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We live in a society in which people are subjected to an explosion of information, with the emergence of social problems, this justifies the need for a response from the world of education where there is a deep gap between the thinking of the schools and thinking required to make decisions in the real world. In our research, we wanted to measure the intellectual capacity, and the different skills of critical thinking in students of 5th and 6th elemental education (induction, deduction, observation and assumptions) as well as to analyze a possible relationship between the intellectual capacity and the overall capacity of critical thinking. The sample consisted of 86 students and the instruments were the Test Badig E3· and the Cornell Test of critical thinking X. We found that there are significant differences in the overall capacity of critical thinking, within a threshold of intelligence, it is, we have not found significant differences between students with high IQ and students with average IQ, but there are significant differences between students with high IQ and students with low IQ, and there are significant differences between students with average IQ and students with low IQ.

This article discusses the present issue of The Mathematics Enthusiast. Some changes have occurred in the structure of the editorial board of the Journal. This issue of the Journal includes articles which represent wide geographic range and topics. This year there are two focus issues of the Journal planned, one on mathematical giftedness and talent. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Reviews the book, Care and education of differently abled by Pankajam (2009). This book identifies the causes of disabilities-mental, physical and social-among the children, and emphasizes the need of special care and education for them. It explains in detail the types of impairment, methods of identification, and educational provision for them, with special focus on physical and health impairment, sensory disabilities, mentally challenged, giftedness, autism, creative child and behavioral disorders. The issue of their rehabilitation has also been addressed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Numerous authors propose that creativity is an important component of giftedness. Creativity—the capacity to generate ideas that are new and adaptive—will be examined in terms of its neurocognitive, conative and environmental foundations. For example, research indicates that gifted children show a high degree of integrated interhemispheric coordination favouring cognitive flexibility and divergent thinking. Furthermore, concerning conative factors, such as curiosity, perfectionnism, a thirst for knowledge, and novelty-seeking are linked to high creative potential. In terms of the environment, research shows that some pedagogies improve children's creative potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Case studies of extremely gifted individuals often reveal unique patterns of intellectual precocity and associated abnormalities in development and behavior. This article begins with a review of current neurophysiological and neuroanatomical findings related to the gifted population. The bulk of scientific inquiries provide evidence of unique patterns of right prefrontal cortex and inferior frontal activation implicated in gifted intelligence, although additional studies suggest enhanced neural processing and cerebral bilateralism. Geschwind, Behan. and Galaburda (GBG) first hypothesized the possible neurodevelopmental factors that account for unique brain development. This article explores more recent Findings taken from the prenatal exposure literature and offers a proposed model for explaining aberrant developmental forces that may be at work in precocious individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The National Association for Gifted Children (NAGC) periodically issues position papers that deal with issues, policies, and practices that have an impact on the education of gifted and talented students. When a need for clarification arises on a particular issue, policy, or practice, NAGC assembles a task force of experts, which in this case was the Gifted Terminology Task Force. This task force was formed in 2008 and collaborated to craft a position paper to represent the official convictions of the NAGC organization and to provide guidance for individuals working with gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of exploratory and confirmatory factor analyses conducted on the HOPE Scale, a 13-item teacher-rating instrument designed to identify academic and social components of giftedness in elementary-aged students. Participants included 349 teachers who completed HOPE Scales on 5,995 ethnically and economically diverse students from three rural and two metropolitan school districts in the Midwest. Multigroup confirmatory factor analysis was also used to evaluate measurement invariance between income groups. Findings suggest a two-factor model represents good fit for the data while remaining loyal to the latent constructs of academic and social giftedness. Although showing some legitimate mean differences, invariance test results suggested equivalence of model form, factor loading, and factor variances across income groups. Putting the Research to Use: This research has important implications for practice. Frequently, traditional measures of achievement or aptitude under-identify children from low-income families. Concerns exist about the usefulness of teacher-ratings forms or scales in gifted and talented student identification. However, when given specific items or descriptors, teachers can provide useful information concerning student performance. The HOPE Scale provides items that teachers can use to rate specific social and academic behaviors of their students. Findings from this study revealed that teaches can effectively nominate low-income students for gifted programs. Further, items on the HOPE Scale were not biased against low-income students as rated by their teachers, meaning that the social and academic scales provided similar information concerning students in either income group. However, mean scores for student from low-income families on both scales were lower than their non-low income peers, providing evidence that instruments need to be normed on the specific groups for which their use is intended. Practitioners, should not shy away from using teacher nomination instruments, but they should consider the psychometric information available concerning the use of these instruments or rating forms as used with students in demographic groups of intended use. The HOPE Scale, as developed with indicated revisions, will provide educators and researchers with a simple, psychometrically sound instrument to help with identification of underrepresented student for gifted education services. