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In this study, we used an action research approach and quantitative and qualitative data to investigate the need for, implementation of, and outcomes of a mindfulness curriculum with 52 fourth-grade students identified as having gifts and talents. We gathered data throughout the 15-week semester of implementing a mindfulness curriculum. Regular check-ins, journaling with the four participating teacher-researchers, and creative responses from student participants were also used as data. Coming from an action research background, we were open to discovering new questions as they arose. Still, our primary question was: Will we see any measurable change in the behaviors and indicators of stress, emotional regulation, and mindfulness in our classrooms after implementing a mindfulness curriculum with our fourth-grade students? We discuss the results and the implications of our findings for future research and practice.

Objectives: The aim of this study was to develop a new parental rating scale for identification of intellectually gifted preschoolers (4 to 6 years of age). This new scale, the Preschooler’s Ability Rating Scale (PARS), consists of two parts—PARS-PRE, which follows the principle of precocity and inquires about the age at which giftedness-relevant behavior appeared for the first time; and PARS-CUR, which focuses on the current level of abilities. Participants and setting: In total, 263 Czech mothers and 90 children participated in the main study. Hypotheses: PARS will have a two-dimensional structure corresponding to its two parts. Both parts will significantly correlate with scores on the Woodcock-Johnson: International edition II (WJ IE II COG).Statistical analysis. 1. Item analysis; 2. Exploratory factor analysis; 3. Correlational analyses with WJ IE II COG; 4. ROC analysis to evaluate the specificity and sensitivity. Results: Factor analysis suggests a three-factor structure—two of the factors correspond to the scale’s original parts, and the third factor reflects early reading and counting (4 items from the precocity part). The diagnostic accuracy of the first two factors is similarly low (r PRE = .33, r CUR = .25), but substantially higher for the early reading/counting factor (r LIT = .52). Addition-ally, parental ratings are, in general, based more on children’s verbal abilities than their nonverbal abilities. Given the low criterial validity, the authors do not recommend utilizing the PARS scale in practical setting, however, the conclusions are useful for further development of similarly-minded scales. Study limitations: Only 90 children were administered the WJ IE II COG—the small sample size affects the precision of parameter estimates. The parentsʼ sample consists only of mothers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo vytvoření nové posuzovací škály pro identifikaci nadaných předškoláků ve věku 4-6 let. Tato nová metoda, Preschooler’s Ability Rating Scale (PARS), má dvě části. První je PARS-PRE, která vychází z principu předčasné zralosti a její položky se zaměřují na věk, ve kterém rodiče poprvé pozorovali určité projevy chování, které mohou souviset s nadáním. Druhá je PARS-CUR, která se zaměřuje na aktuální úroveň schopností. Vzorek: Do hlavní části studie bylo zapojeno celkem 263 matek a 90 dětí z České republiky. Hypotézy: Posuzovací škála PARS bude mít dvoudimenzionální strukturu odpovídající jejím dvěma částem. Obě části budou silně korelovat se skóry baterie Woodcock-Johnson: International edition II (WJ IE II COG). Analýzy. 1. Položková analýza; 2. Explorační faktorová analýza; 3. Korelace s WJ IE II COG; 4. ROC analýza ke stanovení specificity a senzitivity. Výsledky: Výsledky faktorové analýzy naznačují třídimenzionální strukturu—dva faktory odpoví-dající dvěma částem škály a třetí faktor tvořený 4 položkami části PARS-PRE, které se zaměřují na časné čtení a počítání. Diagnostická přesnost dvou hlavních faktorů je srovnatelně nízká (r PRE = .33, r CUR = .25), výrazně vyšší je u třetího fak-toru (r LIT = .52). Dá se říci, že obecně je rodi-čovské hodnocení více založeno na verbálních schopnostech dítěte než na těch neverbálních. S ohledem na nízkou kriteriální validitu nelze doporučit škálu PARS pro využívání v praxi, závěry mohou být nicméně užitečné při vývoji podobně zaměřených nástrojů v budoucnu. Limity: Baterie WJ IE II COG byla administrována pouze 90 dětem—takto malý vzorek ovlivnil přesnost odhadu parametrů. Do rodičovské-ho hodnocení škálou PARS se zapojily pouze matky. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA autoeficácia diz respeito às crenças do indivíduo em suas capacidades para realizar determinadas atividades e influencia seu nível de determinação e esforço. Este estudo teve como objetivo investigar se cursos de formação para práticas inclusivas que envolvem fontes de autoeficácia produzem efeitos na autoeficácia docente. Participaram 36 professores, parte deles realizou curso sobre inclusão de estudantes com deficiência intelectual, os demais realizaram curso sobre inclusão de estudantes com altas habilidades/superdotação. Os cursos primavam pela indissociabilidade entre teoria e prática e análise reflexiva conjunta acerca de vídeos com situações educacionais inclusivas bem-sucedidas de modo a envolver persuasão social e experiências vicárias. Os efeitos da formação foram avaliados a partir da Escala de Eficácia Docente para Práticas Inclusivas nas versões Deficiência Intelectual e Altas Habilidades/Superdotação. Os resultados revelaram que houve aumento na autoeficácia dos professores de modo a indicar as potencialidades das fontes de autoeficácia abordadas na formação docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa autoeficacia se refiere a las creencias del individuo en su capacidad para realizar ciertas actividades e influye en el nivel de determinación y esfuerzo involucrados. Este estudio tuvo como objetivo investigar si los cursos de capacitación para prácticas inclusivas que involucren fuentes de autoeficacia producen efectos sobre la autoeficacia docente. Participaron 36 profesores; una parte realizó un curso sobre la inclusión de estudiantes con discapacidad intelectual y los demás, sobre la inclusión de estudiantes con superdotación. Los cursos se destacaron por su inseparabilidad entre la teoría y la práctica y el análisis reflexivo conjunto de videos con situaciones educativas inclusivas exitosas para involucrar la persuasión social y las experiencias vicarias. Los efectos de la formación se evaluaron con la Escala de Eficacia Docente para Prácticas Inclusivas, en las versiones Discapacidad Intelectual y Superdotación. Los resultados revelaron que hubo un aumento en la autoeficacia de los docentes, con el fin de indicar el potencial de las fuentes de autoeficacia abordadas en la formación docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The analysis of the mathematical performance of the students favors the adjustment and individualization of the educational processes for this area of learning. Due to its relevance in daily life, the teacher must bear in mind the functionality and transfer of mathematical learning. The generalization of research that combines theory and practice is essential. In this sense, there are few studies at the curriculum level for mathematics related to the education of gifted and/or mathematically talented students. Thus, it becomes pertinent to analyze such mathematical skills and the factors in which these students stand out. The purpose of this study is to analyze the types of mathematical reasoning and representations based on problem-solving tasks expressed by gifted students on an educational level with a good performance in the area of Mathematics. Forty-two students were evaluated as gifted, and were compared with 52 high-performance students in terms of age and school year (10-15 years old). The existence of statistically significant differences in certain tasks and representations was verified, with the schoolchildren with the greatest potential showing more complex representations and more elaborate reasoning. Knowing the nature of the potentialities favors the individualization of the educational processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalL’analyse des performances mathématiques des élèves favorise l’ajustement et l’individualisation des processus éducatifs pour ce domaine d’apprentissage. En raison de son importance dans la vie quotidienne, l’enseignant envisager la fonctionnalité et le transfert de l’apprentissage mathématique. La généralisation des investigations combinant théorie et pratique est considérée comme essentielle. À cet égard, les études sur des programmes pour les mathématiques liées à l’éducation des écoliers surdoués et / ou talentueux sont rares. Ceci permet de réfléchir sur ces compétences mathématiques et oú des facteurs ces élèves sont excellents. Cette étude vise à analyser les types de raisonnement et de représentations mathématiques à partir de la résolution de problèmes par des étudiants surdoués diagnostiqués par rapport aux élèves au même niveau d’instruction avec de bons résultats dans le domaine des mathématiques. Quarante-deux élèves ont été évalués comme surdoués et ils sont assimilés à 52 élèves très performants tenant compte de leur âge et de leur année de scolarité (écoliers âgés de 10 à 15 ans). Les résultats semblent indiquer l’existence de différences statistiquement significatives dans certaines tâches et représentations, montrant aux écoliers avec une plus grande potentialité des représentations, plus complexes et avec un raisonnement plus élaboré en général. Les études avec ces étudiants nous permettent de connaître la nature de leurs potentialités et favorisent l’individualisation de l’apprentissage. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA análise do desempenho matemático dos alunos favorece o ajustamento e a individualização dos processos educativos para esta área de aprendizagem. Devido à sua relevância na vida quotidiana, o docente deve ter em conta a funcionalidade e transferência das aprendizagens matemáticas. A generalização de investigações que combinam teoria e prática é considerada essencial. Neste sentido, são escassos os estudos no plano curricular para a Matemática relativos à formação de alunos sobredotados e/ou matematicamente talentosos. Deste modo, torna-se pertinente analisar essas competências matemáticas e em que fatores esses alunos se destacam. O presente estudo tem como objetivo analisar os tipos de raciocínio e de representações matemáticas a partir de tarefas de resolução de problemas desenvolvidas por alunos com diagnóstico de sobredotação em comparação com alunos matriculados no mesmo nível de escolaridade com bom desempenho na área da Matemática. Foram considerados 42 alunos avaliados como sobredotados e comparados com 52 alunos de alto rendimento considerando a sua idade e a etapa de escolaridade (alunos entre os 10 e os 15 anos). Os resultados sugerem a existência de diferenças estatisticamente significativas em determinadas tarefas e representações, evidenciando os alunos com maior potencial representações mais complexas e raciocínios mais elaborados em geral. Os estudos com estes alunos permitem conhecer a natureza das suas potencialidades e favorecem a individualização dos processos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl análisis del desempeño matemático de los alumnos favorece el ajuste y la individualización de los procesos educativos para esta área de aprendizaje. Por su relevancia en la vida cotidiana, el docente deberá de tener presente la funcionalidad y transferencia que tienen los aprendizajes matemáticos. La generalización de investigaciones que aún en teoría y práctica se conforman como imprescindibles. En este sentido, son escasos los estudios en el plano curricular para la Matemáticas relativos a la educación de los escolares superdotados y/o matemáticamente talentosos. De esta forma, se torna pertinente analizar tales competencias matemáticas y en qué factores estos alumnos sobresalen. El presente estudio tiene como propósito analizar los tipos de raciocinio y representaciones matemáticas a partir de tareas de resolución de problemas desarrolladas por escolares superdotados diagnosticados en comparación con alumnado escolarizado en su mismo nivel educativo con un buen rendimiento en el área de Matemáticas. Se han considerado 42 escolares evaluados como superdotados, y se equiparan con 52 alumnos de rendimiento alto considerando su edad y año de escolaridad (escolares entre los 10 y los 15 años de edad). Los resultados sugieren la existencia de diferencias estadísticamente significativas en determinadas tareas y representaciones, mostrando los escolares con mayor potencialidad representaciones más complejas y raciocinios más elaborados en general. Estudios con estos alumnos permiten conocer la naturaleza de sus potencialidades y favorecer la individualización de los procesos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Steven Pfeiffer, a popular speaker on how to raise successful and psychologically well-adjusted gifted kids. Prior to his tenure at FSU, Dr. Pfeiffer was a Professor at Duke University, where he served as Executive Director of Duke’s gifted program. He also served as Director of Devereux’s Institute of Clinical Training & Research, headquartered in Villanova, PA. Dr. Pfeiffer has worked as a Pediatric Psychologist at the Ochsner Clinic and Medical Center in New Orleans, and as a Clinical Psychologist in the U.S. Navy Medical Service Corps. Author of over 200 articles and book chapters, he is lead author of the Gifted Rating Scales (2003; 2020). For many years an advocate for children’s socioemotional needs, Dr. Pfeiffer has testified at the White House and before the Italian Parliament. Eminent scholar Alan Kaufman of Yale University considers Steven Pfeiffer, “Among the small group of the world’s leading experts in the (gifted) field…” (PsycInfo Database Record (c) 2021 APA, all rights reserved)

