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While research has been performed connecting Multiple Intelligences theory to giftedness, little research has been conducted in either the areas of learning disabilities or Multiple Intelligences theory that speaks to the relationship with each other in a middle school setting. The focus of this study was to explore the use of Multiple Intelligences theory, as defined by the work of Howard Gardner, as an augmentative method of examining the strengths of the learning disabled. Multiple Intelligences theory can be used as a template for educators to use to facilitate the education of the whole child by focusing on what the learning disabled student is capable of doing rather than the more traditional view that often emphasizes deficits. The central purpose of this study was twofold. First was to uncover general intellectual trends of learning disabled students using Gardner's theory of Multiple Intelligences as the theoretical framework. Second was to produce user-friendly information that would enable teachers to assist students in experiencing success at school. The data collected from questionnaires, observations, and interviews looked at the wholeness and integrity of intelligence. In addition, parents and teachers of the learning disabled students selected for the study were contacted to gain further information that enhanced the data collected. The research design, which was descriptive and qualitative in nature, provided data for educators to use in working with learning disabled students. Emphasis was placed on revealing the types of perceived intellectual strengths learning disabled students possess according to Gardner's theory of Multiple Intelligences. Further, the study offered suggestions on how the information obtained can be directly translated into the classroom experience of learning disabled students. It appeared, from this study, that learning disabled students, while having significant learning disabilities, also have many abilities. These abilities and talents can be represented by Gardner's theory. Clearly there is a need for greater attention to be placed on the abilities, strengths, and talents of students who have been labeled learning disabled. Perhaps one day the label will be changed to reflect the learning "abilities" of the student. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Until recently, researchers have viewed families that were not composed of the traditional biological mother and father as deficient or incomplete. Research comparing the effects of family structure on children has often labeled single-mother families as "female-headed," conceptually reducing the importance of the father and implying that less than optimal development of children is then to be attributed to maternal deficiency or failure. Similarly, the impact of maternal employment on children is increasingly being studied, with many researchers agreeing that adolescent girls with employed mothers are more likely to develop high self-esteem, independence, and nontraditional career aspirations than adolescent girls with nonemployed mothers. This study focused on a unique, understudied population, talented at-risk adolescent girls. Experts on giftedness have found that often talented adolescent girls are at-risk for not accomplishing their career aspirations due to a myriad of internal and external barriers. Using a causal comparative design, this study examined the effects of these two family variables, family structure and maternal employment status, on the self- esteem, educational self-efficacy, at-risk behaviors, and career aspirations of 102 talented at-risk adolescent girls. Girls were classified by family structure (intact, blended, and single-mother families) and a series of oneway analyses of variances were conducted. Only one difference was revealed which indicated that girls from intact families had more suicidal behaviors than girls from single-mother families. When girls were grouped according to maternal employment status (employed or nonemployed), no differences were found across all of the dependent variables. These nonsignificant findings for the majority of the outcome variables help to dispel the stereotypes of the negative effects of blended and single-mother families on adolescents. They also support the need to replace the deficit comparison mo (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the relationship between IQ and adjustment to divorce to determine whether intellectually gifted children make more successful adjustments to divorce than children with average ability. This study compared the adjustment of (a) gifted children living in divorced homes and gifted children living in intact homes, and (b) children from divorced homes with average and gifted ability. Gender and age level adjustment comparisons for children in the gifted divorced and total divorced groups were also examined. The subjects, measurement instruments, and procedures for this study were drawn from information collected by the NASP-KSU Divorce Project at Time 1 and Time 2. One hundred forty-four subjects had IQ scores in the gifted range, i.e, 120 to 145, while 308 had IQ scores ranging between 90 and 109, the average ability range. The dependent measures of adjustment included scores and ratings for 4 academic achievement and 25 social-emotional measures at Time 1 and 11 academic achievement and 26 social-emotional measures at Time 2. ANOVAs that compared the adjustment of intact and divorced children within the gifted group revealed no significant differences for the academic variables and very few significant differences for the social-emotional variables. A similar analyses for the average ability group revealed a greater number of significant differences between the marital status groups. Significant differences between the marital status groups within each IQ group indicated that children from intact families were more academically and socially competent than children from divorced homes. The gifted divorced group had a higher level of academic achievement and was more socially competent than the average ability divorced group. Fewer significant differences in adjustment were found between boys and girls within the gifted divorced group than were found for the total divorced group. The grade level analyses yielded similar results. A stepwise multiple regression procedure indicated that IQ was the best predictor of the 29 criterion variables that were used to measure adjustment. The data from the multiple regression procedure and the ANOVAs suggested that giftedness may buffer the adverse effects of living in a divorced home. Implications of the results with respect to intervention services as well as limitations of the research design were discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

