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This chapter begins with the issue of defining 'giftedness' (or the preferred term, 'high ability') and stressing the complex relationship between high ability (or specific talent) and achievement in educational terms. The author also addresses important issues in the assessment of high ability or talent. Her conclusion is that we need to move beyond oversimplified testing and towards approaches to the identification of special abilities that may have more educational validity. The final section covers possible strategies for educational provision, including cognitive process teaching methods, for these pupils. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book offers advice for the beginning therapist, and discusses the persons and process of psychotherapy. Speaking from retrospective and personal experience, the author speaks directly to people in the helping professions about the characteristics of a therapist, the ethics of psychotherapy, self-healing, and the purpose of therapy both for the client and for the therapist. Without focusing on any specific therapeutic model, the author provides a humanistic framework with an emphasis on the therapist/client relationship. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

There is a dynamic interplay of social and historical forces that shapes the conceptualization and nurturing of talent. In "Talent in Context," eminent contributors address the various social and historical contexts within which giftedness evolves. Chapters span a variety of perspectives—psychological, sociological, biological, and anthropological—to spark a reexamination of assumptions about the impact of context on the emergence of talent. "Talent in Context" explores many of the cutting-edge themes driving talent research across disciplines and will be a valuable resource for professionals in the social and behavioral sciences seeking to define, understand, and enhance the talents of extraordinary individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

