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"Playdancing" is a creative movement program developed to foster confidence, creativity, and problem-solving skills in children ages three to eight. The book is written primarily for teachers in the classroom and discusses the developmental stages of early childhood and the specific skills necessary for creativity to flourish. Lesson plans and examples are then outlined for each stage of development. Each activity listed includes an objective, materials needed, suggestions for working it into the curriculum, and a description. There are also activities designed to increase self-awareness and improve language ability and interpersonal skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

overview of leadership [definitions of leadership, theories of leadership] / giftedness and leadership [identification and characteristics of leadership potential, screening and identification instruments] / leadership programs and curricula [leadership instructional programs and materials, incorporating leadership concepts and skills into the curriculum] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

"Understanding the Gifted Adolescent: Educational, Developmental, and Multicultural Issues" is a seminal volume whose purpose is to fill a void in the literature that until now has focused exclusively on younger gifted children. It deals not only with the educational but also the psychological issues that impact gifted learners as they make the arduous transition from children to adulthood. Topics covered include career decision making, spiritual and moral development, sexuality, and problems such as eating, anxiety, and stress disorders that may result from psychosocial maladjustment and the often self-imposed pressure of perfectionism. Three chapters are devoted to the doubly difficult task of the minority student, who must come to terms with these developmental issues while battling racist attitudes that consistently work to undermine self-esteem and cultural pride. This volume emphasizes that teachers, counselors, and parents play a key role in helping gifted adolescents solidify their personal beliefs and objectives. It makes clear that the internal conflicts that characterize adolescence need not keep gifted students from realizing their potential. Rather, from these conflicts, leadership skills and a solid sense of individuality can be born. This text will be a valuable resource for preservice and inservice teachers, counselors, program administrators, and district coordinators of gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

review the various definitions of giftedness and intelligence that have shaped our understanding of those two concepts the many faces of giftedness [the concept of creative production, the concept of talent, the concept of leadership, who are the gifted] / the adolescent experience [social and emotional issues, educational issues, ethical and spiritual issues, career and lifestyle issues] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explore the social and emotional needs of gifted adolescents and the interventions appropriate for the gifted / preventive approaches for gifted adolescents in the socioemotional area will be reviewed general psychosocial needs during adolescence [independence and autonomy, adult role models, coping skills, individuality, recognition, acceptance, self-knowledge] / gifted adolescents' special psychosocial needs [ownership of giftedness, dissonance, risk taking, others' expectations, impatience, identity, sexuality] / gender differences in psychosocial needs / coping strategies / psychosocial interventions [prevention; decision-making skills; self-esteem enhancement; socialization skills; stress management, suicide prevention, and perfectionism reduction; cognitive relabelling; assertiveness training; nonverbal behavior interpretation] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

integrate key research findings into a framework for understanding giftedness in a familial context / issues particular to parents of gifted students are highlighted / principles for encouraging more collaborative relationships [between school and family] are offered / challenges to a collaborative relationship were discussed, and principles for enhancing a school-home partnership were presented (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

single-subject research examines the causal relationship between the treatment and the behavior / in the field of gifted education, creativity has been extensively researched using this design alternative discuss key issues and describe major tactics for conducting single-subject research / discussions will include the following: a brief bit of orthodoxy; the major designs with examples drawn from studies . . . with gifted persons; the principles of single-subject research; issues in the study of behaviors that have limited accessibility; criteria for the studies; and criteria for evaluating the research conclude with a discussion of the implications for future research and the role of research in the total effort to expand the body of knowledge necessary to develop the study of giftedness as a discipline (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

discuss the types of experiences and interpersonal relationships necessary for the achievement of eminence and trace the developmental paths most likely to lead to eminence in the different domains of giftedness chapter is based upon my [the author's] research and that of others on how exceptional giftedness may be stimulated and facilitated during the first 10 to 15 years so that a gifted child may select and pursue a significant, satisfying, and productive career basic concepts related to the phenomenon of achieved eminence are presented / a number of basic personality issues in career choice are discussed, specifically identity, ego ideals, and narcissism / deals with the importance of focal relationships and crystallizing experiences / [discusses] the basic developmental paths to eminence through the interaction of personality, family, third-party experiences, and the specific domain of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

