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This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter. As will become evident, the goals of past investigations of intelligence have been diverse and ranged from understanding information-processing, sensory, and neurobiological correlates of academic intellectual abilities to studying higher-order reasoning, complex problem solving, giftedness, and the regulation of intelligent behavior in everyday life. In the final section of this chapter, we offer a summary of past research on intelligence in German-speaking countries and discuss possible future investigations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The approach to wisdom proposed here starts with the construct of tacit knowledge about oneself, others, and situational contexts. An advantage of the proposed theory is that it is linked to a theory of intelligence (the triarchic one) at the same time that it makes explicit how wisdom is different from the triarchic (analytical, creative, and practical) aspects of intelligence as they typically are encountered. Although tacit knowledge is acquired within a domain, it more typically applies to a field. The balance theory of wisdom postulates that tacit knowledge underlying practical intelligence is applied to balance intrapersonal, interpersonal, and extrapersonal interests to achieve a balance of the responses to the environmental context of adaptation to, shaping of, and selection of environments in order to achieve a common good. Values mediate how people use their tacit knowledge in balancing interests and responses. In addition, the balance theory suggest a number of sources of developmental and individual differences in wisdom and giftedness. The chapter concludes by discussing both strengths and weaknesses of this theory of giftedness in wisdom. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This study examines the nature of musical precocity and the mechanisms that mediate a "crystallizing experience." Howard Gardner (1983) has made a cogent argument for the inclusion of musical intelligence in the spectrum of human intelligences. He has proposed that this musical ability may evolve in different ways. One of these is the "crystallizing experience," a dramatic event in a person's life that makes manifest inherent giftedness. The crystallizing experience may serve as a useful construct for explaining how certain, talented individuals must commit themselves to an area of giftedness. The present study involved 24 musically precocious boys of middle school age who were asked questions individual and in focus groups regarding the nature of crystallizing experiences. This study of the crystallizing experience revealed important implications for understanding the structure and composition of extraordinary performance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(4), Fal 1984, 153-156. (The following abstract of the original article appeared in record 1985-23870-001.) Argues for the inclusion of creativity as a criterion in the identification of gifted and talented students. The influence of an "anticreativity" national climate on the expression of creativity in children is noted, and the author's experiences in teaching gifted students are discussed. Recommended identification policies and procedures are also presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(1), 11-14. The following abstract of the original article appeared in (see record 1984-27279-001). Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3-5% of the normal curve. The 1st pitfall is the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3-5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 23-31. (The following abstract of the original article appeared in record 1994-03652-001.) Studied 18 high school students (Grades 9-12) who showed creative/productive behavior in the form of first-hand investigations of self-selected topics both in and out of school. A qualitative investigation using triangulation of data methods (document analysis, questionnaires, and a student interview) and sources produced clear patterns and themes among the Ss. Data sources included family background, school environment, and a student's perceptions of his or her project development. Reflecting on experiences in their respective programs for the gifted, Ss revealed insights into the ways they obtained ideas for their projects, how their interest in their investigations was sustained, and what they learned from their efforts. As these activities continue, students gain confidence and expertise on the path to becoming creative/productive adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 32-38. (The following abstract of the original article appeared in record 1994-03661-001.) Investigated the effects of a creative problem solving curriculum on students of varying ability. Ss were 267 middle school students who had previously been designated as gifted, honors, or average. To assess problem solving, treatment (TRT) and comparison Ss responded to a hypothetical problem before and after TRT, with results scored by 2 independent judges for problem fluency, solution fluency, flexibility, originality, and use of criteria. Teachers rated the creativity, ability to work in groups, and potential giftedness of all Ss before and after the treatment. TRT Ss showed the most significant gains in problem-solving ability, with no significant differences among ability levels. Teacher ratings for gifted comparison Ss increased compared to gifted treatment Ss; ratings for TRT honors Ss generally increased. Teacher ratings for average Ss did not change, despite significant increases in the students' problem-solving ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In the context of this chapter, the phenomenon of the extracognitive refers to four interrelated components: specific intellectual feelings, specific intellectual beliefs, specific preferences and intellectual values, and intuitive processes. The following findings are a result of three different directions that our research has taken: the study of the extracognitive phenomenon in the case of Vladimir I. Vernadsky, a famous Russian scientist/genius of Nobel caliber; the study of this phenomenon in three intellectually gifted adolescents; and an investigation of the extracognitive phenomena in Nobel laureates. The chapter first deals with methodological issues related to the use of biographical and autobiographical literature as well as case-study approaches as a means of investigating the psychological underpinnings of gifted, creative, and talented individuals. The next parts present findings regarding the extracognitive phenomena of Vernadsky, gifted adolescents, and Nobel laureates, respectively. The chapter then considers the relationship between the components of the extracognitive, its link to metacognition, and its functions. Finally, the chapter concludes that the extracognitive should be viewed as the highest level of the manifestation of the intellectual and creative potentials of an individual, and consequently, as an important criterion of intellectually creative giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Some aspects of giftedness and creativity cannot be explained by cognitive, developmental, personality, or social approaches considered in isolation. At the intersection of these approaches is something invisible, deeply, hidden, but at the same time very important--the extracognitive facets of high ability. This volume brings together chapters by leading specialists from around the world responsible for much of the current research in this field presenting a wide range of perspectives for understanding exceptional achievement. "High ability" refers to human abilities described by such terms as giftedness, talent, creativity, excellence, genius, child prodigies, exceptional leadership, and wisdom. "Extracognitive factors" refers to phenomena like internally developed standards and subjective norms of intellectually creative behavior; specific intellectual intentions and beliefs that influence exceptional achievements; specific feelings that scientific geniuses and other highly creative individuals say contribute to their advanced development; specific preferences and intellectual values; luck, chance, intuition, and other similar phenomena in extraordinary development and performance; and social, cultural, and historical influences on talent development. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)

