HB database
De onderstaande database met verwijzingen naar artikelen over hoogbegaafdheid is samengesteld door Yvonne Cramer. Je kunt de zoekfunctie gebruiken om te zoeken naar relevante publicaties op trefwoorden, en/of de tabel sorteren op bijvoorbeeld het aantal sterren, het publicatiejaar, de definitie van hoogbegaafdheid, of de leeftijd van de onderzochte groep.
Mis je een bepaalde publicatie in deze lijst? Vul het formulier onderaan deze pagina in, dan kijken we of het voldoet aan de voorwaarden om toegevoegd te worden.
Deze database heeft als doel een overzicht te geven van de wetenschappelijke literatuur die relevant is rondom het hebben van een hoog IQ/hoogbegaafdheid. Artikelen worden opgenomen als ze van significante waarde zijn voor het begrijpen van, en het uitbreiden van kennis over, hoogbegaafdheid.
Onderzoeksartikelen in deze database worden op de volgende manier beoordeeld met een aantal sterren:
- Meta-analyses en Systematische Reviews
- Studies van a-selecte groepen – Om 4 sterren te krijgen, moeten studies een steekproef hebben genomen uit de algemene populatie voordat ze bepalen wie tot de “hoogbegaafde” groep behoren. Deze studies kunnen dus iets zeggen over de hele hoogbegaafdenpopulatie. Studies die een breed genoeg “net” hebben uitgegooid bij de voorselectie uit de algemene populatie (zoals het SMPY) krijgen ook deze waardering.
- Studies van selecte groepen, en literatuuroverzichten – Studies van selecte groepen zijn mogelijk niet representatief voor de gehele “hoogbegaafde” populatie, omdat ze een steekproef hebben genomen uit een selecte groep; bijvoorbeeld alleen Mensa-leden, of alleen kinderen die zijn ingeschreven op HB-onderwijs, enz. Literatuuroverzichten op dit niveau kunnen selectief en/of niet-systematisch van aard zijn.
- Enquêtes, kwalitatieve studies en case reports – Deze studies hebben wel echte personen onderzocht, maar hebben dit niet op een voldoende methodologisch verantwoorde manier gedaan om meer sterren te krijgen.
- Meningen van deskundigen / Anders
| Stars | Publication Year | Author | Article Title | Abstract Note | Definition of Gifted | Age | Publication Title | DOI / ISSN / ISBN |
|---|---|---|---|---|---|---|---|---|
| 3 | 1997 | Hansen, Jan B. / Hall, Eleanor G. | Gifted Women and Marriage | This study analyzed the perceived relationship between marriage and achievement among 167 able women, ages 45-65, who were alumnae at the University of Michigan. Women who perceived their husbands as supportive believed they had high potential for achievement, in part, because of the husband's support, the couple's commitment to joint family goals, and willingness to share domestic chores. Women who perceived their husbands as occasionally supportive, felt free to achieve occasionally. These women reported that greater levels of achievement were possible if they confronted their husband through negotiation, or if they developed talents that contributed to the family's income. Women felt they had low potential for achievement if they had an unsupportive spouse or worked sorely for financial gain. | high-achieving | adults | Gifted Child Quarterly | 10.1177/001698629704100406 |
| 2 | 2004 | Fahlman, Shelley A | Perceptions of giftedness among gifted females in emerging adulthood | Those concerned with the achievement of gifted women presume that gifted females understand giftedness in the same manner as professionals and that gifted women believe they are gifted. In this qualitative (grounded theory) study, the experiences of six gifted females between the ages of 18 and 25 were examined in an attempt to understand how they perceive and experience giftedness. It is concluded that alienation or lack of interpersonal support for being gifted is connected to the tendency to perceive giftedness as separate from intelligence and as external, to have unclear life goals, and to find little value in being gifted during the developmental period of ‘emerging adulthood’. On the other hand, strong interpersonal support for being gifted – especially in close relationships – is connected to the tendency to have an internalized sense of giftedness, to perceive giftedness as synonymous with intelligence, to have a clear future direction and to re-evaluate giftedness in emerging adulthood as having importance and value. | iq | adults | Qualitative Research in Psychology | 10.1191/1478088704qp019oa |
| 2 | 2017 | Winterbrook, Christine Ann | Exploring the Lives of Gifted Women | Exploring the Lives of Gifted Women is a narrative collection that shares the lived experience of five diverse gifted women. These women were identified as gifted and talented through a formal psychological evaluation. They were served in gifted programming in elementary and secondary school. This qualitative narrative study revealed the lived personal experience of being a gifted female throughout the lifespan for these five diverse gifted women. The internal gifted characteristics and external influences that affect gifted women’s relationships, social and emotional health, achievement, and overall wellbeing were analyzed. The results of this study also examined the internal and external influences that affect self-efficacy in gifted women. The collection of narratives allowed prominent themes to emerge, such as perfectionism, Imposter Syndrome, and societal pressures that lead to conformity. | unspecified | adults | ||
| 2 | 2002 | Dai, David Yun | Are gifted girls motivationally disadvantaged? Review, reflection, and redirection | Over the past 2 decades, much research on gifted girls has revolved around the issue of whether they, compared to gifted boys, are motivationally disadvantaged in achievement settings. While research and anecdotal evidence seems to support this hypothesis, most recent educational statistics show the closing of the gender gap. In this article, the literature is reviewed and critiqued as to the existence of alleged gender differences, as well as task and social conditions, and putative internal motivational processes that potentially explain these differences. Then, several possible explanations for the apparently conflicting evidence are discussed, and a feminist critique of the gender-differences research and inherent biases and hidden assumptions is presented. In light of emergent evidence and new insights, several research strategies are suggested that can potentially address and redress some of the problems in research efforts to understand what are the motivational issues concerning gifted girls and how to help them achieve their potential in their educational and career development. | other | unspecified | Journal for the Education of the Gifted | 10.4219/jeg-2002-283 |
| 2 | 2009 | Assouline, Susan G. / Nicpon, Megan Foley / Doobay, Alissa | Profoundly Gifted Girls and Autism Spectrum Disorder: A Psychometric Case Study Comparison | A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD. | iq | adolescent | Gifted Child Quarterly | 10.1177/0016986208330565 |
| 3 | 2016 | Hofer, Sarah I. / Stern, Elsbeth | Underachievement in physics: When intelligent girls fail | The present study examined gender-specific physics underachievement to identify highly intelligent students who perform below their intellectual potential in physics. The sample consisted of 316 students (182 girls) from higher secondary school (Gymnasium) in Switzerland (age M=16.25 years, SD=1.12years). In a multiple group latent profile analysis, intellectual potential and physics grades were used to determine gender-specific student profiles. In accordance with prior expectations, a problematic profile of female physics underachievers with high intellectual potential but below-average physics grades was identified. Their math grades and GPA (Grade Point Average), by contrast, were within the normal range, suggesting domain-specific underachievement. The female physics underachievers, moreover, showed a low interest and self-concept in physics compared with the other students, complementing the picture. An independent sample was used to validate the student profiles. In concluding, we discuss implications for physics classrooms and future research. | iq | adolescent | Learning and Individual Differences | 10.1016/j.lindif.2016.08.006 |
| 4 | 2008 | Preckel, Franzis / Zeidner, Moshe / Goetz, Thomas / Schleyer, Esther Jane | Female `big fish` swimming against the tide: The `big-fish-little-pond effect` and gender-ratio in special gifted classes | This study takes a second look at the "big-fish-little-pond effect" (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls' academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys' academic self-concept. | iq | youth-general | Contemporary Educational Psychology | 10.1016/j.cedpsych.2006.08.001 |
| 3 | 1999 | Holliday, Gregory A. / Koller, James R. / Thomas, Carol D. | Post-High School Outcomes of High IQ Adults with Learning Disabilities | This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learning-disability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics. | iq | adults | Journal for the Education of the Gifted | 10.1177/016235329902200303 |
| 1 | 2002 | Reis, Sally M. | Internal Barriers, Personal Issues, and Decisions Faced by Gifted and Talented Females | No Abstract available | unspecified | adults | Gifted Child Today | 10.4219/gct-2002-50 |
