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Contents include multidimensional approach to the study of giftedness, identification and classroom behavior, motivation patterns, and opportunity for research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Compared with the 2nd edition (see 28: 3246), this one reflects use of some new material and a major reorganization. An introductory pair of chapters precedes a group of 4 chapters on "Disorders of Mental Health and Deviant Behavior" (essentially adjustmental). Under "Neurological and Mental Disorders and Diseases" the author considers the convulsive disorders, cerebral palsy, the brain injured, and "mental disorders and diseases." In addition to the retarded and the gifted, the slow learning and rapid learning are incorporated in the section on "Deviations in Abilities and Aptitudes." 2 chapters on "Deviations in Educational Achievement" follow. 6 chapters are devoted to "Sensory Disorders and Defects." Under "Physical Disorders and Defects," the speech-handicapped, the orthopedically crippled, lowered vitality, and other miscellaneous physical conditions are dealt with. A 3-chapter section on "Sociological and Community Responsibility" completes the text. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

24 persons in the disciplines of education, psychiatry, clinical psychiatry, and sociology present a discussion and evaluation of current problems. The 1st section, on school and community, is presented in the main from a socio-psychological point of view. Examples: social and cultural changes in the suburbs affecting the school, problems of middle class urban neighborhood, deprived neighborhood and its influence, prejudice and its effect upon the child. In Section II psychological skills and techniques in testing and psychotherapy are discussed. The 3rd section concentrates upon specific problems in the handling of emotionally disturbed, retarded, and exceptionally gifted children. In the final section the principles of techniques of research for increased contribution to the field of school psychology are discussed. 288 refs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The topics discussed in this entry include: the different classifications of giftedness in children; the methods used to determine giftedness; prevalence of gifted children; the development of the gifted child; physical characteristics that identify the gifted child; psychological characteristics that identify the gifted child; mental disorders that primarily affect the gifted child; sociological characteristics that identify the gifted child; the effect family environment has on the gifted child; the attitudes most valuable to parents in dealing successfully with the gifted child; schools and the gifted child; and the identification and development of the gifted child in the future. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Source contains an abstract only. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The higher than expected incidence of giftedness among Jewish students by several research workers is linked to the high valuation of learning within the culture. Unlike in other cultures, the gifted individual is held in high esteem. (19 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Data were obtained from 130 adolescents. "The IQ means on the WAIS were 138 Verbal, 125 Performance, and 135 Full Scale. The WAIS profile presented indicated that the group tended to be two SDs above the mean on all the Verbal Scales except Digit Span which was one SD above. The Performance Scale was uniformly one SD above the mean except Block Design which was nearer two SDs above the mean… . Correlation between the performance IQ of the WAIS and the Binet was nonsignificant… . The Verbal subscales correlated significantly with each other as did the Performance subscales. There was little correlation between Verbal and Performance subscales though they both contributed equally to the Full Scale IQ." (PsycInfo Database Record (c) 2025 APA, all rights reserved)

The coded MMPI profiles of 1078 prisoners were sorted into IQ classification groups in accordance with their scores on the Revised Beta Examination. 6 of the diagnostic scales shifted significantly in code rank with increase in IQ. The profiles of the 2 most intelligent groups were indicative of behavioral characteristics associated with the character disorders; whereas the profiles of the average and below average IQ groups were found to be dominated by configurations usually associated with indices of neuroticism and anxiety. The probability of receiving benefit from psychotherapy appeared greater among the lower IQ groups due to the dominance in their group profiles of those scales that have been found more susceptible to change as a result of therapy. Intellectually superior persons tend toward greater degrees of feminine interest. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Several studies of the gifted child published since 1950 are reviewed. The author discusses various definitions of giftedness, the attitude of the gifted child toward school, his academic achievement, his reading tastes, his physical development, his personal adjustment, and his social status. Differentiations within the gifted group are also made. (33 ref.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

REPORTS A FOLLOW-UP STUDY OF 69 STUDENTS IDENTIFIED AS GIFTED IN A PROGRAM FOR GIFTED ELEMENTARY SCHOOL PUPILS. 4 YR. LATER, AT THE HIGH SCHOOL LEVEL, MANY OF THE SS WERE WORKING FAR BELOW EXPECTATION, AND GROUP ABILITY TEST RESULTS WERE NOT REFLECTING EARLY "GIFTED" STATUS. MOST SS STILL MAINTAINING "A" AVERAGES WERE FROM THE LOWER ABILITY SECTION OF THE ORIGINAL GROUP. SS ORIGINALLY IDENTIFIED AS CREATIVE IN ELEMENTARY SCHOOL WERE STILL RECEIVING SUCH RATINGS IN HIGH SCHOOL. THEIR GENERALLY POOR HIGH SCHOOL SHOWING IS ATTRIBUTED TO THE HIGH SCHOOLS' FAILURE TO NURTURE THEIR CAPACITIES. (16 REF.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

