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In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses the identification of effective learning environments. Leading models of expertise development and giftedness have placed environmental factors as fundamentally important for understanding attainment. This special issue of Psychological Test and Assessment Modeling highlights the diversity of approaches used by researchers who have examined optimal environments for learning and achievement and the various influences of different forms of educational and learning capital. It is hoped that the papers featured in this special issue will enhance the knowledge of its readers in the field of educational and learning capital. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Objective: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. Methods: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven’s Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self- Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). Results: In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This editorial presents an overview of the present issue of the Roeper Review. This collection of articles includes more exploration of dual exceptionality, big-picture frameworks, and practical interventions for the gifted in two nations and some deep probing into domain-specific expertise. Finally, to add some interdisciplinary flavor to each issue of the journal, the editor provides an insight from one or more "foreign" disciplines to help us think more expansively about giftedness, talent development, and creativity. These insights take the form of very brief summaries of work done in the social sciences, the humanities, and the natural sciences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Several studies question the usefulness of the Wechsler Intelligence Scale for Children (WISC-IV) in determining giftedness due to the importance of speed in some of its subtests, which may penalize children of high intellectual level. This study analyzes the factor structure of the WISC-IV of gifted children based on confirmatory factor analysis. Participants were eighty-seven gifted children from Spain (6–13 years old). Score discrepancies were also examined for the main indexes: Verbal Comprehension, Processing Speed, Working Memory and Perceptual Organization. Results pointed out four models with a good fit from the five models analyzed: a two-factor model according to GAI subscales (RMSEA = .001, p = .84), a four-factor first-order model including main indexes (RMSEA = .05, p = .19), a four-factor model with g as a direct factor (RMSEA = .001, p = .84) and a four-factor model with g as an indirect higher-order factor (RMSEA = .05, p = .13). Discrepancies were found between Verbal Comprehension and Processing Speed, and between Perceptual Organization and Processing Speed. Verbal Comprehension yielded the highest score, whereas the lowest scores were obtained in Processing Speed and Working Memory. These results support the use of this scale in the assessment and diagnosis of Spanish children with a high intellectual level. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Giftedness in mathematics has been characterized by exceptional attributes including strong mathematical memory, formalizing perception, generalization, curtailment, flexibility, and elegance. Focusing on the last attribute, this study examined the following: (a) the criteria which expert mathematicians and mathematically gifted students fleshed out to identify their own most preferred mathematics problem-solving approaches and (b) the extent to which students perceived expert mathematicians’ preferences for one approach over the others as aesthetically pleasing. The findings suggested that: (a) unlike expert mathematicians who saw beauty in mathematics as an exhaustive consequence of simplicity and originality, mathematically gifted students found mathematical elegance only in approaches that were efficient in terms of time and number of steps to solve the problems and (b) although expert mathematicians considered mathematically gifted students’ most preferred approaches to be the least “beautiful,” mathematically gifted students, showing no enthusiasm, considered expert mathematicians’ most preferred approaches to be no more attractive than their own approaches. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The aim of this study was to compare personal and contextual factors and learning experiences that can contribute to the career choice among students with and without characteristics of giftedness and talent (G&T). Participants were 275 high school students who completed a questionnaire and instruments that assess interests, outcome expectations/values, occupational self-efficacy and career choice. Adolescents with G&T (9.1%) showed higher levels in some dimensions of these variables. However, when analyzing each grade, the groups were equivalent in the third year of high school for the first two variables, and in the first year in the scale of values. It was concluded that students with G&T need professional guidance as much as their peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Introduces the special issue of the 2015 Asia Pacific Education Review, the first issue covering themes on creativity, giftedness, and talent development. The issue consists of 16 articles authored by internationally leading scholars in education and psychology. About half of the manuscripts were invited specially for this issue, and the other half were based on invited presentations at the 2014 International Conference on Education Research, which was sponsored by the Education Research Institute of Seoul National University under the theme of "Leading Creative Minds: Talent Development and Convergence Education." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children ( M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 60(1) of Gifted Child Quarterly (see record 2016-01130-006). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection.] Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

What happens when a gifted child grows up? Despite a slew of provocative book titles regarding gifted adults in the mainstream media, and the inclusion of the notion of giftedness among adults in the definition of giftedness proposed by Subotnik, Olszewski-Kubilius, and Worrell, there is a limited amount of research that has examined the gifted adult. In this systematic review of the literature, we categorized the available research literature into nine thematic areas: (a) whether or not gifted children become gifted adults; (b) family of origin; (c) effects of early educational experiences; (d) characteristics of gifted adults; (e) career; (f) family of procreation; (g) career and family interaction; (h) life goals, satisfaction, and well-being; and (i) counseling. Implications for gifted adults and the field of gifted education are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study investigated risk and protective factors associated with dyslexia and literacy development, both at (he group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the core-deficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Person-environment interactions are the main focus in Actiotope Model of Giftedness. This is a very new approach for Turkey, which generally uses old versions of intelligence test for identification. In Actiotope Model of Giftedness instead of cognitive identification the focus is on the resources (educational and learning capital) that provide the excellence. The Questionnaire of Educational and Learning Capital (QELC) developed based on this model. The aim of this study is to present the Turkish validity study of the questionnaire and to provide a new tool that has satisfactory psychometric properties. Six language experts made the translation and back translation from German to Turkish and vise versa. After that, three German and Turkish language specialists asked to rate the translation validity. The results indicated that the Turkish scale closely approximated with the original. In the next step, 39 bilingual German Language Teacher Candidates (10 male, 29 female; 17 born in Turkey and 22 in Germany; mean age = 24.90 years, SD = 3.73) selected as working group for the language equivalency. First the QELC German version and 3 weeks later the QELC Turkish version were applied to this group respectively. Paired samples t-test results showed that no significant differences were between the responses to German and Turkish versions except on items 7, 9, 16, 23 and 48. The results of the Pearson product-moment correlation coefficient analysis which was obtained to define item-total and item-reminder found statistically positive correlations between all items. Confirmatory Factor Analysis showed that the factor structure of the Turkish version is the same with the German version. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children’s Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

According to the Actiotope Model of Giftedness, person-environment interactions are the core of excellence. Therefore, it is important to evaluate the resources that support the achievement of goals and to provide more efficient resources. These resources are named educational (localized in the environment) and learning (localized in the individual) capitals. The Questionnaire of Educational and Learning Capital (QELC) was developed based on the Actiotope Model of Giftedness and these capitals. The aim of this study is to present gender and age differences in relation to educational and learning capitals, in a Turkish sample of 1,620 students at three different grade levels: fourth graders (231 girls, 239 boys; mean age = 10.15, SD = 0.40), seventh graders (353 girls, 376 boys; mean age = 13.08, SD = 0.34), and 10th graders (274 girls, 147 boys; mean age = 16.20, SD = 0.54). Results of the confirmatory factor analysis showed the expected two-factor structure (educational and learning capitals) of the original German version of QELC. The Cronbach's alpha result for the Turkish version of the QELC was .97. The findings suggest that gender differences are more important in the seventh grade (first year of adolescence) in favor of girls in economic, cultural, social, organismic, and telic capitals. Results about age differences showed that the younger the students are, the more their achievement is positively affected by the capitals. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)