For the purposes of this research, a counselling programme comprising a series of four sessions was designed to provide parents with information on the gifted child phenomenon and ways in which the gifted child could be accommodated within the context of the family. The objectives of the programme were threefold: to increase the participants' knowledge and self-confidence, and to improve their attitude towards their children and the task of educating the gifted child. The research consisted of a pilot study and the main investigation. Parents of gifted children from standard two to standard three took part in the main investigation. The research established that the programme resulted in more knowledge of giftedness and more self-confidence in implementing the education task. There was no significant change in parents' attitudes, although they did seem relatively positive before the programme was presented. Parents' expectations of the programme included acquiring more knowledge, better understanding and increased self-confidence. They also wanted the programme to be interesting and to include guidelines for stimulating activities which they could do with their children. The programme met all of the parents' expectations, but not all to the same extent. Furthermore, it appears that the programme alone was not sufficient to meet all the parents' needs, and other possibilities to enhance the realisation of gifted potential were considered. These included different processes and different participants. Participants are experts in the field of giftedness, professionals with a multi-disciplinary background, parents of gifted children, the community and the gifted children themselves. Processes include consciousness-raising, advocacy, training, private counselling and support. The researcher formulated a new model for giftedness based on a systems theory, with the emphasis on the dynamic, interactive processes involved in the realisation of gifted potential. Genetic, actualising and mastering aspects were distinguished. Additional factors which had to be considered were regulatory factors, the individual's specific environment and the time in which the events take place. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This case study is an exploration of the life of a highly productive gifted female to understand and describe the individual, family, and educational factors and interactions that promoted her growth. The informant selected for this study was considered to be among a select group of the 11 most successful PEG graduates (as of 1992) on the basis of her exceptional academic and extra-curricular productivity, and judgments of her personal growth by administrators of the Program for the Exceptionally Gifted (PEG) at Mary Baldwin College. PEG is an early entrance college residential program for gifted adolescent females which began in 1985. Students are given the opportunity to complete their college degree in as few as four years. Prospective students apply to PEG from their eighth grade year on and are accepted based upon giftedness, consistent achievement, and personal maturity. Ruby Kelp was selected as an exemplary graduate who demonstrated optimal development, was reflective, and had good rapport with this researcher. A naturalistic, case study approach provided an interactive perspective acknowledging the critical nature of context in studying such a complex subject as human growth. Theory emerged from: textual data; products selected by the graduate; and in-depth interviews and observations of Ruby, her parents, and mentors. Focus on remarkable human functioning provided an understanding of how that optimal functioning occurred, was fostered, and developed. Rich descriptive information helps explain how a gifted female was nurtured and empowered to be productive at such a young age. A family model of interdependence emerged from the evidence and focused on four themes. First, the Kelps promoted love and commitment in their family. Second, the Kelps promoted authenticity and autonomy by modeling the process of being true to oneself and self-governing. Third, the Kelps promoted uniqueness and purpose by forging unique identities despite norms for their culture. Fou (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this study the author explores issues in the screening and identification of gifted children. The author discusses obstacles in the identification process such as expense and effort, as well a rationale for developing screening instruments. The author presents a review of the literature concerning the historical development of gifted theories and programs as well as current issues in defining and identifying giftedness. For the purposes of this study, the variables in use in one Mississippi school district were factor analyzed with a view toward identifying a more parsimonious underlying structure of the construct of giftedness. Three significant factors were extracted from the variables, accounting for 66.3% of the variance of the data. These factors were labelled Gifted Classroom Behaviors, Intellectual Ability, and Processing Speed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An exploratory study of gifted children's understandings of intelligence showed that between the ages of 6 and 12, external indicators of smartness are synthesized with internal factors of feelings and judgments about intelligence. This synthesis becomes