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The history of Olympics of the mind in the former USSR, now Russia, can be connected to the entire system of identifying and fostering giftedness within the country. The development of educational opportunities for the gifted has reflected the country's practical needs in stimulating research and advancing technologically, as well as for major ideological requirements. A research done on over 800 participants in the final round of a Moscow intellectual competition is reported. Tests assessing intelligence, creativity, and personality were administered. The consistency of Olympics' results scales is found to be weak. The APM score correlation with Olympics' results, even in mathematics, did not exceed the value of r = .30. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author’s laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquiry-driven teaching and learning, and illustrates how these strands can come together for the benefit of all students—albeit sometimes in different ways. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Background: This article presents the results of two studies related to successful learning at school. Successful passing from pre-school to school activities depends on the mental maturity of children. Peculiarity of the development of the attention is important to successful learning at primary school. Aims and methods: The first study was aimed for evaluation of differences of learning different educational contents, and the Control Drawing Observation method was used. The second study had the aim to investigate the characteristics of attention of primary schoolchildren using the Black-Red Numbers Table method and interview with teachers. Results: Pupils learning different educational contents had the same mental maturity levels. But higher mental maturity level was related to concentration ability and work self-sustaining. There were found no gender or school motivation relationship with mental maturity, but girls and boys differed in school motivation. The main problems for pre-school-aged children were related to the memorization and carrying out of instructions. It was found that intensity, concentration and displacement of attention and both ability to stand from the outside stimulus and the ability to listen and follow verbal instructions were significantly related to respondents’ age. The intensity and concentration was also related to the level of progressiveness at school. The results didn’t confirm the hypothesis that concentration of attention is related to the educational content. Conclusions: The mental maturity level is not related to the educational content. The progressiveness at school is connected to the intensity and concentration of the attention. All its features (intensity, concentration and displacement) develop according to the age of primary pupils. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted at risk: Poetic portraits by Jean Sunde Peterson (2009). In this book, Peterson utilizes subjective personal introspection, or autoethnography, to render poems and essays about her years in gifted education and in counseling gifted students. As complementary constructions, each one of Peterson’s reflections about a particular case includes a poem and an essay. As arts-based research in education, each entry is from Peterson’s own impressions and memories about a specific gifted student, whom she taught or counseled. For anyone who works with adolescents and emerging adults who are gifted, Peterson’s book will be an informative resource. It does not stand alone as a textbook to introduce topics about giftedness, as it lacks explicit definitions, citations, and references. However, together with one or two more thorough treatments of giftedness research, it will do well. Counselors will come back to its pages numerous times as they work with gifted students. It will be a resource for them to reflect about the struggles and triumphs of gifted life—with highs and lows being realistically recounted. Its coverage—from moving toward good decisions, to suicide attempts and suffering abuse, to an eye toward “developmental task accomplishment”, is broad. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The study brings first empirical experience with the diagnostic use of the Czech adaptation of the international method called Woodcock-Johnson International Edition (WJ IE COG, Ruef, Furman, Muñoz-Sandoval, 2006). It is a first standardised cognitive battery in the Czech Republic that has adopted Cattell-Horn-Carroll new internationally acknowledged hierarchical model of cognitive abilities. The method was applied to a research sample (N =118) of extraordinarily gifted individuals with and without dyslexia. The authors point out some important findings concerning especially issues of determining an appropriate criterion to identify giftedness in a group of gifted students and students with dyslexia. It shows that in case of this group of individuals it is impossible to derive the giftedness criterion only from the global IQ but it is necessary to analyse also wider factors of abilities or also abilities measured by the method themselves. themselves. Primary diagnostic attention needs to be paid particularly to the Thinking ability factor and Verbal ability factor. Performance in the so-called Cognitive efficiency factor may be significantly harmed by a learning disability. Moreover, the study also tries to compare the achieved performance profile in the given method in the examined groups of gifted probands with a performance profile of intellectually gifted students obtained by administering a more extensive American version of the test published recently. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from “pathological” through “normal” to “gifted” or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of “gifted” and “pathological” function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain’s vertical organization and considers “giftedness” from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum’s critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Having a purpose is a form of intrapersonal giftedness. An even rarer giftedness is motivation to positively change society or culture. This exploratory chi-square and ANOVA study reports the prevalence, age distribution, stability over time, and characteristics of two change oriented aims in American adolescents. In a sample of 270, 12%, who tend to be older and more other-oriented, have tolerant aspirations to bridge across group differences, focusing on peace, justice, racial unity, or immigrant inclusion to relieve suffering. Sixteen per cent, who tend to be more self-oriented and spread across ages, have creative aspirations to introduce new ideas, primarily through arts and media. Both aims are difficult to maintain over time without connections to structure engagement with the aim. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on the role of motivation in actualizing gifts and talents. Motivation is closely related to the goals we set for our own and others’ learning. All the articles in this special issue contribute to the current research and discussion on motivation and giftedness. Research in these fields must be performed in different ability domains and in various cultural contexts. Cross-cultural comparisons are needed to validate our findings and to test the culture-dependent and culture invariant dimensions of giftedness. We have made an effort to address each of these aspects at least a little bit. However, future studies are needed to explore and evaluate the theories and practices in gifted education and motivation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3–6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and post-journal, detailing what they expected to occur and then describing what occurred and how their initial expectations were altered. Further, no training was provided regarding gifted students or conceptions of giftedness in previous course-work. Researchers found that teachers broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered instruction. These results contribute to the promise of having preservice teachers engage in a field experience with gifted students to supplement discussions about gifted education in methods courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This exploratory study investigates the intersection of bilinguality and giftedness in the public school system in Ontario and the connection between the bilinguality of gifted immigrant minority language (IML) speakers and their giftedness. Following a series of semistructured interviews with gifted pupils and teachers in the gifted program in an Ontario elementary school, it was concluded that the bilinguality of gifted IML students who are literate in their home language is not utilized for either curricular or community-building. Drawing on recent research in psycholinguistics of bilinguality, this paper argues that the bilinguality of gifted IML students constitutes a cognitive asset that should be used for curricular purposes in the gifted program, suggesting potential ways to accommodate the continued bilingual development of the students within the largely monolingual framework of the Ontario curriculum. These potential ways are situated within the current research on biliteracy and critical literacy. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The contribution presents a summary of information pertaining to adjustment and coping with everyday and specific stressful situations by gifted children, and it describes selected models of coping. On the basis of several studies, there is a presupposition that in social difficulties the gifted use more effective coping strategies than their peers. However, in situations of emotional distress the gifted prefer rather concealment of their negative emotional condition. Being aware of one's giftedness brings mostly social difficulties, which children solve by strategies of social coping focused on visibility of giftedness for the surrounding environment. The frequent inconsistency of individual findings about the adjustment of gifted children can have its root, apart from other things, also in miscellaneous methodological drawbacks of particular researches. The models pertaining to the research of coping try to eliminate these drawbacks,for example, the Multidimensional approach in the research of adjustment of gifted children by J. Richards, J. Encel, and R. Shute, or the SEAM model of coping by C. J. Sowa. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness is a complex multifaceted phenomenon that can be realized taking into account a complex of psychological, psycho-physiological and social factors. The results of the empirical study indicate that gifted adolescents, who live and grow up in a boarding school, experience the emotional tension that negatively influences their activities and development. The identification of giftedness is important for conducting the appropriate psychological correctional activities in order to support gifted adolescent's personality and his/her development. Gifted adolescents that are brought up in the conditions of a boarding school experience a greater level of emotional tension than adolescents with lower level of creativity. Emotional tension gets included in the development of the adolescent personality, producing the negative emotions. The social conditions are among the factors contributing to the high emotional tension of gifted adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)