| 2 | 1998 | Bizzari, Janice C. | An intergenerational study of three gifted women: Obstacles and challenges confronting women of high potential | This intergenerational, narrative study focused upon obstacles and challenges confronting three gifted women in three generations in the same family. The investigation involved educational and career choices, personal aspirations of achievement and success, education, decision making, and quality of life satisfaction of these three women. Semi‐structured interviews were used as the primary source of data. Generalizations were derived from major themes and categories and were constructed based upon the constant‐comparative analyses of data and case study methodologies. Findings include the importance of the following to gifted women: role models, education, personal satisfaction, decision making, being good, attributes of work, and double messages. Issues that interfered with reaching full potential were: providing for basic needs of family, children, work, and others; the role of personal satisfaction as a quality of life; and the ability to accommodate wants, needs, and expectations of others. | unspecified | adults | Roeper Review | 10.1080/02783199809553941 |
| 2 | 2017 | Grooff, Nick | The Innovative Work Behaviour of Gifted Adults. A Multiple Case Study. | Strong similarities are present between the personal and environmental factors of innovative work behaviour and the characteristics and workplace expectations of gifted employees. A conceptual framework was constructed containing the features of innovative work behaviour, the personal characteristics of gifted employees and environmental factors; propositions were formulated about the relationships between these factors. The model was tested using qualitative data from interviews and documents discussing six gifted adults in various jobs and industries, their innovative work behaviour, their work environment and the proposed relationships. Based on this study gifted people like to innovate, and their intelligence and rapid, complex thinking may add value to all phases of the innovation process. Team climate and leadership guidance and support are major environmental influences. The strategies that gifted people use to influence their environment vary. Social abilities and the will to develop them enhance collaboration and innovative success. Further research can be conducted into the specifics of the proposed relationships, the development of measures of giftedness and the actual observation of innovative behaviour. Future studies can also experiment with the strategies that seem most successful. Recommendations for gifted adults, their managers, HR-professionals, governments and policymakers are enumerated. | other | adults | ||
| 3 | 2006 | Siekanska, Malgorzata / Sekowski, Andrzej E | Job satisfaction and temperament structure of gifted people | This article focuses on the problems of adults who in secondary school were high ability learners. The main point of interest of the research presented here is job satisfaction among gifted people and their temperament structure. The authors are interested whether there exist correlations between the investigated variables both in the entire group of gifted individuals as well as in the subgroup of those gifted in the humanities and in the control group. The research results show that between the group of gifted people and the control group there appear significant differences in vigorousness (VG) and activity (AC). The studied groups differ as to the kind and extent of the fulfilment of expectations concerning professional career. Gifted individuals, in comparison to the control group, are more satisfied with their jobs. | high-achieving | adults | High Ability Studies | 10.1080/13598130600947127 |
| 2 | 1990 | Naugle, Richard I. / Cullum, C. Munro / Bigler, Erin D. | Evaluation of intellectual and memory function among dementia patients who were intellectually superior | The number of older individuals in the population continues to steadily increase, yet many neuropsychological measures fail to include adequate normative standards for the elderly. This lack of normative data tends not to be a serious problem for the interpretation of results that clearly and unequivocally suggest cognitive deterioration. However, individuals who were high functioning premorbidly may present with intellectual and memory abilities in the average range or higher despite some deterioration of function. Diagnosing an incipient dementing process in such patients can prove to be difficult. The interpretation of neuropsychological examination results within the average range presently requires drawing conclusions on the basis of a thorough understanding of the differential rates at which various cognitive functions may be expected to decline with normal aging versus dementing processes. The development of more comprehensive normative databases and the elucidation of neuropsychological correlates of “normal” aging constitute two of the most important and challenging tasks for the field of neuropsychology. | iq | seniors | Clinical Neuropsychologist | 10.1080/13854049008401830 |
| 4 | 2017 | Rommelse, Nanda / Antshel, Kevin / Smeets, Stijn / Greven, Corina / Hoogeveen, Lianne / Faraone, Stephen V. / Hartman, Catharina A. | High intelligence and the risk of ADHD and other psychopathology | Background High intelligence may be associated with positive (adaptive, desired) outcomes, but may also come with disadvantages. Aims To contribute empirically to the debate concerning whether a trade-off in IQ scores exists in relation to attention-deficit hyperactivity disorder (ADHD) and related problems, suggesting that high intelligence – like low intelligence – increases the risk of ADHD. Method Curves of the relation between IQ score and ADHD problems were fitted to questionnaire data (parent, teacher, self-report) in a population-based study of 2221 children and adolescents aged 10–12 years. Externalising and internalising problems were included for comparison purposes. Results Higher IQ score was most strongly related to fewer attention problems, with more rater discrepancy in the high v. average IQ range. Attention problems – but only minimally hyperactivity/impulsivity problems – predicted functional impairment at school, also in the higher IQ range. Conclusions Attention problems in highly intelligent children are exceptional and affect school performance; they are therefore a reason for clinical concern. | iq | children | The British Journal of Psychiatry | 10.1192/bjp.bp.116.184382 |
| 3 | 2011 | Kooijman, Joyce | Executieve functies en hoogbegaafde kinderen: Een kijk op inhibitie | De aanleiding voor dit onderzoek is het feit dat hoogbegaafde kinderen in het huidige onderwijs vaak niet tot hun recht komen. Een hoge intelligentie gaat geregeld hand in hand met de vaak onterechte assumptie dat andere vaardigheden evenredig ontwikkeld zijn. Hierdoor ontstaan irreële verwachtingspatronen en worden niet passende eisen gesteld aan deze kinderen. Zo ook geldt dit voor executieve functies, met alle gevolgen van dien. In dit onderzoek wordt één van de belangrijkste executieve functies, inhibitie, onder de loep genomen. Onderzocht wordt of de inhiberende vaardigheden van hoogbegaafde en normaal begaafde kinderen verschillen. Hierbij wordt onderscheid gemaakt tussen hot en cool inhibitie en inhibitie in alledaagse situaties. In totaal participeerden 192 kinderen, waarvan 137 normaal begaafd en 55 hoogbegaafd. Oudervragenlijsten, een vragenlijst voor zelfrapportage en een vijftal computertaken zijn afgenomen om de executieve functies in kaart te brengen. Na analyse bleek er geen verschil in zowel hot inhiberende vaardigheden als inhibitie in alledaagse situaties te zijn tussen normaal begaafde en hoogbegaafde kinderen. Bij cool inhibitie kwam wel een significant verschil naar voren tussen de twee groepen. Er kan onderscheid gemaakt worden tussen het inhiberend vermogen van normaal begaafde en hoogbegaafde kinderen, maar enkel wanneer het contextloze situaties betreft waarbij geen emoties betrokken zijn. Het resultaat is echter niet eenduidig; als een beroep gedaan wordt op het inhiberend vermogen zijn hoogbegaafde kinderen sneller dan normaalbegaafde kinderen, maar ze zijn daarbij wel iets minder nauwkeurig. In contextrijke situaties, zoals bij hot inhibitie en alledaagse situaties, zijn normaal begaafde en hoogbegaafde kinderen gelijk. | iq | children | ||
| 3 | 2015 | Perković Krijan, Ivana / Borić, Edita | Teachers’ Attitudes Towards Gifted Students and Differences in Attitudes Regarding the Years of Teaching | Attitudes help us understand teachers’ relationship towards gifted students and they influence teachers’ practice, which can eventually determine the development of the gifted. The aim of this study was to examine the teachers' attitudes towards gifted students and some forms of work with gifted children in school, such as acceleration and ability grouping; as well as to determine whether teachers differ in their attitudes depending on the years of experience. The study was conducted on a sample of 209 class teachers in the area of Brod-Posavina county. The results showed that primary school teachers have positive attitudes towards the needs, support and social value of gifted students but express ambivalent attitudes towards the acceleration, ability grouping and concern that the special treatment of the gifted could have negative consequences. Statistically significant differences were established for certain statements among teachers depending on their years of teaching. | unspecified | youth-general | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje | 10.15516/cje.v17i0.1490 |
| 3 | 2007 | Arffa, S | The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth | This study explores the relationship of intelligence to the Wisconsin Card Sorting Test, Stroop Color-Word Test, Oral Word Fluency Test, Design Fluency Test, Trail Making Test, contrasted with Rey Complex Figure Test, Rey Auditory Verbal Learning Test, Wide Range Achievement Test, and Underlining Test in average, above average and gifted children. Full-Scale IQ was significantly related to Wisconsin Card Sort Perseverative and Non-Perseverative Errors, Stroop Color-Word Test, Color-Word condition, Controlled Oral Word Fluency, Design Fluency, Rey Complex Figure, and Underlining conditions but not Trails or Rey Auditory Verbal Learning Test. MANCOVA's show gifted children outperformed other children on the executive but not the non-executive tests. Finally, the nature of the neuropsychological/IQ relationship was explored by further analyses. | iq | children | Archives of Clinical Neuropsychology | 10.1016/j.acn.2007.08.001 |