more complex with age. At age 12, children's definitions took on an interpretive quality with references to the psychological self apparent. A developmental progression in children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An explanation is proposed of the underlying mechanisms and nature of extremely early high abilities—prodigiousness. It is suggested that prodigiousness be considered as a consequence of accelerated development especially during sensitive periods, which results in the rapid formation of a child's mental resources into unique cognitive experiences, expressed in the prodigy's exceptional perceptions of the world. Other phenomena in the very young prodigy's development (e.g. crystallising experiences, midlife crisis, asynchrony and/or dyssynchrony) are also interpreted in the light of this conception of prodigiousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores ways in which giftedness in the early years can be identified and enhanced within the Malaysian educational system by assessing referral screening measures in intellectually gifted children (IQ≥120). There were 5 instruments administered, viz Raven's Sijil Pelajaran Malaysia (SPM), %WISC-R%, School Failure Tolerance, Scale for Rating Behaviour Characteristics of Superior Students, and Parent Checklists. Findings suggest that a minimum score of 46 on Raven's SPM was an effective and efficient cut-off score for screening intellectually gifted Malay children. Using this score, it would refer about 40% of children for the full administration of WISC—R, of which probably, 1 in 3 would be confirmed as intellectually gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Comments on the article by J. C. Stanley (1997) regarding his research on the identification and long-term follow-up of mathematically precocious youth. Further distinctions among 5 forms of exceptional promise and achievement, including intelligence; creativity; expertise; success; and genius, are presented. The roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, potential markers vs actual achievements, and mathematics as a questionable model for other domains are briefly examined. Stanley's role in launching promising new lines of investigation in the fields of intelligence, creativity, and giftedness is acknowledged. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the relationship between creativity and the ability to cope with psychological stress in young football players. Human Ss: 60 normal male Slovak adolescents and adults (aged 14–18 yrs) (boarding students at a private sports grammar school). Correlations among assertiveness, motivation to compete, motivation to achieve, self-esteem, creativity, grade, and age were analyzed. Tests used: The Urban Figure Test of Creativity (K. K. Urban and H. G. Jellen, 1993) and the Rathus Assertiveness Schedule. (English & German abstracts) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Considered 2 studies done from constructivist perspectives for their complementarity in understanding the development of gifted young artists. Study 1 used R. Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children (aged 4, 6, 8, and 10 yrs). Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists (aged 13–18 yrs). There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the relationships among ethnicity, gender, and vulnerability factors and locus of control for gifted and nongifted children. 805 ethnically diverse 5th–7th graders were evaluated for intellectual ability, locus of control, and the presence of vulnerability factors (e.g., cultural, economic, language). ANOVA revealed significant main effects for Giftedness, Ethnic Background, and Vulnerability Factors and a significant Ethnic × Vulnerability Interaction. In addition, a Gender × Giftedness × Ethnic Background ANOVA yielded a significant main effect for Gender. Overall, higher internal locus of control was associated with female Caucasians not at risk. Results show a more internal locus of control in gifted children and further indicate that for gifted and intellectually bright non-Caucasians vulnerability is associated with, and may serve to strengthen, a greater internal locus of control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of giftedness now tend to recognize creative talents, but the most recent techniques for assessing creativity, which rely on productivity, may have caused certain problems for gifted education. The requirement for gifted students to produce something, for example, assumes that all of them have the expressive skills that support their insights, and this may not be true. It also assumes that products can be accurately evaluated, but unless quantity is used alone and quality entirely ignored, some sort of social significance is introduced into the assessment. Social significance can be very subjective, so the assessment loses its objectivity. Most important is that the insistence on productivity relegates potential. Children who have potential talent but need support, encouragement, and practice will be overlooked in favor of those children who already know how to construct and present socially meaningful products. It is concluded that although one must be careful with broad and inclusive definitions of talent, productivity requirements should be left out of definitions of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A domain-specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely-used categorical model. A research project is described which involves administering several measures in 3 different domains (Linguistic, Logical/Mathematical, and Social/Emotional) to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students' diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the development and implementation of a 3-wk summer institute designed to challenge teachers' notions of giftedness and gifted learners; and to create a link between theory and practice. Institute structure, the need for follow-up, teachers' beliefs about giftedness, and the implementation of individual teaching plans are delineated. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)