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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)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author suggests that while the world would undoubtedly be better if some gifted schools and fellowship and scholarship programmes adopted WICS, the world would not be improved if they all accepted Sternberg's proposal to adopt WICS or any common model of giftedness. The proposal is unrealistic, morally questionable, and undesirable. A world in which wise, intelligence, and creative people, however conceived, encourage the development of many types of gifted persons (including emotionally and spiritually gifted and even the gifted who seem bad bets) is more likely to produce a vigorous, interesting, and healthy future than one that follows Sternberg's monocultural proposal. A world with equal investment in everyone's development is even better. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents the case of Geoffrey, a prolific 5-year-old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age-based comparable rather than as an adult-based predictor, consistent with Jackson's (2000) domain-specific developmental theory of giftedness. Geoffrey demonstrated highly precocious writing, both in production and in sophistication, and he demonstrated these abilities across a range and variety of content topics. The convergence of contributing influences evident in Geoffrey's life supports a growing literature on the coalescence factor within precocity. This implies that parents and educators have to carefully consider their influences. Suggestions are made concerning how developmental models of giftedness may need to expand to accommodate precocious writers. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current authors focus on how to avoid selecting the "Denny's" of the world, referring to to a former gifted student who seemed primed for success-but then committed suicide. They argue that gifted education programmes, and especially those for younger students, should focus on finding all students of high ability and helping them develop their talents. In doing so we also hope the number of Denny's in the world might be reduced-not by excluding them from gifted programmes, but by including them and better preparing them to deal both with the positive and negative consequences of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Six hundred and thirty-nine Chinese primary and secondary gifted students were assessed on their adjustment problems using the revised Student Adjustment Problems Inventory (SAPI-24). Students' responses indicated that intense involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations could be relatively common problems among gifted students. Less salient was the problem of poor interpersonal relationships. While the notion linking giftedness and vulnerability to adjustment problems was not borne out by the data with traditional IQ measure, specific adjustment problems were found to be associated with specific intelligences, which conferred both increased and reduced vulnerability dependent on the adjustment problems involved. Implications of the findings for future research into the complex relationships between adjustment problems and giftedness or multiple intelligences are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author argues that the way Sternberg conceptualizes successful intelligence, creativity, and wisdom makes a compelling case that giftedness cannot be simply the genetic makeup of an individual. A valuable feature of the model is that it deviates from the traditional ability-centric conceptions of giftedness. As a point of disagreement, although Sternberg is correct in arguing that the distinction between natural ability and acquired expertise is a theoretical one, and that empirically teasing apart the two is extremely difficult, it seems safe to say that fluid ability tests rely much less on experience and prior knowledge than crystallized ability tests. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First, four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's ( Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There have been many definitions, across the history, about what means to be gifted. From the first Galton's definitions, resting on psychometric correlations and concerning with intelligence as measured, to the current global and integral definitions that include many different factors. Nevertheless, it seems that the giftedness field is still spread. In this paper we present a Dimensional Analysis made through a wide review of bibliography and working with a hundred of variables that seem to define giftedness. Our main goal is to establish an evolutional and chronologically hierarchical organization of the factors that play a role in the giftedness definition. The result of the analysis is very interesting not just at theoretical level, but always for its importance for educational practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's discussion of WICS as a model for giftedness (see record 2004-10570-002) and discusses whether the WICS model can accurately predict who will develop into an elite level athlete. The current authors agree that the concepts presented in the WICS model are important factors in explaining giftedness across a wide range of domains, however, evaluating a person's wisdom, intelligence, and creativity as the sole indicators of 'giftedness' is problematic because this approach does not consider two more significant factors in attaining high achievement, access to essential resources and commitment. They make the claim that regardless of the level of wisdom, intelligence and/or creativity a person has, if they are not properly committed to perform the thousands of hours of training required to refine their skills, they will not achieve 'greatness', and suggest that further development is required before the WIGS model can be seen as a model of giftedness that can be applied to sport. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author examines the reasons for the fact that complex models of giftedness seem to be en vogue at the start of this new millennium, and discusses whether the WICS model can offer new insights regarding the nature of giftedness from a cross-cultural perspective. He suggests that if Sternberg is able to theoretically and empirically confirm the three components intelligence, creativity, and wisdom not only with respect to their complementary relationships, but also regarding their different levels of complexity (with wisdom as inclusive, encompassing, and the highest level of complexity), he may accomplish-similar to the coup made by the hierarchical model of intelligence prominent in the English school during the middle of the last century-a 'Quantum leap' in giftedness research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present study examined an implicit theory of giftedness among service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 yrs) from China Central Teachers' University. Participants responded to inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross-validate two of the five criteria in the pentagonal model. Results indicate that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Individual and age-related factors are closely linked in the phenomenon of giftedness in children. The author introduces the notions of age-related factors of giftedness and age-related giftedness, and focuses on the difficulties of diagnosis and prognosis. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Development of mental giftedness is discussed in the context of normative situations occurring in the process of pre-school instruction. A normative situation is treated as a combination of factors, conditions and circumstances with regard to which society prescribes to the subject a specific line of action. The normative situation allows selective influence on structural components of preschoolers' mental giftedness: cognitive ability, creative and cognitive activity. Depending on the nature of normative situations arising in the instructional process, the educational system may have different effects on child giftedness, supporting or inhibiting child initiative and activity. It is possible to single out three types of rules regulating a preschooler's activity: prohibiting, positively normalizing and norm creating. An educational system comprising normative situations supporting children's cognitive initiative is favourable for effective development of child giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents WICS as a model of giftedness. WICS stands for Wisdom, Intelligence, Creativity, Synthesized. The article considers the relation between giftedness and expertise, and argues that giftedness is, ultimately, expertise in development. One cannot clearly distinguish between giftedness and expertise, because all measures of giftedness assess some kind of expertise, at least to an extent. The article then considers intelligence, creativity, and wisdom as elements of giftedness. It then draws some conclusions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)