo), 13 of whom were identified as potentially gifted on the basis of performance on the Kaufman Assessment Battery for Children. Potentially gifted children performed significantly better on the Brigance than nongifted children. Group differences were large and exceeded 1 standard deviation on the Brigance K & 1 total score. Classification analyses indicated that use of the technical manual criteria underreferred potentially gifted children. However, use of local criteria established that the Brigance K & 1 screen has good sensitivity and acceptable specificity in relation to concurrent and predictive cognitive/academic outcomes. Teacher ratings were ineffective in detecting potentially gifted children. The Brigance K & 1 screen may be helpful in the early detection of low-income children who may be cognitively/academically gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses what is described as a critical area in cognitive neuropsychology in the coming century, that of individual differences in the structure and functional organization of the brain and how they relate to individual differences in cognitive abilities. Examples are related to the neuropsychology of giftedness, specifically the possible origins of the specialized functional organization in the mathematically gifted brain. Implications for education are discussed (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The Personal Development Test is designed to identify the "at-risk" high school and college freshmen student for dropping out of school. In repeated tests the PDT scores were able to discern between high school and college drop-out students and corresponding typical individuals. In addition, it provides a meaningful index of honesty, and serves to identify the gifted individuals. This is done through the use of 21 Pairs of items from the test scored separately as a Confluence core. Half of those items are opposites, and the other half are at odds to each other in varying degrees; so if an individual scores one of the pairs one way, and fails to score the second item in the pair the opposite, the scores are at odds to fact. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The author discusses the issue of publishing scientific archives, which has at least two aspects--scientific and ethical. The scientific aspect involves evaluation of the significance of materials for the development of science. This aspect acquires additional importance when archival research discovers opinions which conflict with the publicized version presented in the papers published in the author's lifetime. The ethical side of the problem consists in the inability to answer the question whether the author ever wanted to see his views published. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Introduces the current issue of High Ability Studies, which will mark the premiere of an exceptional format for presenting and discussing new ideas: A target article and peer commentaries. The editorial provides information on submission of electronic manuscripts, and overviews the articles appearing in the current issue of the journal which cover topics including WICS as a model for giftedness, emotional and behavioural adjustment of the gifted, and career orientations of gifted early adolescent girls. In addition, the editorial previews the content of the upcoming issue of High Ability Studies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Dr. Robinson's (see record 2004-11188-001) proposed action plan will serve the needs of highly achieving gifted students. However, defining giftedness as high academic performance based on traditional assessment procedures could reverse the field's fledgling success in supporting culturally diverse gifted children and youth. Changing the focus of equity in gifted education to economic representation will not decrease educators' responsibility to understand the learning needs of racially, culturally, and linguistically diverse students. Nevertheless, a focus on children of poverty with high potential is a worthy and achievable goal and will require extraordinary commitment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This 10-year longitudinal study sought to determine whether children identified as academically gifted at pre-school but who received no specific support would be identifiably different from their peers after 10 years of Finnish comprehensive school. In 1989, using the Breuer-Weuffen Discrimination Test, 37 students were identified as being gifted, while a control group was also identified. In a 10-year follow-up of both groups, analyses of variance indicated that the gifted group scored significantly higher than the Control group for final school grades and Scholastic Competence. However, low correlations between Scholastic Competence and Global Self-Worth for the gifted group indicated that their school experiences lacked challenge, while girls were found to generally outperform boys. These results suggest that all gifted students would benefit from more specific support. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although many ways of doing research exist in education, much of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV), were administered to 20 gifted children and 20 nongifted children (all students aged 6.0-13.9 yrs) to examine the extent of the difference in IQ scores obtained on the 2 tests and whether order effects were present. Results show that the SB-IV Composite Score was significantly higher than the WISC-III Full Scale IQ for both groups. However, for the gifted group, unlike the non-gifted group, this difference achieved significance only when the SB-IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB-IV influenced the WISC-III Full Scale IQ in a downward direction whereas the WISC-III influenced the SB-IV Composite Score in an upward direction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the effectiveness of a new self-contained classroom with curriculum differentiated for highly intellectually gifted students. The cross-grade magnet class was investigated throughout its first year of operation in a midwest school district. Ss in the qualitative case study were 24 4th and 5th graders graders with IQs on the Slosson Intelligence Test Revised ranging from 148-193. Outcome areas assessed were educational, emotional, social, life outside school, and transition issues. Qualitative and quantitative data were collected using observations, interviews, comparison essays, and a goal-attainment scale. The results suggest that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes for specific students at different times. It is concluded that the results support use of systems-ecological theory as a theoretical framework for investigations of educational intervention for talented youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Introduces the articles in this special issue of Inquiry: Critical Thinking Across the Disciplines on Giftedness and Critical Thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

N. Geschwind and A. M. Galaburda (1985) hypothesized that testosterone influences foetal brain development leading to special intellectual skills. Testosterone may, according to the proposed theory, also affect the development of the motor and immune system. In the present paper salivary testosterone levels were related to intellectual giftedness in both sexes separately. Handedness and allergy occurrence were studied in 235 intellectually gifted school-age children (age 7-14 yrs) and compared with those of 144 of their peers from the general population. Gifted children were found to be less right-handed than non-gifted controls. Gifted boys had a higher occurrence of allergy and lower levels of salivary testosterone in comparison with non-gifted boys. Gifted girls had higher levels of salivary testosterone than non-gifted girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examined the relationships between giftedness, gender, and overexcitability. 140 university students (aged <17-50+ yrs) who participated in a gifted curriculum program completed the Overexcitability Questionnaire II (R. F. Falk et al, 1999) concerning psychomotor, sensual, intellectual, imaginational, and emotional overexcitability. Results show that Ss scored significantly higher on intellectual and emotional overexcitability compared to control Ss who had attended advanced or standard curriculum programs. Gifted male Ss scored higher overall on intellectual, imaginational, and psychomotor overexcitability, while female Ss scored higher on emotional and sensual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)