| 3 | 2014 | van den Berg, A. S. | De relatie tussen cognitieve kenmerken en onderwijsbehoeften van hoogbegaafde leerlingen | In this experimental research is examined whether there is a relationship between the quality of the working memory and the degree of creativity of gifted students with their educational needs. For this research are used the Guilford’s Alternative Uses Test (GAUT), the Sentence Span Measure (SSM) and an interview for 56 pupils from nine different elementary schools in the Netherlands. The pupils were in grade 6, 7 and 8 and the average age was 10.3 years. Through correlational analysis, cluster analysis and variance analysis is determined that there are, accept of one small relationship between the SSM and fluency on the GAUT, no significant relationships between the quality of the working memory and the degree of creativity of gifted students with their educational needs. The answers of the pupils at the interview are qualitatively analysed; in the conclusion some practical recommendations for education are done as a result of this analysis. | unspecified | children | ||
| 3 | 2012 | Schoevers, Marieke | Hot en Cool Executieve Functies en Mate van Zelfcontrole bij Hoogbegaafde Kinderen | In deze studie zijn een aantal executieve functies (EF) getest van 137 normaalbegaafde (NB) en 54 hoogbegaafde (HB) kinderen. Specifiek zijn de hot en cool inhibitiecontrole onderzocht met een gecomputeriseerd test batterij (Amsterdamse Neuropsychologische Taken). Hiervan zijn de Delay Frustration (DF) taak en de Shifting Attentional Set-Visual (SSV) taak afgenomen. De Social Skills Rating System (SSRS) is ingevuld door ouders en de zelfcontroleschaal van deze vragenlijst is geanalyseerd. Univariate variantieanalyses zijn uitgevoerd om het verschil in hot en cool inhibitiecontrole en zelfcontrole te meten tussen NB en HB kinderen. Partiële correlaties zijn gedaan om de samenhang tussen hot en cool inhibitiecontrole en zelfcontrole te meten. HB kinderen drukten significant vaker dan NB kinderen op de knop bij de DF taak. Geen verschil is gevonden in de duur van de drukknopresponsen. Op de zelfcontroleschaal scoorden HB kinderen significant lager dan de NB kinderen. HB kinderen reageren sneller op de cool inhibitie taak en maken, met name wanneer prepotent responsen geïnhibeerd moeten, worden minder fouten dan NB kinderen. De conclusie is dat HB een betere cool inhibitiecontrole, een zwakkere hot inhibitiecontrole en tevens lagere zelfcontrole hebben dan NB kinderen | iq | children | ||
| 3 | 2017 | Gates, Jillian C. / Gentry, Marcia | Can Giftedness be Misdiagnosed as Attention Deficit Hyperactive Disorder? Empirical Evidence | To investigate whether giftedness might be misdiagnosed as ADHD, 71 gifted adolescents attending a summer residential camp were administered the Conners’ ADHD/DSM-IV Scales – Adolescent (Conners, 1997) and the Overexcitabilities Questionnaire – Two (OEQ-II, Falk et al., 1999). This sample yielded clinically significant scores at a rate more frequent than the national average of three to seven percent. Fifty-six percent of the adolescents in this sample scored in this range for the ADHD-Inattentive subscale, 52% for the ADHD-Hyperactive subscale, and 49% for the ADHD-Combined subscale. Additionally, the OEQII Psychomotor OE and the ADHD-Hyperactive subscales were significantly correlated at r=.516, p<.05 with item overlap across all ten items of the Psychomotor OE and 8 of the 9 ADHD-H subscale items. These data indicate that there is a possibility that misdiagnosis may occur in a gifted population. | other | adolescent | ||
| 3 | 1984 | Stokes, James M. / Leary, Mark R. | Evaluations of Others' Decisions by Intellectually Gifted and Average Children: Effects of Decision Consequences and Decentering Prompts | This study investigated the effects of decentering prompts on the tendency for intellectually gifted and average children to base their evaluations of an individual upon the negative consequences of the individual's behavior. Eighty gifted and average children, ages 7-10, were read scenarios in which a child makes a seemingly reasonable decision that produced mild, severe, or no consequences. Half of the subjects were prompted to think about what the child in the story knew at the time the decision was made, whereas the others were not. When they were not prompted to decenter, both gifted and average children evaluated the child more negatively when they thought negative consequences had resulted from his or her behavior, replicating previous research. When they were prompted, gifted subjects disregarded consequence information when making their judgments, whereas average children continued to base their evaluations on behavioral consequences. | iq | children | Personality and Social Psychology Bulletin | 10.1177/0146167284104009 |
| 3 | 1985 | Rost, Detlef H. / Albrecht, Helfried T. | Expensive Homes Clever Children?: On the Relationship between Giftedness and Housing Quality | Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs | other | youth-general | School Psychology International | 10.1177/0143034385061002 |
| 2 | 2017 | Barbier, Katelijne | Faciliterende en belemmerende factoren voor schools presteren bij hoogbegaafde leerlingen van de eerste graad secundair onderwijs. | Met de opkomst van onderzoek over hoogbegaafdheid werd het probleem van onderpresteren eveneens aangekaart. In 2005 ontwierpen Siegle en McCoach het Achievement Orientation Model (AOM). Dit model geeft de verschillende aspecten weer die bepalen of een leerling goed presteert of niet goed presteert. In deze masterproef wordt er aan de hand van dit model nagegaan wat de faciliterende en belemmerende factoren zijn voor het presteren op school. Er wordt gekozen voor kwalitatief onderzoek. We willen een diepgaand antwoord op de onderzoeksvraag, waarbij de percepties van de leerlingen centraal staan. Dat ontbreekt soms in voorgaand (kwantitatief) onderzoek omtrent het AOM. Men kan deze masterproef dan ook beschouwen als een aanvulling op bestaande kwantitatieve studies. In het onderzoek namen twee scholen en zes respondenten uit het eerste en tweede jaar secundair onderwijs deel, waarvan drie hoogbegaafde leerlingen die goed presteren en drie hoogbegaafde leerlingen die onder hun vermogen presteren. Aan de hand van semigestructureerde interviews werd er gepeild naar hun belevingen en ervaringen omtrent motivatie en presteren op school. In de analyse werd ervoor gekozen om eerst in te gaan op de verschillende casussen. Op die manier kreeg men een beter zicht op wie de respondenten waren en wat zij als faciliterend of belemmerend beschouwden met betrekking tot hun prestaties op school. In een tweede fase werd er een analyse gemaakt over de verschillende casussen heen: de verticale analyse. Omdat elk onderdeel van het AOM werd bevraagd in het interview, werden de belevingen van de respondenten getoetst aan de verschillende thema’s van dit model. Op drie thema’s (die frequent naar voor kwamen in het onderzoek) wordt dieper ingegaan: de rol van school en meer specifiek de interactie tussen leerkracht en leerling, de wijze waarop zelfregulatie samenhangt met de rest van het model en tot slot ook de overgang van lager onderwijs naar secundair onderwijs. In het hoofdstuk 3: ‘resultaten’ en ook in de conclusie kan men de concrete bevindingen nalezen van elk thema. Uit het onderzoek blijkt dat het samenspel tussen de verschillende elementen van het AOM bepalend zijn voor het onderpresteren of goed presteren. Het analyseren van de verschillende elementen apart is nuttig, maar het is pas wanneer men het geheel bekijkt, dat blijkt dat er verschillende redenen zijn waarom iemand onderpresteert (meestal door een gebrek aan bepaalde factoren). Tot slot kan het lager onderwijs, dat momenteel dienstdoet als ‘voorbereiding’ op het secundair onderwijs, ook als inspiratiebron gebruikt worden voor het secundair onderwijs. Uit gesprekken met de respondenten (van het secundair onderwijs) blijkt het lager onderwijs in bepaalde gevallen beter te kunnen inspelen op de noden van de leerlingen in vergelijking met het secundair onderwijs. | other | adolescent | ||
| 3 | 1984 | Kontos, Susan / Swanson, H. Lee / Frazer, Connell T. | Memory-Metamemory Connection in Intellectually Gifted and Normal Children | Very little is known about the differences in cognitive processing between gifted and normal children. One theory ( 3 ) suggests that gifted children will exhibit better memory and more knowledge about memory (metamemory) than normal children. In the present study, differences becween gifted and normal children in memory performance and knowledge were examined. | iq | adolescent | Psychological Reports | 10.2466/pr0.1984.54.3.930 |
| 3 | 1991 | Kerr, Barbara / Erb, Cheryl | Career counseling with academically talented students: Effects of a value-based intervention. | Two studies were conducted to assess the impact of a persuasive, value-based career counseling intervention on the development of purpose and identity in multipotential college students. In the 1st study, a simple pretest–posttest evaluation, 41 students who received the intervention showed significant gains in the development of purpose and identity. Students who experienced the intervention in the 2nd study, a quasi-experimental design, gained significantly more than a control group in the development of identity but were similar to controls in their development of purpose. | high-achieving | adults | Journal of Counseling Psychology | 10.1037/0022-0167.38.3.309 |