In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, one can be gifted without necessarily being talented (as with the case of underachievers), but not vice versa. Several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The basic premise of this article is that the child prodigy is a distinct form of giftedness which must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based in part on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent two distinct evolutionary trends to maximize the likelihood of human survival. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

People of exceptionally high ability remain an extremely important source of cultural innovation and renewal. By "high ability," we mean exceptional human abilities referred to by terms like giftedness, talent, creativity, genius, child prodigies, innovation, and wisdom. Extracognitive facets play an essential role in the development and expression of exceptional achievement. Extracognitive facets are those that go beyond cognition. In other words, they concern those facets of intelligence that are not captured by many traditional accounts of giftedness or expertise. These include various feelings (e.g., feeling of beauty), temperament, and institutional and cultural influences critical to developing high ability. The history of psychology has at least two long-established research traditions that aim to study extracognitive facets in high ability: the study of personality traits associated with high ability (the so-called personality trait approach1 in the psychology of giftedness and creativity) and the investigation of social factors facilitating the development of human talents. We review them briefly here to allow readers to situate our book with regard to these traditions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The relationship of creativity with high-level abilities varies from domain to domain. And just as creative skills often contribute to high-level performances, accomplishment can result from processes and capacities other than creativity. Creativity depends on originality; that is the only facet of creativity on which everyone agrees. Accomplishment and achievement, on the other hand, may reflect other problem-solving skills besides creative problem solving, including some that are more convergent than divergent. Accomplishment also involves persistence, Zeitgeist, and luck, as well as talent. In the remainder of this chapter I focus on creativity, keeping in mind what was just proposed about creativity sometimes being involved in accomplishment, and sometimes interacting with other kinds of abilities, but also recognizing that sometimes creativity is merely potential and unrelated to accomplishment and achievement. This view is consistent with several definitions of giftedness wherein creativity is one aspect of giftedness, and contributes to gifted-level performances, but at the same time can be separated from it. In this chapter I focus even further and explore the extracognitive bases of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 25(3), Sum 1981, 116-118. (The following abstract of the original article appeared in record 1984-25480-001.) Discusses lifetime creative processes focusing on creativity in the mature and retirement years. It is argued that a person in later years has time, greater wealth of experience, more fully developed talents, greater freedom to adopt unorthodox concepts, and a heightened vision of life, which are viewed as assets in the creative process. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Education Quarterly, 1984, Vol 28(4), 157-161. The following abstract of the original article appeared in (see record 1985-23827-001). Argues for the replacement of the current identification/placement paradigm, which is used to assess giftedness and talent in children, with one that focuses more on assessment and education. The separate identification step should be replaced by curriculum-imbedded and curriculum-determinitive processes. Suggestions for increasing the contributions of school psychologists in the assessment phase are outlined, along with the need to develop more individualized adaptive education programs for gifted students. Implications for school district policy are also noted. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

In this reprinted chapter (originally printed in Gifted Child Quarterly, 24[1], 10-14), the author examines the country of Japan as a model in the education of gifted and creative individuals. The following topics outline the discussion: National Climate for Creativity and Giftedness; Creativity in Preschool Education; Rewards for Creative Achievement; and Ability to Use Freedom. Several suggestions as to how the US can counter its national problems of underachievement and the problem of underachievement among gifted and talented children are also provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

How to identify students for participation in programs for the gifted and talented continues to be one of the most widely discussed and debated topics in the field. The fourteen seminal articles from Gifted Child Quarterly in this volume represent a cross-section of research and commentary about key ideas and concepts that attempt to lend both wisdom and clarity to important concerns about identification, and of course, these ideas also relate to the conceptions of giftedness discussed in volume one of the series. Both theoretical and practical relationships exist between the definitions and conceptions of giftedness and talent and issues related to identification. This relationship represents a good point of departure for two of the main issues that should guide all identification processes and which are discussed in varying contexts by the authors of articles about identification. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: introduction)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

After several years of observations, interviews, and reviews of literature, the authors have developed six profiles of gifted and talented children and youth. These profiles help educators and parents to look closely at the feelings, behaviors, and needs of the gifted and talented. Also, tips on identification of each profile are included as well as information on facilitating the gifted and talented in the school and home. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Our most famous resources for the future of our society are human resources. We made an important commitment of scientific talent and financial support about 25 years ago to enhancing the developmental potential of the retarded among us. The progress in this area has been gratifying. A concomitant commitment has not been made to understanding the developmental potential of the gifted among us. The time is past due for that commitment. It is important to draw out the developmental issues related to the gifted and the talented in such a way as to frame productive scientific questions. The model presented in this essay has been used to frame such a set of questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)