The authors trace the historical and cultural factors that have led the education establishment to ignore outstanding potential in the many subcultural groups that make up our society. Much of the blame, these authors assert, must be laid at the door of the testing movement and the narrow definitions of giftedness and talent it engendered. As an alternative to the current system of gifted education, Callahan and Hiatt envision schools of talent development, in which talent identification is based on authentic assessments of performance or production to find those with "expertise;" in which the procedures are inclusive, not exclusive; and in which all subcultural groups are equitably represented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author analyzes two key Pacific Rim cultures (China and Japan) relative to how they view and develop giftedness and talent. Stevenson suggests that the US may be on the wrong track as a society in its approaches to defining and nurturing giftedness and talent. Through these case presentations, Stevenson investigates the impact of society and culture on the emergence and shaping of talent. He raises questions about defining giftedness and educating gifted children, and relates the answers to the setting of societal goals. In trying to ensure that their most able students will further the culture's progress, each of the 3 cultures has taken a very different path, from ignoring the term giftedness altogether but educating all students with the hope that some will emerge (Japan); to heeding the term and educating this group differentially but enforcing their common socialization (China); to halfway acknowledging the term, halfway attempting differentiated education, and halfway encouraging common socialization in the US. An interesting area for future research is which approach best matches the values of a particular society and culture. Has each country selected its "best" or its "only" method because of the maximum benefits of interaction for able learners with that culture's parameters? As Stevenson points out, we have much to learn from what we can see occurring in other cultures, about best practices as well as unproductive strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Three major themes are discussed in this chapter. The first is the uniqueness of each creative person. The chapter explores a possible rapprochement of ideas about giftedness, creativity, and human variability and draws on Piaget's thinking, but not so much his well-known ideas about universals of human development as his ideas about creativity, including his own. Approaching the subject from this angle leads to the insistence on the uniqueness of each creative person. The second theme is the question of collaboration. If each creative person is unique, how can unique individuals enjoy a social existence? Can they collaborate, and if so, how? The last theme is the evolving systems approach to creative work. The chapter sketches briefly the evolving systems approach to creative work and attempts to show how it contributes to our understanding of human diversity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author's thesis is that genetic engineering and all its possibilities are not likely to be used for positive eugenic purposes. The reasons, he claims, center around current societal values that do not include high intelligence. Hanson points to prevailing attitudes such as right-to-life, religious fundamentalism, and popular priorities (appearance and health rather than mental or physical ability) as having great influence over personal choices to use or not use genetic engineering options such as sperm banks and artificial insemination. The chapter has implications for social policy as well as the psychobiology of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author identifies the general set of personal characteristics and external factors that shape the gifted woman's level of accomplishment: commitment to relationships and intimacy, difficulty in discerning one's self, serendipity in career choices, and motivational level. She then examines the contextual forces shaping women's lives in their formative years: family and home environment and opportunities for enhancing achievement. The author concludes that the complexities of women's lives require appropriately multifaceted research to uncover "appropriately nuanced patterns of gifted women's lives." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter has two purposes: to provide a review of the existing research on the characteristics of families of gifted children, and to make suggestions for future research on such families from a systemic perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The research reported in this chapter tests the hypothesis that talents pertinent to the classroom ecosystem can be consistently recognized by peers and teachers through the behaviors manifested by the individual. The rate of talent acknowledgment and types of talents identified also are explored. Findings suggest that when the types of valued talents increase, the pool of talented individuals likewise expands (prevalence); however, the number of students recognized as displaying multiple talents also increases (polyvalence), thereby creating a talent-incubating dynamic. In conceptualizing the investigation, Gagné implicitly endorses the power of the classroom ecosystem through his use of peers as recognizers of talent. Ss consisted of 2,432 French-speaking upper-elementary pupils, about equally distributed between the sexes and between Grades 4 to 6. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The authors review 8 different cognitive conceptions of expertise: (a) general process (speed and accuracy in executing applicable cognitive processes in a given task); (b) quantity of knowledge (extensive stored knowledge about task or field); (c) organization of knowledge (attention to the deep structures of problems); (d) automaticity (mental efficiency in information processing); (e) analytical ability (making inferences beyond given information); (f) creative ability (application of insight to novel problems); (g) practical ability (application of tacit knowledge or "savvy"); and (h) labeling (getting oneself "recognized"). The authors conclude that no single conception captures the essence of expertise: All are necessary. The authors then propose a ninth, synthetic view, in which expertise (and giftedness) become a prototype against which a person is compared and recognized as gifted, depending on the degree to which she or he resembles the expert prototype. What is exciting about this proposal is that it requires use of a clear, independent criterion in identifying individuals as gifted. In a time of "talent development" and a move toward eliminating the use of the term gifted, the authors' conceptualization allows us to maintain a manageable field of study that is based on current theories of cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter explores Shakespeare's observation (1601/1952) that "Some men are born great, some achieve greatness, and some have greatness thrust upon them." Organized around these 3 central perspectives, this chapter explores the developmental process: the biological perspective—why some are born great; the sociological perspective—why some have greatness thrust upon them; and the psychological perspective—why some achieve greatness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is a concept ingrained in our educational vocabulary. We often think of a small, elite group of academically and intellectually bright children, sitting in classrooms, hungry for bookish knowledge. In fact, "giftedness" is a narrow conception of a multifactor phenomenon better described as "talent." This chapter promotes the concept of talent and talent development, first providing some historical background information about the concept of giftedness in American education, including the nature–nurture debate. Next, some of the myths surrounding gifted education are debunked by identifying the failures of the system to recognize and foster talents. Finally, models are presented that explore the development of academic, artistic, vocational, and personal—social talents in schools and that delineate a developmental sequence of talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This study examined the influences of the family environment on the development and realization of scientific giftedness in 130 male high school seniors. The respondents were candidates for a special program of the Israeli Defence Force with excellent school grades in science subjects. The results of a 13-yr follow-up show that better achievements in adulthood were observed in Ss with educated parents and Ss who had grown up in moderate-to-large-sized families. Those Ss recognized as scientifically successful when adults reported an encouraging and well-structured family surrounding, with very little conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

What is genius? How do individuals of exceptional creativity arise, and how do we recognize them? Are there easily identifiable psychosocial or personality traits associated with giftedness? What is the link, often perceived, between intense creativity and madness? By examining the lives and works of exceptional individuals in the context of psychosocial processes, this book attempts to answer some of these questions. Each chapter takes as its example the lives of creative individuals through history. Mozart's precocity, Byron's mania, Shakespeare's plays, the personalities of the great Italian Renaissance painters, and the psychoses of many celebrated creative writers are all explored. The emphasis on well-known historical figures makes this an accessible and fascinating text for all readers who have an interest in the psychology of genius and geniuses, as well as for students and researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

In this book, 35 authors and co-authors from 13 countries outline the dynamics occurring in the families of their countries and explain how they help families cope with change, crises, trauma, and other stressful circumstances. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: publicity materials)