| 3 | 1987 | Whorton, James E. / Karnes, Frances A. | Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students | Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed. | iq | youth-general | Perceptual and Motor Skills | 10.2466/pms.1987.64.2.461 |
| 3 | 2011 | Smith, Beverley R. | Gifted Students' Perceptions of High School Transition | The overarching purpose of this study is to consider the perceptional differences of gifted middle school students as they transition from middle school into high school. The first of the three-fold purpose of this study is to establish patterns of high school academic program choices created by gifted middle school students who have been served in one of two middle school gifted service options in a large, suburban school district. Second, this study will examine the differences in the perceptions of the gifted students’ chosen high school program’s academic, organizational, and social constructs prior to the transition and after they transition into high school. | other | adolescent | ||
| 4 | 2001 | Zuo, Li / Cramond, Bonnie | An Examination of Terman's Gifted Children From the Theory of Identity | Employing Erikson's identity theory within Marcia's operational framework, the association between identity formation and adult achievement was examined in a subset of gifted individuals from Termnan's longitudinal study. Terman's most successful A group and the least successful C group were compared with respect to their identity formation. Significant relationships were found between identity formation and occupational success at the data points under study. The successful As were found to be mostly Identity Achievers, whereas the unsuccessful Cs were miore likely Identity Diffusers. The explanation power of Erikson's identity theory for varied achievement in adulthood calls for attention to identity research in gifted education. | iq | youth-general | Gifted Child Quarterly | 10.1177/001698620104500403 |
| 1 | 2011 | Walker, Cheryl L. / Shore, Bruce M. | Theory of mind and giftedness: New connections | The social and cognitive phenomena associated with theory of mind (ToM) and research on the social and cognitive qualities of giftedness have not been sufficiently connected. The common focus areas for ToM researchers (e.g., false-belief understanding, deception, and autism) should be of interest to gifted education research because these are interesting conceptualizations that could be helpful in better understanding gifted children's social interactions and friendships, and provide some guidance in classroom grouping. Except in a few studies, for example of perspective taking, ToM research has not studied identified gifted children. Perhaps this is because giftedness is usually formally assessed after the developmental periods at which it is typically studied. Including gifted children (academically, creatively, or otherwise) might help broaden the understanding of ToM variables and ensure that the key tasks do not have ceiling effects. | other | youth-general | Journal for the Education of the Gifted | 10.1177/016235321103400406 |
| 5 | 2014 | Winkler, Daniel Lawrence | Giftedness and overexcitability: Investigating the evidence | Many scholars of gifted education have often argued and believed that gifted individuals are neurologically overexcitable while non-gifted persons are not (Chang & Kuo, 2013; Harrison & Haneghan, 2011; Piechowski, 1979, 2006; Silverman, 2000a; Siu, 2010; Tieso, 2007a). This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware. Some scholars have suggested that this significant degree of overexcitability may even mean that gifted persons are morally superior to non-gifted persons (Silverman, 1994). Over the past thirty years, this relationship between overexcitability (OE) and giftedness has become increasingly popular, as many websites, textbooks, and researchers have asserted it as true. These resources have also advocated a particular treatment and understanding of gifted persons due to their overexcitable nature. Recently, however, some scholars have questioned the validity of the giftednessoverexcitability relationship (Mendaglio, 2002; Pyrt, 2008; Tillier, 2009a). So, while the past thirty years have seen a rise in the perception that gifted persons are overexcitable (Silverman, 2008), these scholars have contended that there is actually little empirical data demonstrating this relationship (Mendaglio; Pyrt; Tillier). Using a systematic review of studies that compared gifted and non-gifted samples’ OE scores, this dissertation attempted to provide some clarity to this burgeoning debate. This process involved a research synthesis that used a priori established criteria to identify, describe, and evaluate the findings and methodologies of a body of literature’s most rigorously conducted studies (Petticrew, 2001). The evaluation phase of the systematic review included both qualitative and quantitative techniques. These findings revealed that it is unclear that gifted individuals are significantly more overexcitable than non-gifted individuals. Consequently, researchers, practitioners, and gifted persons themselves should reconsider the relationship between giftedness and overexcitability. | other | unspecified | ||
| 4 | 2014 | Zettergren, Peter / Bergman, Lars R. | Adolescents With High IQ and Their Adjustment in Adolescence and Midlife | The psychological and social adjustment of high-IQ adolescents (top 10%) were studied for a Swedish cohort born in 1955 (N = 1,326 with IQ data). The focus was on comparing high-IQ adolescents to adolescents of average IQ with regard to their adjustment in adolescence and 30 years later in midlife. The research design enabled us also to study linear and nonlinear relationships of high IQ to adjustment. In adolescence, those with high IQ had better adjustment than those of average IQ in most studied adjustment areas, most strongly so for school achievement, capacity to concentrate, and absence of unhappiness. Data from official records showed that higher IQ was related to less alcohol, criminal, and mental problems in childhood and young adulthood. In midlife, the adjustment differences between those of high IQ and those of average IQ were usually nonsignificant, but for some adjustment indicators, adjustment was moderately worse for the high-IQ group, for instance in global life satisfaction and in satisfaction with friend relations. Controlling for school achievement absorbed almost all significant IQ-adjustment associations, which supports the idea of school achievement as a mediator between IQ and adjustment. | iq | adolescent | Research in Human Development | 10.1080/15427609.2014.936182 |
| 3 | 2002 | Watkins, Marley W. / Greenawalt, Chris G. / Marcell, Catherine M. | Factor Structure of the Wechsler Intelligence Scale for Children–Third Edition among Gifted Students | Factor analysis was applied to the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) scores of 505 gifted students to evaluate the construct validity of the WISC-III with this population. Multiple criteria were used to determine the number of factors to retain for principal axis extraction. A two-factor solution that roughly mirrored the verbal comprehension and perceptual organization factors of the WISC-III normative sample appeared to be most supportable. Arithmetic, Picture Arrangement, and Coding subtests failed to contribute to this solution. These results are consistent with the hypothesis that subtests that emphasize speed of responding are not valid for gifted children and suggest that an alternative WISC-III composite score, the General Ability Index, may be a better summary of ability for gifted students | iq | children | Educational and Psychological Measurement | 10.1177/0013164402062001011 |
| 4 | 2011 | Wai, Jonathan / Putallaz, Martha | The Flynn effect puzzle: A 30-year examination from the right tail of the ability distribution provides some missing pieces | The Flynn effect is the rise in IQ scores across the last eighty or more years documented in the general distribution of both industrialized and developing nations primarily on tests that require problem solving and non-verbal reasoning. However, whether the effect extends to the right tail (i.e., the top 5% of ability) remains unknown. The present study uses roughly 1.7 million scores of 7th-grade students on the SAT and ACT as well as scores of 5th- and 6th-grade students on the EXPLORE from 1981 to 2010 to investigate whether the effect operates in the right tail. The effect was found in the top 5% at a rate similar to the general distribution, providing evidence for the first time that the entire curve is likely increasing at a constant rate. The effect was also found for females as well as males, appears to still be continuing, is primarily concentrated on the mathematics subtests of the SAT, ACT, and EXPLORE, and operates similarly for both 5th and 6th as well as 7th graders in the right tail. These findings help clarify the nature of the effect and may suggest ways that potential causes can now be more meaningfully offered and evaluated. | iq | adolescent | Intelligence | 10.1016/j.intell.2011.07.006 |