ARGUES THAT TASK PROFICIENCY AND INNOVATIVE BEHAVIOR, WHICH IS BASED ON PROFICIENCY, MUST BE DIFFERENTIATED IN ANY OPERATIONAL DEFINITION OF GIFTEDNESS. SUCH A DEFINITION MUST ALSO TAKE COGNIZANCE OF CULTURALLY DETERMINED VALUES WHICH SERVE AS DETERMINANTS OF THE BOUNDARIES OF HIGH AND LOW RISK FOR THE MANIFESTATION OF GIFTED BEHAVIOR. THIS WILL ASSIST THOSE WHO ARE CONCERNED IN ESTABLISHING SUITABLE PROTECTION TO INSURE THE RECOGNITION OF GIFTED BEHAVIOR WHICH MUST BE CONSERVED IN THE BEST INTEREST OF SOCIETY. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

REVIEWS MAJOR STUDIES OF GIFTEDNESS AND INTELLIGENCE TESTING OF ETHNIC GROUPS, TO ASCERTAIN IF CERTAIN GROUPS APPEAR MORE FREQUENTLY THAN OTHERS AND, IF SO, WHICH ONES ARE REPORTED AND HOW CONSISTENTLY THEY RECEIVE MENTION. (23 REF.) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

The algebraic sum of the results of the recent spirited controversy about the quality of American education is probably a substantial plus. But further improvement is needed. This article points out an unfortunate administrative arrangement which hampers attempts at improvement. The concern for quality has led to an honest appraisal by educators and psychologists of the opportunities available for each child, with considerable attention paid to the particular needs of the exceptional child. It seems likely that the school psychologists’ competence in appraising the special abilities of the exceptional child could be greatly enhanced by a clarification of terms. When special education for the gifted is subsumed under Special Education, the gifted suffer. Improved administrative arrangements cannot, of course, solve all educational problems. But an organizational system, however traditional or convenient, which hampers improvement should be changed. Better instruction of both the handicapped and the gifted should result from the simple device of removing the administrative responsibility for training the gifted from the Special Education organizational structure. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

An examination of several studies shows that scores on intelligence tests can be influenced by the interaction between examiner (E) and S. The reaction of E to S is as important a variable as the reaction of S to E. The influence of E-S interaction is greater for children at higher intellectual levels and for certain types of tests (e.g., projective techniques). The influence of E upon S is greater with younger children. Other important factors that are reflected in the final scores include ego involvement, the experiencing of success, warm social relationships, and cues furnished by the test directions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

90 mathematically gifted high school students selected on the basis of aptitude and interest in mathematics were compared with 63 unselected college preparatory high school students in the same general ability range. A principal-component method of factor analysis was used to determine the minimum number of independent dimensions needed to account for the variance in the correlational matrix. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The distinguishing characteristic of children's giftedness is the evidence of variety of abilities. The relation between general and specific abilities is discussed. Both of these are developed and interrelated in actual activity. A consideration of individual differences is important in understanding giftedness but the study should not be isolated from more general psychological principles. The relation between individual differences and developmental characteristics is a complex one. For one thing, the precise nature of developmental stages is not understood. At present the stages are merely weak descriptions. This is also true of critical periods where specific abilities are evidenced such as language learning. The difficulty of prognosis in development may arise largely out of failure to differentiate between individual and developmental differences. Some of these considerations are used to argue for the communist as opposed to the capitalist organization of society. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigated the literature regarding genius, creativity, and giftedness as this appears in the Psychological Abstracts and the Cummulated Subject Index 1927-1965. Changes in the frequency of articles in these 3 areas are noted and the major topics investigated in each of the areas. The concepts appear to be complimentary in terms of the period in which their major work was undertaken and in the topics dealt with. Findings are discussed as they relate to an understanding of the conditions underlying the attainment of eminence. A 2nd point discussed is the need to distinguish among different levels of intellectual giftedness. (76 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Based on longitudinal studies of 8-16 yr. old children, the development of general abilities is discussed, especially as it occurs in gifted children. It is suggested that there are optimal periods in the course of development for the manifestation and rapid growth of certain abilities, i.e., age-related factors of giftedness. Variations in the course of development of intelligence as a function of the type of nervous system are considered. It is concluded that the study of age-related factors of giftedness is a means of study of intellectual abilities in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

100 children registered in 22 different kindergarten classes served as Ss. Their teachers were asked to make judgments of giftedness after 6 weeks of class and again after 7 mo. of class. No definition of giftedness was given to the teachers. Stanford Binet, Form L-M, and California Test of Mental Maturity (CTMM) were administered to the children. Using a Binet IQ of 130 as the criterion for giftedness it was found that the teacher's 1st judgment agreed with it in 26% of the cases. That teacher's 2nd judgment agreed with it in 38% of the cases and CTMM agreed with it in 39% of the cases. The lack of teacher agreement with the criterion raised a question about her ability to identify gifted children. (6 ref.) (PsycInfo Database Record (c) 2025 APA, all rights reserved)