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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)

Discusses aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to L. S. Vygotky's (1978) theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale, an ability-based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale. Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler-Binet stronghold, among them the Cognitive Assessment System (CAS). The CAS is based on the PASS theory, which centers on Planning, Attention, Simultaneous, an Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article the authors summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Qualitative narrative inquiry was used to explore identity formation in 4 college students (aged 18, 19, 22 yrs) who are gifted with learning disabilities. The themes that resulted from the analysis of the narratives fell under 2 categories: (a) contextual and (b) personal. Under the contextual category, 2 themes emerged in the data analysis as being integral to the identity formation of the participants: support systems in the way of family, teachers, mentors, and friends and involvement in extracurricular activities, volunteer work, and jobs. The life stories suggested 4 personal themes in identity formation: self-knowledge, self-acceptance, self-advocacy, and self-determination. Educational and psychological implications are discussed and recommendations suggested for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aim of these studies was to gain insight into math and physics teachers' implicit personality theories (IPTs) regarding gender-specific talent and motivation. The studies used C. S. Dweck's Motivation Process model for theoretic background. The goal of Study 1 was to explore the areas in which gender-role-specific thinking existed among 70 math teachers in a German Gymnasium, as well as the extent to which it existed. Study 2 replicated Study 1, with 44 physics teachers. The teachers, as expressed by their IPTs of intelligence and learning-goal orientation, saw no gender differences. However, physics teachers awarded boys a higher performance goal orientation but seemed to assume that this was accompanied by a strong work avoidance attitude. Contrary to expectations, no relationships could be substantiated between the teachers' perceptions of pupils' motivational orientations and their reference-norm orientation, for which also no gender-specific cognitions could be proven. Sometimes gender-related points of view appeared very distinctly in both the math teacher and physics teacher samples. Sometimes though, no attitudes of this type could be isolated and, in some areas, they were detected only in contradictory statements. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated creativity, coping strategies, and sense of humor in a group of children (aged 6–15 yrs) participating in a traditional summer camp organized by the Research Institute of Child Psychology and Pathopsychology. 8 children were intellectually gifted, 7 children had a physical handicap without evidence of psychological handicap, and 9 children did not seem to be exceptional according to standard evaluation methods used in the study. All the children underwent psychological examination focusing on intelligence, creativity, coping strategies, and sense of humor. Results suggest that creativity is more related to active coping strategies and sense of humor rather than to the so called "classical" intelligence, which is without a dominant relation to intellectual giftedness or physical handicap. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study directly follows the article published in the previous issue of this journal. It is concerned with group differences between intellectually gifted, so called average children, and children with a physical handicap. The results show that even the applied measures of classical intelligence do not represent an unambiguous differential criterion between intellectually gifted and other children, the handicapped ones, too. No significant differences were found between the variables of sense of humor and coping strategies, except for the active ones where children with physical handicap scored better. The figurative test of creativity did not enable children with cerebral palsy to fully manifest their creative potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study sought to assess the viability of the use of a self-report checklist identifying different aspects of giftedness in a sample of 192 Chinese secondary students (aged 12–18 yrs old) from a multiple intelligences perspective. For comparison, IQ, creativity, and leadership characteristics of these students were also assessed using conventional standardized measures. Data on academic achievement in Chinese language, English language, and mathematics were obtained from school records. While students perceived the 7 intelligences as relatively distinct abilities, these self-estimates of the 7 intelligences did not generally predict the conventional measures, suggesting that the 7 intelligences and the conventional measures provided independent and possibly complementary information on aspects of giftedness. The implications of the development of a profile of strengths and weaknesses of students from a multiple intelligences perspective for subsequent identification and programming are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Mainstream education research has devoted little attention to studying highly talented students. Though there exists an expansive specialized literature dedicated to the study of academic giftedness, no recent study has used a large, nationally representative sample to describe gifted American students and how they differ from their nongifted counterparts. Yet identification and management of intellectual talent is essential to maintaining high national standards of achievement in education, international economic competitiveness, and labor market efficiency, as well as to avoid ever-increasing social inequality arising from nonlinear returns to ability. This study uses both descriptive statistics and multivariate analytic techniques to explore correlates of academic giftedness for American 8th graders, using the National Education Longitudinal Study of 1988. Findings indicate that students who are self-reliant and spend more time on homework assignments and leisure reading per week are much more likely to be academically gifted than other students. In addition, high levels of parental educational aspirations as well as high levels of family SES are important predictors of academic giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Explains how the theory of the motivated mind conceptualizes the productive interaction of intelligence, creativity, and achievement motivation and shows how this theory can help educators to maximize students' emergent potential for giftedness. According to this theory, students' motivated minds are complex-adaptive systems comprised of two co-evolving psychological subsystems: cold-order thinking expressed as serious intelligence and hot-chaotic thinking expressed as fun creativity. When these co-evolving subsystems become fully differentiated and integrated students' complex capacity for giftedness emerges as fluid-adaptive thinking. This enhanced thinking capacity is both seriously intelligent and playfully creative at the same time. Students' optimal motivation for self-regulating and educators' ideal leadership style for promoting fluid-adaptive thinking are operationally described. The motivated mind is also compared and contrasted with J. Renzuffl's three rings of giftedness, H. Gardner's multiple intelligences, R. Sternberg's successful intelligence, and M. Csikszentmihalyi's optimal experience of flow. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Investigations viewed mostly the intellectual aspects in the study of giftedness. Psychological researches focused on talents, which are measurable with intelligence tests. Many researches focused on the normal development of different abilities, but the development of children with prominent talents and performances, their special characteristics and needs are still not widely known. Only recent studies are interested in abilities and performances, as those are not measurable with intelligence tests. Giftedness can be separated from creative activity or scientific activity. This article below presents the giftedness in the visual arts, music and mathematics and their developmental issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The author defines giftedness (or talent) as a complex of properties responsible for regulating man's activities. He then differentiates between impairment of psychic, physiological and anotomical structures, disorders of the function (health impairment), and handicap (social disadvantage). He goes on to show that giftedness and handicap, as also giftedness and impairment are reciprocally independent and may occur in any combination. He supports this thesis with case histories from his own practice. Finally, he summarizes recommendations for identifying and promoting talent in handicapped children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and %ADHD% as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with ADHD (aged 8–10 yrs) and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and ADHD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with ADHD rather than serve a protective function. The findings suggested that ADHD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Compared the academic and learning characteristics of 9 male students (aged 8–10 yrs) with (a) Attention Deficit Hyperactivity Disorder (ADHD), (b) giftedness, and (c) giftedness with ADHD, and examined specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of ADHD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with ADHD and giftedness in general and special settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)