| 4 | 2010 | Wai, Jonathan / Lubinski, David / Benbow, Camilla P. / Steiger, James H. | Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. | Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores ≥ 500 (top 0.5%) on the math section of the Scholastic Assessment Test; subsequently, their developmental trajectories were studied over 25 years. Particular attention was paid to high-level STEM accomplishments with low base rates in the general population (STEM PhDs, STEM publications, STEM tenure, STEM patents, and STEM occupations). Study 2 retrospectively profiled the adolescent advanced/enriched educational experiences of 714 top STEM graduate students (mean age = 25), and related these experiences to their STEM accomplishments up to age 35. In both longitudinal studies, those with notable STEM accomplishments manifested past histories involving a richer density of advanced precollegiate educational opportunities in STEM (a higher “STEM dose”) than less highly achieving members of their respective cohorts. While both studies are quasi-experimental, they suggest that for mathematically talented and academically motivated young adolescents, STEM accomplishments are facilitated by a rich mix of precollegiate STEM educational opportunities that are designed to be intellectually challenging, even for students at precocious developmental levels. These opportunities appear to be uniformly important for both sexes | iq | adults | Journal of Educational Psychology | 10.1037/a0019454 |
| 4 | 1999 | Holahan, Carole K. / Holahan, Charles J. | Being Labeled as Gifted, Self-Appraisal, and Psychological Well-Being: A Life Span Developmental Perspective | This study examined the relation of being labeled as intellectually gifted to a midlife appraisal of having lived up to one's abilities and to psychological well-being at age eighty. Participants in the study were 399 individuals in the Terman Study of the Gifted who were between the ages of seventy-five and eighty-four in 1992. A proxy index of Terman Study membership was derived from participants' self-report during their mid-twenties of the age at which they first learned that they were members of the Terman Study. Learning at a younger age of membership in a study of intellectual giftedness was related to less likelihood of believing that one had lived up to one's intellectual abilities at midlife and to less favorable psychological well-being at age eighty. Results are discussed in terms of the possible implications of being labeled as gifted for the formation of unrealistic expectations about achievement. | iq | seniors | The International Journal of Aging and Human Development | 10.2190/CLU1-DEUK-XAFB-7HYJ |
| 3 | 2015 | Hertzog, Nancy B. / Chung, Rachel U. | Outcomes for Students on a Fast Track to College: Early College Entrance Programs at the University of Washington | Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to the uniqueness of the participants and the programs, there currently exists a significant gap in the literature associated with the long-term impact of early university entrance programs. This article shares specifics of the early entrance programs and reports the preliminary results of the 35th-year follow-up study of the Early Entrance Program and the first alumni study of the UW Academy for Young Scholars. Findings relate to graduates’ personal, academic, and professional lives since they graduated from the university. | high-achieving | adults | Roeper Review | 10.1080/02783193.2014.976324 |
| 3 | 2010 | Perrone, Kristin M. / Wright, Stephen L. / Ksiazak, Tracy M. / Crane, Amy L. / Vannatter, Aarika | Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes | The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided. | high-achieving | adults | Roeper Review | 10.1080/02783191003587918 |
| 3 | 1983 | Janos, Paul M. | The Psychological Vulnerabilities of Children of Very Superior Intellectual Ability | No Abstract available | iq | children | ||
| 3 | 2002 | Peterson, Jean Sunde | A Longitudinal Study of Post-High-School Development in Gifted Individuals at Risk for Poor Educational Outcomes | Fourteen gifted late adolescents, considered at risk for poor educational outcomes because of underachievement, depression, or family situation, participated in a 4-year qualitative longitudinal study focusing on 4 developmental tasks: gaining autonomy, becoming differentiated, establishing career direction, and developing a mature relationship. The process of resolving conflict with parents generated the largest portion of narrative data. The majority of participants still lacked direction and a mature relationship at the end of the study, but most respondents had resolved conflict, felt autonomous, and reported good emotional health. Multiple task accomplishments were associated with being able to concentrate on academics. | other | adolescent | Journal of Secondary Gifted Education | 10.4219/jsge-2002-384 |
| 1 | 1991 | Roeper, Annemarie | Gifted Adults: their Characteristics and Emotions | No Abstract available | unspecified | adults | Advanced Development Journal | |
| 3 | 1995 | Miller, Nancy B. / Silverman, Linda Kreger / Falk, R. Frank | Emotional development, intellectual ability, and gender | Dabrowski's Theory of Emotional Development provides the framework for investigating the dynamic interplay of emotion and cognition in the personality development of a group of intellectually gifted adults and a group of graduate students. When the gifted adults were compared to the graduate students on developmental potential, as measured by their over-excitability scores, the gifted subjects showed substantially greater potential for emotional development; but when actual level of development was compared, no significant differences between the two groups were found. Gender differences were discovered in areas related to traditional gender-role socialization—women scored higher on emotional potential and level of emotional development while men were higher on intellectual potential. In support of Dabrowski's theoretical position, emotional, intellectual, and imaginational intensity significantly predicted level of development. | other | adults | Talents and Gifts | 10.1177/016235329401800103 |
| 3 | 1989 | Silverman, Linda Kreger / Kearney, Kathi | Parents of the Extraordinarily Gifted | This article provides descriptive data on families of 38 children who scored above 170 IQ on the Stanford-Binet L-M. The families participated in one of two support groups that were formed in Maine and Colorado for parents of exceptionally gifted children. A brief description of the children is presented, followed by a description of the parents: their socioeconomic status, occupations, education, interests, family values, and evidence of giftedness. The remainder of the article describes the impact of the extraordinarily gifted child on family life and the specific issues these families face. | iq | children | Advanced Development Journal | |
| 2 | 2015 | Bouwman, Marlies / Geertsma, Mieke | Ongekend Intelligent - de Sociale en Emotionele Behoeften van Hoogbegaafde Senioren | Commissioned by the Instituut Hoogbegaafdheid Volwassenen (IHBV) a descriptive study was done on the social- and emotional needs of gifted elderly in the Netherlands. The IHBV has found that there is hardly any literature on this group to be found and that there are gifted elderly who do not live up to their full potential in society. Therefore, the purpose of this study was to provide advice to the IHBV on how to respond to the needs of gifted elderly in the Netherlands so they can flourish in society. To map out these needs, use was made of available literature, interviews and a digital questionnaire. The sample consisted of members of Vereniging Mensa, an international organization for highly intelligent people, with an age of sixty and over. The participants were indirectly contacted through messages in the LinkedIn group and via a monthly group mail from Verenging Mensa. The literature showed that participation in society, self- development and social network are important social- and emotional factors for gifted elderly. These issues are therefore included in the survey. Before conducting this survey, it was verified by doing interviews with five gifted elderly. These interviews showed that gifted elderly have a strong need for acquiring knowledge. In addition they do not always connect with peers and sometimes run into incomprehension from society. These findings are therefore included in the survey to make it more suitable to the target audience. In order to map the social- and emotional needs of gifted elderly in the Netherlands, a national survey was spreaded and analyzed. A total of 100 respondents completed the survey. The majority indicated that they are satisfied with their own voluntary contributions to society. In addition, a majority also feels that they could do more for society. It is also notable that 86% of the gifted senior wants to develop themselves in various areas and that a large majority has a need for acquiring more knowledge. The majority of the gifted elderly seem to experience a moderate loneliness. These findings showed no differences between men and women. To conclude, it seems that gifted elderly have a desire be of more use for society. They are satisfied with their own voluntary contributions to society but feel that they could contribute more. In addition it has been shown that gifted elderly have a great need for self-development. This need for self-development is reflected in a wide range of areas. Finally, it can be concluded that gifted elderly experience a discrepancy between what they want from interpersonal relationships and what they experience in this area. It is recommended to spread information about gifted elderly so awareness and understanding of the target audience in society will expand. Self-development within nursing homes should be encouraged. There should also be more study opportunities for gifted elderly, like offering courses that are appropriate to their intellectual level. Finally, there should be more opportunities to make use of the skills and knowledge of the gifted elderly could. In further elaboration of these recommendations an appeal could possibly be made on gifted elderly and/or Applied Psychology students. | iq | seniors | ||
| 2 | 1998 | Ruf, Deborah L. | Environmental, Familial, And Personal Factors That Affect The Self-Actualization of Highly Gifted Adults: Case Studies | No Abstract available | iq | adults | ||