The heart of the chapter is about 2 mathematicians—G. H. Hardy (1877–1947) and Srinivasa Ramanujan (1887–1929)—who alone and in collaboration did important work during the first quarter of this century. The comparison between them makes it possible to look for differences between people who are gifted, talented and make great professional achievements, and those rare self-launched people who defy our definitions and well-worked out assumptions, people who from their earliest years appear so tailor-made for their lives that we need to find other explanations for them. Throughout the chapter, I ask if the comparison between these two men might help us to identify gifted children and assist them in maximizing their potential. In this chapter, I try to show why creativity is a special and relatively rare type of behaviour. It is a way of thinking about problems, and in the broadest sense about oneself. Throughout the development of creativity, there is much exploration of deeply-held values, ideals, and what one can expect of oneself in life. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The primary purpose of this study was to assess certain aspects of the internal structure of the DISCOVER assessment checklist to determine its construct validity. A secondary purpose was to assess gender differences in identifying giftedness using the assessment. The sample of this study consisted of 368 participants from kindergarten, fourth, fifth, and sixth grade levels divided into three subsamples. Participants were from two culturally diverse populations: Navajo Indians and Mexican-Americans. The methodology consisted of correlational analyses and chi-square tests. Separate, but identical analyses were conducted on each subsample. Three questions guided this study: (a) What is the relationship between observers' ratings of participants' problem-solving ability in one activity and their rating of participants in the other activities? (b) What items characterize each of the four rating categories? and (c) What are the gender differences occurring when using the assessment? The results of this study showed low and non significant inter-rating correlations, indicating high discriminant validity of the checklist. Significant, but low to moderately high inter-rating correlations were found between the Storytelling and Storywriting activities across subsamples. R-squared analyses revealed low percentages of variance accounted for, indicating low convergent validity of the checklist. Moreover, a pattern of higher percentages of item checks was found for higher ratings, indicating that observers checked items at a higher frequency rate for participants given higher ratings. Only items characterizing the "Definitely" category were possible to identify because all items represent superior problem-solving skills, thus were mostly checked for participants who demonstrated superior problem-solving processes or products. Items with zero frequencies were identified as well. Chi-square tests for gender by activity revealed significant gender differences in two activities. In Pablo, a significantly higher number of sixth grade boys were rated "Definitely" and in Storytelling, a significantly higher number of fourth and fifth grade girls were rated "Definitely". No significant gender differences were found for any other activity across subsamples. Similarly, no significant overall gender differences were found across subsamples for gifted participants, indicating that equal proportions of males and females are identified through the use of the DISCOVER assessment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Self-esteem has been shown to be positively related to both academic success and success in the adult world. Given the importance of self-esteem, the role of the education system in the development of positive self-esteem is of great concern. Specifically, some researchers have raised questions about the impact of identifying students as "Gifted" or "Learning Disabled" on students' self-esteem. This study explores the impact of giftedness and learning disabilities on the self-esteem of children. In particular, this study focuses on the presence or absence of differences in self-esteem between students identified as gifted and not, as well as students identified as having learning disabilities and not. The existence of differences in self-esteem related to the interaction between gifted and learning disability identification is also investigated. Students labeled as gifted had higher self-esteem scores than their non-gifted peers. This is similar to results found by other researchers. There was also a significant interaction between labeling as gifted and labeling as learning disabled. The school self-esteem scores of the students in this study varied as a function of both their identification as gifted and their identification as learning disabled. Gifted students had the highest school self-esteem, followed by students with learning disabilities. Students identified as both gifted and as having learning disabilities scored third highest, and students identified as neither gifted nor learning disabled had the lowest school self-esteem. Gifted students with learning disabilities identified two categories of self-esteem supports. The first category focuses on their strengths and these students' ability to do some things well. The second category focuses on an understanding of their weaknesses, appropriate attribution of success and failure, and strategies they can use to overcome their disabilities. The results point to a number of areas where school districts can act to support the self-esteem of these students. These include identification of gifted learning disabled students, teachers who understand that students can be both gifted and learning disabled, curricula which include activities that allow students to display their support services so that students may obtain the guidance and support they need to excel. (PsycInfo Database Record (c) 2022 APA, all rights reserved)