presents eight fictional portraits of intelligent and creative children / all are drawn from 20th-century literature and were selected because of their diverse characteristics: they differ in age, ability patterns, interests, race, class and national origin the stories provide a coherent view of the diverse experiences of each gifted child / focus on the overall pattern and meaning of the experiences and coping behavior of these children these stories . . . will supply teachers, counselors, and parents with insight into the intricate interactions of the intellectual abilities and personality traits of the child with the influences of family, school, and community / these interactions determine in the final analysis whether and in what ways gifted and talented children realize their gifts and talents (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

This book is designed to give counselors, regular classroom teachers, gifted education specialists, and parents an understanding of the academic and personal-social needs of gifted and talented students, awareness of ways that they themselves may help these children, and an introduction to the available guidance strategies and materials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Discusses issues related to special education for talented and gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definition [early themes, systematic studies, multi-factor components, federal definition of giftedness, Renzulli's three-ringed definition, Tannenbaum's five-factor definition, Sternberg's triarchic theory of intellectual giftedness, trends] / estimates of prevalence / etiology / characteristics [cognitive, affective, intuitive, physical (sensation), societal] assessment procedures [assessing intelligence, assessing achievement and specific aptitude, assessing creativity, leadership ability, visual and performing arts] / instructional and curriculum considerations [service delivery models, curriculum implications, curriculum models, educational strategies] special issues and concerns [vocational preparation, counseling needs of gifted children, culturally diverse gifted, gifted handicapped, gifted females, underachievement, teacher training] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

in the present study, I [the author] decided to examine the performance of children who were at the upper end of the IQ spectrum three groups of gifted children [aged 6 years] were studied: those with extremely high scores on both the verbal and nonverbal subscales of a standard intelligence test; those with an extremely high score on only the verbal subscale; and those with an extremely high score on only the nonverbal subscale / by comparing the performance of these three groups to that of a normal population, I hoped to maximize the chances of finding children with asymmetrical developmental profiles, and to evaluate the magnitude and frequency of these asymmetries (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

This volume had its origins in two theoretical developments, both of which took place in the early 1980s. The first of these was the attempt on the part of a number of psychologists with an interest in Piaget's theory of intellectual development, to rework his classic system in the light of recent developments in learning theory and information science (e.g., Case, 1985; Fischer, 1982; Halford, 1982; Pascual-Leone & Goodman, 1979). The second was the attempt on the part of a number of psychologists with an interest in Chomsky's theory of language, to rework the same classic Piagetian system in terms of recent developments in linguistics and in neuroscience (Carey, 1986; Feldman, 1983; Fodor, 1982; Gardner, 1983; Keil, 1984). As might be expected, the new theories that resulted from these two endeavors were quite different. The view of the mind that resulted from the first enterprise was that of a general or all-purpose computing device, whose basic capacities undergo periodic changes in the course of development. . . . The second endeavor gave rise to another view, which also utilized the computational metaphor. However, in this case the mind was seen as a modular computing device, each of whose modules has its own unique capacities and structures. During the early 1980s, these two research programs proceeded independently, with relatively little contact between them. As the decade wore on, however, it became apparent that each program was making important conceptual progress. Thus, a number of attempts were made to bring the two programs closer together, and to stimulate some sort of productive exchange between them. The project that is reported in this volume was an indirect result of these encounters. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Studied strategies employed by gifted children for managing the social stigma of giftedness. A student attitude questionnaire was used to collect data from 1,465 gifted students (aged 14–18 yrs) over 2 yrs. Ss responded to 6 scenarios described as potentially stigmatizing events during the normal school day. Five common strategies were provided as options in each scenario: truth, placate, cop-out, cover-up, and lie. The placate response was the most popular choice across 5 of the 6 scenarios, indicating that gifted students do not mind being known as academically oriented but do not want to be blatant about the academic indicators that set them apart from their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)