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Presents an anthology of articles designed for use as a psychology, education, and child development textbook, including studies on giftedness and mental retardation, physical handicaps and learning disabilities, cultural and social differences, and communication disorders. (35 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Presents an historical introduction to the problems of giftedness, comments on associated educational and philosophical concepts, and considers the mechanism of inheritance and its implications for intelligence. The characteristics, difficulties, and development of gifted children are discussed, with emphasis on the importance of early recognition of such individuals and their need for special educational opportunities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Part 1 provides a conceptual framework for understanding intellectual giftedness, including a summary of scientific work on the gifted by such psychologists as L. M. Terman and L. S. Hollingsworth. Part 2 suggests methods, tools, and techniques for helping the gifted and describes the problems of underachievement, social relations, and emotional adjustment that confront some of these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

On the basis of an evaluation of the present state of knowledge, an attempt is made to formulate a Marxist psychological conception of talent. In defining this construct 2 components are distinguished: presumptive (mainly abilities) and activative (will and motivation). Possibilities are suggested as to the way of identifying talented children in keeping with their psychic development. An important role is assigned to the school, which ought to encourage talent by a proper organization of the teaching process. (Russian summary) (18 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

109 Israeli children 8–10 yrs old were selected as gifted in gymnastics, using a 3-stage selection procedure and the A. Meili Intelligence Test, along with a control group of 169 children of similar ages. The 2 groups showed almost no difference in intelligence level, but the Ss who were gifted in gymnastics showed a specific intelligence profile. The same profile was found in top athletes in gymnastics, but it was more strongly marked in the children. Another group of children, selected after 6 mo of practicing gymnastics, showed the same profile specificity. An attempt to correlate the intelligence scores of the gifted children with scores of some of their motor abilities showed that formal abstract creativity, which was highest in the gymnastically gifted, did not correlate with their motor abilities but may be correlated with general giftedness in gymnastics. (French, Italian, German, & Spanish summaries) (19 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Programs for the gifted handicapped are virtually nonexistent. Educational personnel often place them in programs for the handicapped, which are often designed only to remediate the weak areas and offer little or no stimulus in the area of giftedness. More careful evaluation of handicapped students suspected of being gifted is needed and individualized programs should foster full development of their potential. Each child's school program must be responsive to all of the child's strengths and weaknesses. (1 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the literature and looks for antecedent familial influences that may affect the gifted child's future. Consensus of studies suggests that eminent-to-be (male) youngsters come from achievement-oriented nonharmonious homes. The mother–son relationship is usually too close and somewhat pathological, while the father–son relationship centers only around the son's achievement. As a result, the eminent-to-be son grows up with ambivalence toward women and a tendency to be a loner. He works well alone and does not mind being different from others. Gifted children who as adults are competent but not eminent come from more harmonious homes. (51 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a profile of the commonalities in characteristics and capabilities of gifted leaders in various fields. These include the ability to (a) effect positive and productive change, (b) make decisions which mitigate in favor of positive and productive change, and (c) effect change which is self- and group-enhancing in terms of the tasks assigned. Also listed are empathy and sensitivity, personality, proficiency, and charisma—the ability to actualize one's values to the extent that dynamic group change is effected and transform the group through enthusiasm and energy. It is argued that the success of educating gifted students in leadership will be greatly enhanced as educators become aware of the criteria necessary for effective leadership. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the role of the school psychologist in identifying the gifted student and examines several types of giftedness. Because of recent federal legislation entitling funding for gifted classes, psychologists are seeking out the gifted student with the idea of expanding or enriching the student's educational experience. The US Commissioner of Education has defined gifted education as including 5 areas: intellectual ability, creative thinking, leadership ability, visual and performing arts ability, and specific ability aptitude. These 5 areas are discussed, and various methods of identifying gifted students are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Analyzed the test profiles of 216 gifted students drawn from a school population of 4,300. The tests used were Raven's Progressive Matrices and the WISC. It is concluded that the WISC Vocabulary subtest is the best indicator of giftedness. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Self-concept and parental evaluation of their child's self-concept were investigated in 134 5th–8th grade gifted and average achievers and underachievers, using a test of self-concept based on C. Osgood's method of semantic differential. In the average sample achievers had higher self-concepts than underachievers. In the gifted sample, the reverse was true. In general, the parental evaluations of their children were unaffected by the child's performance in school. In the average sample only the mothers evaluated their underachieving children lower, whereas in the gifted sample there was no significant difference between parents' evaluations. A tentative explanation is offered for the relationship among giftedness, achievement, and self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Study 1 presents information about emotional disturbance and giftedness, Study 2 the necessity for early identification of the emotionally disturbed gifted, and Study 3 the need for facilities for proper development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the importance of developing the intellectual potential of gifted children. Antagonism to enrichment programs and accelerated learning is based on false principles of democratic conformity and on fear of true giftedness. Gifted children have unique social and emotional problems. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Emphasizes the importance of conceptualizing creativity in an analytical manner. Detailed conceptions enlarge the possibilities of enhancing creative problem solving. Traditional constructs of fluency, flexibility, originality, and elaboration in structure-of-intellect terms can be illustrated by reference to a new battery of creativity tests for children, with suggested implications for education of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the use of biographical indices and the CHAROSEL computer program to identify disadvantaged minority primary children in an urban school for giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)