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The third edition is a thorough revision. There are over 1500 references, approximately 700 of which are new to this edition. Every chapter has been rewritten with one goal in mind: to present as clearly as possible the latest research and theory in the field of assessment of children. . . . The book is designed to teach clinical assessment skills to students in clinical, school, and counseling psychology and to enable students in special education to understand the assessment process. The text also can serve as a reference source for psychologists and other professionals such as teachers, pediatricians, child psychiatrists, social workers, and speech therapists. The text is recommended for courses in assessment of intelligence, assessment in clinical psychology, assessment in school psychology, psychoeducational assessment, assessment of learning disabilities, and assessment in special education. The book also may be used in specialized courses in tests and measurement. The third edition of "Assessment of Children" is accompanied by an Instructor's Manual. The Instructor's Manual contains information on how to organize an individual intelligence testing course; exercises covering clinical, technical, and professional skills; and multiple-choice questions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

examined incidental visual memory in both adults . . . and children examin[ed] the relationship of visual memory to giftedness in the visual arts / relationship between visual giftedness and both sex and handedness examined whether children identified as gifted in the visual arts were more likely to be left-handed and/or male than children not so identified / relationship between visual memory and sex and handedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

relaxation training is a behavioral treatment approach that seeks to develop a person's ability to consciously relax the muscles of the body at will relaxation with children relaxation training procedures / preparation for relaxation / progressive muscle relaxation / autogenic training / biofeedback / meditation / mental imagery / deep breathing procedural considerations reviews 45 studies conducted since 1975, that have contributed to understanding the use of this procedure [relaxation training with children] areas of application / hyperactivity / behavioral difficulties / learning disability / anxiety / autistic / asthmatic / giftedness / insomnia systematic desensitization research / methodological considerations implications for treatment (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

Tested the hypothesis that the ability to be an effective teacher depends on the ability to maintain emotional stability in interactions. Human subjects: 31 normal Russian adolescents. EEGs were performed. Test findings were submitted to dispersion analysis. Tests used: A pedagogical giftedness and pedagogical orientation scale, the Sixteen Personality Factor Questionnaire (16PF), and State–Trait Anxiety Inventory. (English abstract) Educational level(s) of subjects: Grade 10. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the lack of leadership training and moral education in the gifted curriculum, examines the role of the parents, presents parallels between the taxonomy of B. Bloom (1961) and the cognitive moral development model of L. Kohlberg (1970), and outlines some insights by E. P. Torrance (1963) on the difference between teaching by authority and teaching through discovery. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines some of the reactions to J. S. Renzulli's (1978) 3-ring conception of giftedness by analyzing statements made by different commentators. The author summarizes related research, discusses additions to the original theory, and explores the implications of this work for public policy and the development of identification procedures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the question of how gifted and talented adolescents experience being gifted in high school. 15–17 yr olds were interviewed twice while attending a special summer program. Data were analyzed and interpreted using a set of research questions that postulated that Ss would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. Results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. Data also suggest that some Ss managed information about themselves to minimize visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 3 categories of gifted children: (1) accelerated mental development, (2) early mental specialization, and (3) isolated signs of outstanding abilities. The mental activity, self-regulation, age-related features, general and specific abilities, creativity, and natural gifts of gifted children are considered. The problem of predicting the future significance of giftedness observed during childhood is discussed. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied nervous system (NS) features in musically gifted Ss and the relationship between giftedness and bioelectric indicators of NS strength, lability, and activity level. Human subjects: 21 normal Russian adolescents (aged 14–16 yrs). Various aspects of Ss' musical ability were rated, and EEGs were performed. The bioelectric activity of both brain hemispheres was analyzed. A correlation analysis was performed. (English abstract) Educational level(s) of subjects: Secondary School. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines giftedness and talent with reference to the American Indian student, based on the research of cognitive psychologists. Instruments that may be used to identify gifted and talented Indian students are discussed, including ethnographic-based instruments, tests of nonverbal reasoning, and the Torrance Tests of Creative Thinking. Special considerations for using standardized tests are noted. The 4 circumstances under which Indian students in nonreservation public schools can be selected to participate in a special program for the gifted and talented are outlined, and the identification procedure used in an elementary school on the Zuni Indian reservation is described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that the display of gifted behaviors by students is a developmental process that should be viewed as the goal of education rather than a pre-existing condition. This suggests that the labeling of students as gifted is a questionable practice. A system of schoolwide educational enrichment that takes into account this concept of giftedness is presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the research literature on the relationship between gifted children and their peers, with the aim of examining the widespread notion that academic giftedness is associated with psychosocial adjustment problems. The review includes studies (primarily from the US) on the: social self-concept of gifted children and adolescents, identification of gifted children and adolescents by their peers, and popularity of gifted children and adolescents. Results suggest that gifted children (at least at the elementary-school level) are as adjusted as are their nongifted peers. Methodological problems in these studies are discussed, and recommendations for future research are provided. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined the perceptions of 111 undergraduate education students without teaching experience and 79 experienced teachers regarding relatedness among gifted students' abilities. In the 1st phase of the study, undergraduates indicated the resemblance among 20 abilities in which 12-yr-olds might excel. In the 2nd and 3rd phases, the experienced and inexperienced Ss sorted the 20 abilities into nonoverlapping clusters. Results show that Ss tended to agree on 5 categories of giftedness: analytic or cognitive ability, personality and social skills, creative arts, motor skills, and verbal ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents Raven's Matrices tests as a component in the identification of giftedness and includes related empirical studies. The article discusses the reliability, validity, and fairness of the tests and compares them with other intelligence tests. Despite problems with narrowness of scope and standardization practices, these tests are seen as providing a useful screening device that could help to identify gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that problems associated with giftedness cluster around 3 primary areas: self-perceptions, perceptions of others, and personality traits/external factors. Parental response to the gifted child may be problematic, including anxiety/guilt, denial, ambivalence, disagreement between parents, and overinvestment. Family relationships may be affected in the areas of tempo of family interactions, family system makeup, sibling self-perceptions, and collective attitude toward the giftedness. Counseling strategies include a family counseling modality, exposing myths about giftedness, clarifications of family expectations, and developing educational strategies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Evaluated 184 15–17 yr old gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. Results indicate that their views of giftedness were not unidimensional. Ss were positive about their giftedness but did not believe that others were positive. Also, Ss viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses childhood intellectual giftedness from a developmental perspective. Topics include (1) clarification of the concepts of intelligence, giftedness, and talent; (2) various theoretical models of giftedness; (3) cognitive, motivational, affective, and social characteristics of intellectually gifted children; (4) the synchronicity of cognitive-intellectual and social-emotional development in gifted children; and (5) the role of families and schools in promoting or inhibiting the development of giftedness in children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)