| 4 | 2016 | Spain, S L / Pedroso, I / Kadeva, N / Miller, M B / Iacono, W G / McGue, M / Stergiakouli, E / Smith, G D / Putallaz, M / Lubinski, D / Meaburn, E L / Plomin, R / Simpson, M A | A genome-wide analysis of putative functional and exonic variation associated with extremely high intelligence | Although individual differences in intelligence (general cognitive ability) are highly heritable, molecular genetic analyses to date have had limited success in identifying specific loci responsible for its heritability. This study is the first to investigate exome variation in individuals of extremely high intelligence. Under the quantitative genetic model, sampling from the high extreme of the distribution should provide increased power to detect associations. We therefore performed a case–control association analysis with 1409 individuals drawn from the top 0.0003 (IQ >170) of the population distribution of intelligence and 3253 unselected population-based controls. Our analysis focused on putative functional exonic variants assayed on the Illumina HumanExome BeadChip. We did not observe any individual protein-altering variants that are reproducibly associated with extremely high intelligence and within the entire distribution of intelligence. Moreover, no significant associations were found for multiple rare alleles within individual genes. However, analyses using genome-wide similarity between unrelated individuals (genome-wide complex trait analysis) indicate that the genotyped functional protein-altering variation yields a heritability estimate of 17.4% (s.e. 1.7%) based on a liability model. In addition, investigation of nominally significant associations revealed fewer rare alleles associated with extremely high intelligence than would be expected under the null hypothesis. This observation is consistent with the hypothesis that rare functional alleles are more frequently detrimental than beneficial to intelligence. | iq | unspecified | Molecular Psychiatry | 10.1038/mp.2015.145 |
| 4 | 1979 | Siegler, I. C. / Botwinick, J. | A Long-Term Longitudinal Study of Intellectual Ability of Older Adults: The Matter of Selective Subject Attrition | Two hundred and forty-six subjects aged 60 to 94 were tested with the WAIS at test session 1, the start of a longitudinal study which lasted approximately 20 years. The subject attrition from the first session to the last (session No. 11) was progressive and selective, leaving mainly the intellectually superior ones in the study. Two facts appeared particularly important: One, little intellectual decline was seen in these superior subjects until very late in life. Two, analyses based on such superior subjects without reference to the larger body of subject populations can lead to spurious generalizations about aging in general. Age decline in intellectual ability seen in more representative populations may not be apparent when analyzing data of select samples. | iq | seniors | Journal of Gerontology | 10.1093/geronj/34.2.242 |
| 4 | 2015 | Shakeshaft, Nicholas G. / Trzaskowski, Maciej / McMillan, Andrew / Krapohl, Eva / Simpson, Michael A. / Reichenberg, Avi / Cederlöf, Martin / Larsson, Henrik / Lichtenstein, Paul / Plomin, Robert | Thinking positively: The genetics of high intelligence | High intelligence (general cognitive ability) is fundamental to the human capital that drives societies in the information age. Understanding the origins of this intellectual capital is important for government policy, for neuroscience, and for genetics. For genetics, a key question is whether the genetic causes of high intelligence are qualitatively or quantitatively different from the normal distribution of intelligence. We report results from a sibling and twin study of high intelligence and its links with the normal distribution. We identified 360,000 sibling pairs and 9000 twin pairs from 3 million 18-year-old males with cognitive assessments administered as part of conscription to military service in Sweden between 1968 and 2010. We found that high intelligence is familial, heritable, and caused by the same genetic and environmental factors responsible for the normal distribution of intelligence. High intelligence is a good candidate for “positive genetics” — going beyond the negative effects of DNA sequence variation on disease and disorders to consider the positive end of the distribution of genetic effects | iq | adults | Intelligence | 10.1016/j.intell.2014.11.005 |
| 4 | 2010 | Shahzad, Salman / Begume, Nasreen | Level of Depression in Intellectually Gifted Secondary School Children | The purpose of the present research was to investigate the difference in depression between intellectually gifted and non-gifted secondary school children. After a detailed review of literature the following hypothesis was formulated; there would be a significant difference between intellectually gifted and non-gifted secondary school children on variables ((i.e., Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, Somatic Complaints) of depression. A sample of 197 7th through 10th grade school children, belonging to the middle and upper socioeconomic status and recruited from different private sector secondary schools of Karachi, included 93 (47.20 %) children intellectually gifted (IQ = 130 and above) and 104 (52.80 %) non-gifted secondary school children (IQ of 90 -109). The children ranged in age from 12 years to 16 years (Mean age = 14.09 years). Measures used included the Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003) and the Reynolds Adolescent Depression Scale (RADS-2; Reynolds, 2002) to assess intellectual functioning and levels of depression respectively. Analysis of data showed significant differences. Specifically relatively low levels of Anhedonia/Negative Affect, Negative Self-Evaluation and depression in intellectually gifted secondary school children compared with non-gifted secondary school children. | iq | adolescent | Gifted and Talented International | 10.1080/15332276.2010.11673572 |
| 4 | 2006 | Schilling, Susanne R. / Sparfeldt, Jörn R. / Rost, Detlef H. | Families with Gifted Adolescents | Studies regarding families with gifted adolescents reveal controversial results. This is mainly due to methodological problems. This article investigates 84 families with a gifted adolescent and 95 families with a non-gifted adolescent. Adolescents, mothers, and fathers served as data sources. The family members evaluated independently the family system. Dependent variables were cohesion, democratic family style (adaptability), organization, achievement orientation, and communication. Additionally intellectual-cultural orientation was administered to mothers and fathers. Statistically and/or practically significant relations of giftedness with family system variables could not be observed - neither for the adolescents' judgement, nor for the judgement of the mothers nor for the judgement of the fathers. Contradictory results from other studies can be attributed to methodological shortcomings and/or “labeling-effects”. The mean inter-rater concordance is r = .46 for mothers and fathers, r = .38 for adolescents and mothers and r = .35 for adolescents and fathers. | iq | adolescent | Educational Psychology | 10.1080/01443410500340959 |
| 3 | 1983 | Powell, Philip M. | Educational and Occupational Attainments in Two Intellectually Gifted Samples | No abstract available | iq | adults | Gifted Child Quarterly | 10.1177/001698628302700204 |
| 3 | 1985 | Janos, Paul M. / Robinson, Nancy M. | The Performance of Students in a Program of Radical Acceleration at the University Level | The academic performance of 24 academically accelerated students (mean age at matriculation = 14 years) was compared with that of two groups of college students averaging four years older: 24 matched to the accelerants on pre-entry academic aptitude test scores (or "readiness"), and 24 National Merit Scholars. Accelerated students earned cumulative grade point averages comparable to those earned by National Merit Scholars and significantly higher than those earned by university students matched on pre-entry aptitude tests scores. Accelerated students rated the importance of academic characteristics higher than did the students matched on pre-entry scores and they were more satisfied with the academic environment of the university than either comparison group. Implications of the results are briefly discussed. | high-achieving | adolescent | Gifted Child Quarterly | 10.1177/001698628502900408 |
| 2 | 1995 | Leal, Dorothy / Kearney, Cassidy / Kearney, Kevin | The World's Youngest University Graduate: Examining the Unusual Characteristics of Profoundly Gifted Children | The case of Michael Kearney, who completed high school and college by age 10, is used to illustrate characteristics of profoundly gifted children, including expected and atypical characteristics of giftedness and the ability to intuit knowledge, learn from diverse sources, interact at multiple ability levels, and try out theories in unusual ways | other | children | Gifted Child Today | 10.1177/107621759501800509 |
| 2 | 2007 | Hébert, Thomas P. / McBee, Matthew T. | The Impact of an Undergraduate Honors Program on Gifted University Students | Through a qualitative research design, this study examined the experiences of seven gifted university students in an undergraduate honors program. The findings indicated the students as adolescents experienced a sense of isolation resulting from the differences between their abilities, interests, life goals, religious value systems, and the communities in which they lived. At the university, the participants discovered within the honors program an intellectual and social network with other gifted individuals like them. Together they recognized their strong desire for self-actualization. In advanced-level courses, they found intellectual stimulation and academic challenge. Through several components of the honors program they developed significant psychosocial growth. Throughout their experiences, the honors program director became a mentor and played an important role in facilitating experiences designed to address the diverse needs of these gifted young adults. Implications of the findings are presented along with suggestions for designing appropriate honors program experiences for gifted university students. | high-achieving | adults | Gifted Child Quarterly | 10.1177/0016986207299471 |
