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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)

Discusses factors relevant to the transition from childhood giftedness to adult creative productiveness. The environmental conditions of creative producers result in responses that include the development of several key personality characteristics or coping strategies, such as a preference for time alone, an ability to cope with high levels of anxiety or tension, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs. Conditions in the environment often result from some kind of stress within the family, which is partly a function of characteristics of the family, characteristics of the broader context surrounding the family, and characteristics of the child. Individuals turn to achievement and creative productivity, rather than delinquency or mental illness, because they may be physically and psychologically able to withstand more stress. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asperger's Syndrome is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors or interests. It is observed in some gifted children. The author proposes that gifted children with Asperger's Syndrome may not be identified because their unusual behaviors may be wrongly attributed to either their giftedness or to a learning disability. This article discusses ways in which Asperger's Syndrome might be missed in gifted children and proposes guidelines for differentiating characteristics of giftedness from characteristics of Asperger's Syndrome. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Notes that one hundred years ago, William James' study of religious experience was based on reports of spiritually gifted adults. However, modern investigators found that when adults were asked about a spiritual experience of lasting significance in their lives, many described an event from childhood. This paper provides excerpts from investigations of adults who had spiritual experiences as children. These reports show that children are capable of authentic spiritual experiences of divine presence—God-in-everything, energy shimmering in living things, all-embracing unity and oneness, and much more, comparable to experiences of the great mystics. Moreover, the author contends that some children on their own have discovered techniques for entering the joyful state of heightened consciousness. It is argued that recently advanced arguments for spiritual intelligence prepare the ground for recognition of spiritual giftedness, as distinct from other facets of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Compared the social status of 42 highly gifted and 86 moderately gifted students (aged 12–16 yrs) across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self-concept, and to age relative to the peer group. These findings are examined in light of other research on giftedness and social status. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. The seven patterns are the Analyzer, the Creator, the Practitioner, the Analytical Creator the Analytical Practitioner, the Creative Practitioner, and the Consummate Balancer. Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recent articles on the gifted self are characterized by theoretical confusion and lack of definitional clarity. This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning, the maintenance of which is crucial to normal functioning. Interactions with others are a formative part of the self experience. It is argued that traits of giftedness, and the reactions of others to these, contribute to the gifted self experience. The author contends that social and emotional problems of giftedness, such as those that arise with asynchronous development and perfectionism, are based on a compromised sense of cohesion and unity of the self experience. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Gifted children and their families may be considered a population with unique needs. In this column, the characteristics of gifted children and the impact of giftedness on the family are presented. Family therapists are encouraged to examine their own attitudes toward giftedness and to enhance their sensitivity in working with gifted families. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Utilized qualitative and quantitative measures to explore the abilities of 11 young children (36–49 mo old) nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their child's giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study was an attempt at furthering previous broad-based analyses of intellectual giftedness and at extending our knowledge and understanding of giftedness, achievement and intelligence in general as well as the youth developmental process and differences for males and females. To do this, 6 groups of 10th grade students were selected from distributions of a large stratified random sample of 1,000 American high schools. Groups were selected based on scores on a highly reliable composite of general intelligence. Samples were created by selecting the top 5%, the top 20%, and the lower 80% of male and female distributions. Indices assessed in the base year (10th grade) as well as 4 yrs following high school graduation were examined. Measures of high school experiences, family characteristics, study habits, social attitudes, future plans, post-graduation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results are discussed with respect to their implications for American youth achievement levels, manpower planning, and possible educational interventions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Describes a largely neglected kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article presents an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a way of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)