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examine the concept of moral responsibility / is there a domain or moral responsibility (in which someone might be gifted or creative) that might have the same epistemological standing as, for example, the domain of mathematics or music / how does moral responsibility differ from moral judgment, which has been the main target of investigations in the field of moral development raise some questions about the relevance of moral responsibility to all gifted and creative individuals / does being gifted or creative impose a special moral responsibility on an individual / does it equip him or her better to handle both normal and special responsibilities / do gifted and creative people feel such moral responsibility / how does moral responsibility develop linking giftedness and creative thinking with moral responsibility and the threat to human survival moral responsibility and psychology / developmental theory and giftedness / William James / B. F. Skinner / Charles E. Osgood (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness and talent is considered from the viewpoint of developmental theory and models. Some of the recurring themes related to giftedness that have emerged in this volume are discussed. The focus is on some questions that might most profitably constitute the research agenda for expanding basic knowledge of giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

directly confronts the problems inherent in defining giftedness and intelligence / characterizes two major threads in the modern study of giftedness: one, the neurophysiological, information-processing approach, which arises from the pioneering work of Galton, and the other, in the Binet tradition, focuses on the analytical and insight aspects of intelligence these two lines of work, in Grinder's view, are converging, and, in essence, both are searching for a general intelligence factor (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) giftedness and divinity [as civilizations emerged, individuals who performed outstanding deeds were thought to possess extraordinary power] / giftedness and neurosis / giftedness and mental test scores (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

sets forth an outline of the major components of the evolving systems approach to the study of giftedness / differentiates between the concept of giftedness, which is typically applied to children and represents precocity, and its adult counterparts, creativity and productive, innovative work through case studies of highly creative adults, Wallace attempts to understand the nature of giftedness and creativity and to trace the processes by which individuals come to live a creative life (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) discussed three issues in this chapter that can be extrapolated in order to examine gifted adolescents: first, creative work takes place in a context, and that context cannot be ignored / second, a phenomenological perspective is critical to understanding the developmental course of creative work / third, mapping a network of enterprise reveals a long-term organization of purpose (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

propose that students of giftedness have much to learn from past research with the retarded / issues of definition and assessment, conflict over the causes of differences in intellectual ability, and the role of socioemotional factors in atypical development are all of concern to investigators of retarded and gifted populations alike according to Zigler and Farber, recognizing the similarities in retarded and gifted groups may allow researchers who work with the gifted to resolve some troublesome questions and move ahead to study the truly unique aspects of giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) history and myths concerning giftedness and retardation / explanations for intellectual differences [developmental versus difference theories, nature versus nurture] the whole child [the age factor, coping strategies, educational philosophies] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

consider the growth of evidence showing intelligence testing to offer but a limited window on giftedness / describe the rise of creativity testing as an alternative that is expected to help elucidate giftedness where intelligence testing has shown itself to be limited / discussion of some widespread but dubious practices in the use of creativity tests that have arisen in the wake of their recent popularity suggest that a shift from creativity and intelligence testing toward discipline-centered or field-specific approaches for facilitating giftedness is currently taking place (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The chapters that this book comprises represent what is known about the gifted and the talented from a developmental perspective. As one author after the other stresses, this volume is equally a testament to what is not known. The chapters in this section [Part I] reflect the lack of agreement in past research over the nature of giftedness, but the authors raise similar questions for future investigations. These five chapters set forth major issues facing investigators in the field of giftedness. From the diverse points of view emerges one commonality: the call for prospective developmental research, guided by theory, to aid our understanding of the complex of factors that contribute to gifted performance. The authors of the chapters in this section [Part II] discuss giftedness in a social perspective and suggest areas in which research and innovative action might be most useful. In this section [Part III], authors explore approaches to studying the development of the gifted from diverse and innovative points of view. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

provide a framework for developing programs for the gifted, understanding research on the gifted, and planning future research / the account is a traditional one of the individual differences genre / it is a direct descendant of the factor theories initiated by Spearman (1904) and of the tests developed by Binet and Simon (1905) giftedness and the social structure (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) defines giftedness psychometrically, as being represented by the upper end of the intelligence continuum / giftedness is seen not as a fixed, unitary trait, but as a complex and dynamic repertoire that is subject to a variety of developmental influences in Humphreys' view, how gifted young people are educated is vitally important for the realization of intellectual potential / proposes an approach based on the homogeneous grouping of gifted students and individualized curriculum materials, combined with an increase in societal rewards in the form of scholarship aid to gifted students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The general goal of this book is to present a new, "triarchic" theory of human intelligence. I believe the theory goes beyond many previous theories in its scope and answers a broader array of questions about intelligence than has been answered in the past by most single theories, including my own former componential theory. Indeed, the theory is to some extent an outgrowth of the componential theory: That theory is now one of three subtheories that comprise the triarchic theory. The first subtheory, a contextual subtheory, specifies how intelligent behavior is defined in large part by the sociocultural context in which this behavior takes place. The second subtheory, an experiential subtheory, posits that for a given task or situation, contextually appropriate behavior is not equally "intelligent" at all points along the continuum of experience with that behavior or class of behaviors. . . . The same holds true for situations. The third subtheory, a componential subtheory, specifies the structures and mechanisms that underlie intelligent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

take the perspective that individual talents develop in domains of practice encouraged by sociocultural contexts varying in what skills are valued and hence fostered and honored / stress the relationship that exists between the development of specific talents and the sociocultural experience of the individual / argue that the assumption of context-free generality in skills is misleading psychometric testing of giftedness / concerns about the tests for giftedness a cultural perspective on talent [relation between cultural belief systems and valued skills, relation between culturally central domains of experience and talents] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed a preschool gifted behavioral checklist by providing 44 statements about giftedness to 13 directors of preschool programs, 28 preschool teachers, and 245 parents of preschool children. About half of the items were rated by 1 of the 3 groups as important in the identification of gifted preschool children. Suggestions for the provision of an enriching environment for young children are included. (27 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses the concept of giftedness and the identification of exceptionally able children. Gifted children may include those of high intelligence or academic aptitude, or who show outstanding ability in a specific area. Identification of gifted children requires initial recognition of the presence of exceptional ability or aptitude, and administration of intelligence tests and evaluation by educational psychologists. Research supports the need for procedures for identification of gifted children as part of standard monitoring of individual differences throughout children's school careers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationship among various motivational and personality factors and mathematical ability and performance among 183 students attending secondary schools in Budapest, Hungary. On the basis of school performance, students were assigned to a mathematically gifted group (35 Ss) or to a control group of mathematically unexceptional students (148 Ss). Students completed the following instruments to assess intelligence, personality characteristics, and motivational factors: (1) the Progressive Matrices Test (J. C. Raven, 1979); (2) the California Psychological Inventory (H. G. Gough, 1975); (3) a differential interest test (Differentieller-Interessen Test, E. Todt, 1976); (4) a questionnaire assessing habitual achievement motivation; and (5) a series of Thematic Apperception Test (TAT) plates. Results indicate that motivational factors associated with high mathematical performance center on intrinsic interest in mathematical activities, not on an exceptionally strong need for achievement. Mathematically gifted Ss did not differ from mathematically unexceptional Ss in their ability to adapt to their social environment. Implications of the findings for educational strategies are discussed. (English & Russian abstracts) (22 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)