| 3 | 1985 | Pollins, Lynn Daggett | Quality of in-School Special Services and the School/University Program Relationship for Extremely Gifted Students | This study investigated the in-school special services provided to extremely gifted students participating in a university program and the degree to which a cooperative relationship existed between the schools and the university program. Results indicate that the students were, for the most part, receiving special services in their schools prior to their involvement in the university program, and that a rather high-quality interface existed between the schools and the university program. Students seemed to be better served by their schools as a result of their participation in the university program. | high-achieving | adolescent | The Journal of Special Education | 10.1177/002246698501900108 |
| 2 | 2016 | Millward, Pam / Wardman, Janna / Rubie-Davies, Christine | Becoming and being a talented undergraduate student | This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty. | high-achieving | adults | Higher Education Research & Development | 10.1080/07294360.2016.1144569 |
| 3 | 2007 | Gross, Candace M. / Rinn, Anne N. / Jamieson, Kelly M. | Gifted adolescents’ overexcitabilities and self‐concepts: An analysis of gender and grade level | The current study examined the relationship between gifted adolescents’ overexcitabilities and self‐concept, while also exploring gender and grade‐level differences in overexcitabilities. Participants included 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Overexcitabllities were measured using the Overexcitabilities Questionnaire‐Two (Falk, Lind, Miller, Piechowski, & Silverman, 1999). Multiple facets of self‐concept were measured using the Self Description Questionnaire II (Marsh, 1990). Females reported higher sensual, imaginational, and emotional overexcitability subscale scores than males. Grade‐level differences were found for intellectual overexcitability. There were no gender or grade level differences for psychomotor overexcitability. Results indicate multiple relationships between overexcitabilities, self‐concept, and grade level. Conclusions and implications are discussed. | other | adolescent | Roeper Review | 10.1080/02783190709554418 |
| 1 | 2003 | Verhoeven, Ludo / Hell, Janet van / Hoogeveen, Lianne | Jonge versnelde leerlingen in het Voortgezet Onderwijs | In deze brochure, die mede mogelijk is gemaakt door het Ministerie van OCenW, richten we ons op deze specifieke groep: (zeer) jonge, in het basisonderwijs versnelde, leerlingen in het voortgezet onderwijs. Horen zij eigenlijk wel thuis op een middelbare school? Lopen zij meer risico's om problemen te krijgen binnen het voorgezet onderwijs, zoals veel docenten lijken te verwachten? Vragen zij om een specifieke begeleiding? Hoe zou je deze leerlingen dan kunnen begeleiden? Vragen die in deze brochure aan bod komen, met als doel de zorg om deze groep leerlingen bij docenten te verminderen en enige hanvatten te bieden voor begeleiding | other | youth-general | ||
| 1 | 1986 | Blackburn, Amy Clements / Erickson, Deborah B. | Predictable Crises of the Gifted Student | Addresses the qualitatively different social and emotional experiences of the gifted student. Five predictable developmental crises related to academic and eventual occupational success of gifted students are identified: (1) developmental immaturity, (2) learned underachievement, (3) fear of success among adolescent females, (4) problems with career and personal choices, and (5) the experience of unaccustomed failure. It is suggested that by anticipating these crises, counselors can assist gifted students in developing the coping skills necessary for mastering each successive emotional and social passage. | unspecified | youth-general | Journal of Counseling & Development | 10.1002/j.1556-6676.1986.tb01200.x |
| 3 | 2008 | Boogaard, Leonieke | (Te) jong naar het voortgezet onderwijs | Deze scriptie gaat over de ervaringen van leerlingen in het Voortgezet Onderwijs nadat zij op de basisschool twee of drie keer versneld zijn. Het gaat hierbij waarschijnlijk in de meeste gevallen om (extreem) hoogbegaafde kinderen. In mijn eerste hoofdstuk zal ik daarom eerst stilstaan bij wat er verstaan wordt onder hoogbegaafdheid en vervolgens bij de grote verschillen die er ook binnen de als hoogbegaafd aangegeven populatie bestaan. In het tweede hoofdstuk komt aan de orde wat de behoeften van deze leerlingen zijn op het gebied van onderwijs en welke interventies gedaan kunnen worden om het onderwijs te laten aansluiten bij deze behoeften. Omdat dit onderzoek gaat over leerlingen die twee of drie keer versneld zijn, zal er in het derde hoofdstuk aandacht besteed worden aan wat we onder versnellen verstaan en wat de effecten, voor- en nadelen van versnellen kunnen zijn. Het volgende hoofdstuk gaat dan over de twijfels die docenten hebben over deze interventie en hoe zij aankijken tegen de genoemde voor- en nadelen. In hoofdstuk vijf zet ik mijn onderzoeksopzet uiteen en in hoofdstuk zes bespreek ik de resultaten. Ik sluit tenslotte in het laatste hoofdstuk af met conclusies en suggesties voor vervolgonderzoek. | other | dutch | ||
| 3 | 2013 | Snyder, Kate E. / Barger, Michael M. / Wormington, Stephanie V. / Schwartz-Bloom, Rochelle / Linnenbrink-Garcia, Lisa | Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators | The current study investigated whether the developmental timing of a student’s identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when they had been identified as gifted, academic ability (SAT scores), and implicit beliefs of intelligence. Timing of identification was unrelated to implicit beliefs; academic ability was the only significant predictor. Higher ability students who had been previously identified as gifted at any point in time reported implicit beliefs more toward entity beliefs than relatively lower ability students who had also been identified; however, this effect was quite small. Implicit beliefs did not vary by ability level for nonidentified students. These findings suggest that identification as gifted at any age modestly (but not necessarily meaningfully) relates to implicit beliefs for high-ability students. | high-achieving | young-adults | Journal of Advanced Academics | 10.1177/1932202X13507971 |
| 4 | 2011 | Firkowska-Mankiewicz, Anna | Adult Careers: Does Childhood IQ Predict Later Life Outcome?: Does Childhood IQ Predict Outcome | The author’s plenary address at the 3rd International Association for the Scientific Study of Intellectual Disabilities-Europe Conference in Rome, Italy (October 2010), provided a retrospective overview of a longitudinal study conducted with a cohort of pre-teens (11 and 13 years of age) residing in Warsaw, Poland, in the 1970s. The intent was to examine, over an extended period of years, the relationship between social origin and measured intelligence (IQ), the role that IQ and other psycho-social factors play as predictors of social and economic status in adulthood, and the stability of IQ. The question posed by the “Warsaw Studies” was whether, given the virtual absence of educational, health service, and community distinctions (Warsaw in the 1970s was an ideal laboratory for such a sociological undertaking), would Warsaw schoolchildren still show the usual association between parental occupation and offspring intellectual functioning? The results from a series of follow-up studies indicate that the IQ score at age 13 could be viewed as a relatively good indicator for future life outcomes, defined in terms of attained education, occupational status, and material well being. Dramatic differences in this attainment between the groups of respondents with high and low IQ scores attest to this conclusion. Smaller, yet still significant, differences between talented teenagers and their counterparts from the two control groups who apparently did not have the high IQ advantage also support the thesis that IQ matters much for life success. The findings of the “Warsaw Studies” have implications for the life course and economic conditions of children with intellectual disabilities from disadvantaged backgrounds. | iq | adults | Journal of Policy and Practice in Intellectual Disabilities | 10.1111/j.1741-1130.2011.00281.x |
| 1 | 1998 | Baum, S. M. / Olenchak, F. R. / Owen, S. V. | Gifted Students with Attention Deficits: Fact and/or Fiction? Or, Can We See the Forest for the Trees? | According to Gordon (1990), far too many high ability students are referred for problems with impulsivity, hyperactivity, and sustaining attention. Several important issues, rarely discussed in the literature on attention deficits, offer alternative hypotheses for the increasing incidence of hyperactivity and attention problems of gifted youngsters. These include theories on emotional development and excitability of gifted students (Dabrowski, 1938; Piechowski & Colangelo, 1984), evidence of unchallenging curricula (Reif, 1993), implications of the multiple intelligences paradigm (Gardner, 1983), and adult reaction to students’ extreme precocity (Rimm, 1994). These issues are examined in light of Barkley’s theory of inhibition as it relates to the manifestation of ADHD. The issues represent environmental conditions that may cause or influence ADHD-like behaviors in high ability students. Diagnostic and intervention strategies are suggested to counteract environmental contributors to the problem | iq | youth-general | Gifted Child Quarterly | 10.1177/001698629804200204 |
