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The typologies of Spranger, Kretschmer, Jung, Jaensch, and Pfahler are reviewed and comparisons among them are made, showing interrelationships and differences. Studies of the contributions of heredity in temperament, morality, intelligence, and special abilities and giftedness are surveyed. It is emphasized that likenesses are easier to demonstrate among identical twins but do exist among other relationships. Constitutional factors cannot be changed, in that a cyclothymic cannot be transformed into a schizophrenic. However, the markings of environment will strengthen certain tendencies and push others into the background. For example, poverty and misery might increase tendencies toward anger in one of a manic make-up to the point that this becomes a habit or pattern, over which the individual has no control. Thus, the use of such discipline as corporal punishment may have unforeseen effects, beyond the intended purposes. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)
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The author presents reflections on creative behavior in children and adults. Beginning with the infant, the development of the nervous system and behavior is described. Test results are presented to indicate stages in development and acceleration factors in precocity. In describing creative imagination in poetry, the works of Coleridge are analyzed and discussed. Creative imagination in science is described through accounts of the lives and works of Charles Darwin and Josiah Willard Gibbs. It is Gesell's thesis that genius is a growth phenomenon, and "we shall never arrive at the inner nature of genius until we know more about the nature of growth." Processes of embryonic growth are illustrated and described, and the relations of genius and culture are presented. "Society must find new devices for making optimal use of its genius." (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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This is the 7th volume in a series whose purpose is to stimulate interest in health matters and to furnish factual information. The chapters of psychological interest deal with the brain and mind (see 17: 2581), the Freudian epoch (see 17: 2692), and genius, giftedness, and growth (see 17: 2636). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)
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A survey of the courses of instruction offered in Teachers College by Leta S. Hollingworth during her period there as an Instructor and Professor, reveals about ten main projects. In addition to these courses, developed by herself in her own program, she cooperated in various other courses. In addition to courses in general educational psychology, Hollingworth did work on subnormal children, learning disabilities, the psychology of adolescence, mental adjustment in relation to education, and intellectual giftedness in children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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In using the word "gifted" we refer to the child whose capacity for learning and inherent mental endowment is greatly above the average. Just as children who suffer from an innately low mental capacity are at a disadvantage with those of average intelligence, so others who far surpass the average may, under certain circumstances, easily become maladjusted. They, like the dullards, may experience difficulty in adjusting to a community arranged to suit the average individual. There are, roughly, two classes of gifted children, though a child may belong to both classes. The first class comprises those with a high level of general intelligence. According to Professor Cyril Burt, an Intelligence Quotient of 125 and over, in children, is considered to be secondary school scholarship standard and 130 and over, in adolescents, University Scholarship standard. Over 145 is considered to be brilliance. The second group consists of children who are endowed with special gifts such as a high degree of capacity for music, mathematics, scientific precision, art, acting, dancing, writing or executive and mechanical ability. This chapter discusses giftedness and child and adolescent development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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At its meeting held in honor of Leta S. Hollingworth at Columbia University, in December, 1940, the Conference on Education for the Gifted defined giftedness to include those who have special abilities in non-verbal as well as verbal areas, and favored extending college education to those gifted in any field. Social giftedness was emphasized. The conference was against educational segregation for potential leaders as being against the best interests of democracy. It favored a guided and more flexible curriculum, but reached no decision as to whether the curriculum should be selected by the student or the faculty. There was some agreement that financial assistance should be based on giftedness (broadly defined) rather than need. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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