There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty and ability areas for Alp who has a probability of being identified with learning disabilities and giftedness. A single-subject case study model has been utilised for the study. Semi-structured interview form was applied during the study to acquire the opinions of the family. Study sample analysis and reading fluency activities were carried out in order to analyse the difficulties in reading and writing. Non-verbal intelligence tests were applied for identifying non-verbal cognitive ability. Expert opinions were taken for examining the products of the child. Based on the acquired findings, it was concluded that Alp can be a twice exceptional child. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

To satisfy the needs of cognitively gifted children, it is important to get a timely perspective on their cognitive capacities. In this study we investigated the early predictors of high cognitive ability. In a longitudinal study among 4,131 children we predicted, based on information collected in kindergarten, which children would score among the top 10% in cognitive abilities in Grade 3. The results showed that, already in kindergarten, cognitively gifted children demonstrated an advanced scholarly development, in particular in the mathematical domain, as documented both by standardized tests and teacher evaluations. Cognitively gifted children also demonstrated more independent participation in class and a stronger task commitment. Second, the study considered which gifted students encountered academic problems throughout their school career. Some early indications of later problems were already observable in kindergarten, in particular in lower scores on math and language tests, in hyperactive or easily distractable behaviour and in student-teacher-conflicts. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalTijdig een zicht krijgen op kleuters met sterke cognitieve vermogens, kan helpen om de behoeften van deze kinderen beter te beantwoorden. In dit artikel onderzochten we de vroege signalen van cognitieve begaafdheid. In een longitudinale studie bij 4.131 kinderen voorspelden we, op basis van informatie verzameld in de kleuterklas, wie in het derde leerjaar tot de top 10% zou behoren wat betreft cognitieve vaardigheden. Cognitief begaafde kinderen bleken vaak al in de kleuterklas over een ontwikkelingsvoorsprong (vastgesteld met gestandaardiseerde tests en/of een leerkrachtbeoordeling) te beschikken, waarbij vooral een voorsprong op het vlak van rekenen predictief was voor cognitieve begaafdheid. Cognitief begaafde kleuters vertoonden ook een meer onafhankelijke participatie aan het klasgebeuren en een toegewijde werkhouding. Daarnaast bekeken we welke van deze begaafde kinderen doorheen hun schoolloopbaan later problemen ondervonden. Ook deze problemen bleken zich al enigszins in de kleuterklas te manifesteren, met name in lage scores op de reken-en taaltoets, in conflicten met de leerkracht en in hyperactief-afleidbaar gedrag. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

“Gifted or talented” is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the Characteristics of Giftedness Scale (Silverman 1993) were selected and expanded upon to create a brief 20-item instrument. Confirmatory factor analysis (CFA) revealed that the modified scale was best characterized as having a two-factor structure. Furthermore, group differences were found between students eligible for gifted school programming and those without gifted status at school. Taken together, present findings suggest that this modified scale may be a suitable evaluation tool for school-based use. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that might have seemed valid in the early 20th century but that now are known not to be. Second, we discuss wisdom—what it is and how it is structured. Third, we discuss different kinds of wisdom and why they matter. We further discuss “4W’s” of wisdom. Fourth, we discuss the role of wisdom in the identification of gifted individuals. Fifth and finally, we conclude that our emphasis in the understanding, identification, and development of gifted individuals needs to be expanded to include wisdom, and certainly not just IQ. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This research focused on emotional expression in children during lockdown due to the spread of COVID-19. A particular case is represented by gifted people, who often show a higher and more intense emotional arousal and sensitivity. We proposed a questionnaire built ad hoc and filled in by 126 mothers who answered referring to each of their children (N = 225), both gifted and typical development. First phase of analyses took account of a group of children who belong to family where there is at least one gifted child (N = 162) and a group of children with typical development (N = 63). Analyses did not reveal any significant differences between these two groups, both in the expression of emotions and states of mind. However, further analyses which compare gifted children (N = 100) to children with typical development (N = 125) without considering the belonging family, showed how gifted children seem to experience higher level of apathy ( p < .001) and impatience ( p = .016) if compared to normotipic peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa ricerca si è focalizzata sulle manifestazioni emotive nei bambini durante il lockdown derivante dalla diffusione del COVID-19. Un caso particolare è rappresentato dalla popolazione di soggetti plusdotati, che presentano spesso un’elevata e più intensa sensibilità emotiva. È stato proposto un questionario costruito ad hoc compilato da 126 madri che hanno risposto riferendosi ad ognuno dei propri figli (N = 225), sia con plusdotazione sia con sviluppo tipico. La prima fase di analisi dei dati ha considerato un gruppo di bambini appartenenti a famiglie con almeno un figlio con plusdotazione (N = 162) e un gruppo di bambini con sviluppo tipico (N = 63). Dalle analisi non emergono differenze significative tra i due gruppi, sia rispetto alle emozioni, sia agli stati d’animo; tuttavia, ulteriori analisi che confrontano i bambini con plusdotazione (N = 100) con bambini con sviluppo tipico (N = 125) a prescindere dalla famiglia di appartenenza, mostrano come i primi sembrano sperimentare maggiori livelli di apatia (p < .001) e di insofferenza (p = .016) rispetto ai pari normotipici. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The late James Flynn, to whom this Special Issue is dedicated, suggested that what will matter most to the future of the world is not levels of intelligence but rather how intelligence is deployed. In this article, I argue that we can distinguish between transactional and transformational deployments of intelligence. Loosely following Flynn, I suggest that we need to pay much more attention to the latter rather than the former. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Scott J. Peters (see record 2022-20183-002). Peters has made excellent suggestions for how to increase diversity and equitable representation in identification of gifted children. His approach, however, is based on current models of what constitutes “giftedness.” This approach is incomplete and, taken on its own, perhaps suboptimal. I would suggest a complementary approach. We need to start taking seriously the need to identify and nurture the fully transformationally gifted. Nurturing them means presenting gifted children not just with academic problems that have little relevance to the life problems they will need to solve later, but also presenting them with problems that are ecologically valid, such as problems of how to deal with the challenges the world is facing today. It’s nice to excel transactionally; it’s better to excel by making a positive, meaningful, and potentially enduring difference to the world—to make the world a better place. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments on an article by Scott J. Peters (see record 2022-20183-002). Peters’ correctly argues that while racism negatively affects students of color, psychometric bias is not the primary cause for racial disparities in gifted identification. However, the conclusion that “the existence of disproportionality does not make gifted services inherently racist,” does not follow. Any system that predictably results in racial disparity is contributing to systemic racism even without test bias. Given the history of racism in gifted education, radical change is needed. Hoping small shifts in identification strategy will lead to any meaningful real change is wishful thinking that is not supported by past efforts. Racism has proven to be so pernicious because it is able to continue despite the good intentions of kind people. The question cannot be, how do we mitigate bias in identification. The burden of proof is on advocates of gifted education to demonstrate how identification supports racial equity. In absence of this demonstration, we need to let go of identification. Instead, gifted education can embrace strategies that address the problems gifted students face, such as appropriate challenge, but address those problems in ways that truly prioritizes centering racial equity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)