| 3 | 2010 | Shaunessy, Elizabeth / Suldo, Shannon M. | Strategies Used by Intellectually Gifted Students to Cope With Stress During Their Participation in a High School International Baccalaureate Program | ndividuals respond to threats to affiliation and achievement needs through drawing on a repertoire of coping strategies specific to a given situation. Gifted adolescents in college-preparatory high school programs may be faced with novel stressors, and may have unique coping strategies to manage these challenges. The current study considers responses to surveys of stress and coping as well as focus group interviews of gifted and high-achieving students enrolled in an academically intense curriculum, the International Baccalaureate (IB) Diploma Program. Findings of this secondary analysis of archival data sets indicate gifted students experience levels of stress similar to their IB classmates not identified as gifted. Additionally, gifted students were similar to IB peers not identified as gifted with respect to how they cope with school; likenesses included positive reframing, time and task management, avoiding tasks, and seeking social support. However, gifted IB students differed from IB classmates with respect to anger coping, humor, and problem-solving approaches. | iq | adolescent | Gifted Child Quarterly | 10.1177/0016986209355977 |
| 3 | 1993 | Noble, Kathleen D. / Robinson, Nancy M. / Gunderson, Susan A. | All rivers lead to the sea: A follow-up study of gifted young adults | Students who had entered the University of Washington's Early Entrance Program (EEP) between 1977 and 1986 were asked to participate in a follow-up study, along with two comparison groups who had taken part in previous research efforts: non-accelerated National Merit Scholarship finalists ("NATS"), and students who had qualified for the EEP but had proceeded to high school instead ("QUALS"). Return rates were 56% EEPers (n=61), 71% NATS (n=27), and 56% QUALS (n=36). Most respondents were satisfied with their decision to accelerate or not accelerate their secondary education. EEPers had entered graduate school in significantly greater numbers than had either the NATS or QUALS, although QUALS' educational aspirations are as high as EEPers'. In attitudes, interests, and values, group similarities far outweighed differences; where significant differences occurred, however, EEPers tended to resemble NATS more than QUALS. Limitations of the study and implications for school choice are discussed. | other | young-adults | Roeper Review | 10.1080/02783199309553485 |
| 1 | 2006 | Mendaglio, Sal / Tillier, William | Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings | During the past 20 years, a significant body of literature has emerged focusing on the application of Dabrowskis theory of positive disintegration (TPD) to the study of gifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPDs appli- cability to gifted individuals indicates that the focus has been Dabrowskis notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowskis approach to research with gifted individuals, and argues that researchers should emu- late Dabrowskis approach in future investigations. | other | unspecified | Journal for the Education of the Gifted | 10.1177/016235320603000104 |
| 2 | 1999 | Neihart, Maureen | The impact of giftedness on psychological well-being: What does the empirical literature say? | There is evidence to support two contrasting views about the psychological well‐being of gifted children; that giftedness enhances resiliency in individuals and that giftedness increases vulnerability. There is empirical and theoretical evidence to support both views. It is clear that giftedness influences the psychological well‐being of individuals. Whether the psychological outcomes for gifted children, adolescents, and adults are positive or negative seems to depend on at least three factors that interact synergistically: the type of giftedness, the educational fit, and one's personal characteristics. | iq | youth-general | Roeper Review | 10.1080/02783199909553991 |
| 2 | 2017 | Ridolfo, Rebecca / Nauta, Noks | High IQ Medical Survey | HighIQ Medical Survey is a qualitative report looking at the satisfaction of high IQ patients with medical consultations. Sadly, the reported experiences are mostly negative (only 24.2% were “mostly positive”) and often relate to a failure of the doctor to listen or to treat their patient with common courtesy and respect. The latter is often exacerbated when the patient has attempted to help, for example by undertaking on-line research (which often seems to be like “showing a red rag to a bull”!). All too often, an important resource is missed. It may be salutary to reflect that observations of this sort are not new in Medicine and certainly are not confined to intelligent patients. Psychoanalysts Michael and Enid Balint looked at this problem in the 1950s and a notable quotation of Michael’s was “Sometimes your patients have to hit you over the head before you take any notice of them!” More recent evidence suggesting that problems still exist is the success of the #hellomynameis campaign, launched by the late (and forward-looking) Kate Granger. It would be nice to think that this report will lead to improvement in the doctor-patient relationship but, sadly, the sort of doctors who perform badly are unlikely to read the HighIQ Medical Survey. Nevertheless, this is a helpful attempt to document the current situation in a selected group and, while high IQ probably makes one more prone to being irritated by “having the wool pulled over one’s eyes”, the findings are relevant to most, if not all, patients. | iq | adults | ||
| 3 | 2006 | Yoo, Jin Eun / Moon, Sidney M. | Counseling Needs of Gifted Students: An Analysis of Intake Forms at a University-Based Counseling Center | The purpose of this study was to investigate perceptions of the counseling needs of gifted children from the perspective of parents who sought help from a fee-based counseling center for gifted students. The counseling center provided assessment and educational and career guidance, as well as family social/emotional counseling, all of which were differentiated to meet the needs of gifted children ages 4-18. Participating parents completed intake forms that included a 47-item client problem inventory and were designed to assist the counseling process. One hundred and twenty of these problem inventories were analyzed to determine which counseling needs led parents to bring their children for counseling services and whether there were any differences in perceived needs among three different developmental levels of children (preschool, preadolescent, and adolescent). Results suggested that age had a statistically and practically significant effect on parent perceptions of career and child (psychosocial) concerns and a practically significant effect on school, family, and peer concerns. For all age groups, parents perceived their child’s greatest counseling need to be educational planning, followed closely by school concerns. Psychosocial concerns were also salient for parents of children older than 6. Career planning was important for parents of children older than 12. Peer and family concerns were less salient than the other categories of concern. The study suggests that gifted children do have unique needs for differentiated counseling services and that counseling services for gifted children should emphasize educational planning and be targeted to the needs of specific developmental levels. | unspecified | youth-general | Gifted Child Quarterly | 10.1177/001698620605000106 |
| 4 | 1930 | Terman, Lewis M. | Genetic Studies Of Genius - The Promise Of Youth - Follow Up Studies Of A Thousand Gifted Children | No abstract available | iq | youth-general | ||
| 3 | 1967 | Welsh, George S. | Relationships of Intelligence Test Scores to Measures of Anxiety, Impulsiveness and Verbal Interests in Gifted Adolescents. | The degree to which potentially useful group intelligence tests were affected by personality characteristics such as anxiety, impulsiveness or caution, and verbal interests was investigated by a battery of intelligence, interest, and personality tests administered to 1,163 gifted adolescents in special summer programs. Intelligence was measured by the D-48 (non-verbal) and the Terman Concept Mastery Test (CMT-Verbal), anxiety by the Minnesota Multiphasic Personality Inventory (MMPI) A-scale, impulsivity by the MMPI Pd- and Ma-scales, verbal interest by the Strong Vocational Interest Blank (SVIB) Lawyer and Author-Journalist (Men's) scales, self-concept by Gough's Adjective Check List, and carelessness by errors on "easy" intelligence items. Significant negative correlations were found between anxiety and intelligence, impulsivity and intelligence, and carelessness and intelligence. Positive correlations were found between verbal interest and verbal intelligence, non-verbal and verbal intelligence, and counseling readiness and intelligence. Wider use and revision of the D-48, restricted use of the CMT, part and total score-reporting of the CMT, and additional correlational analyses between and MMPI scales and Adjective Check List, and between the SVIB scales and the two intelligence tests are recommended. (WR) | iq | adolescent | ||
| 4 | 1992 | Benbow, Camilla P. | Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? | Investigated the predictive validity of the Scholastic Aptitude Test-Mathematics subtest (SAT-M) for 1,996 mathematically gifted (top 1%) 7th and 8th graders. Various academic achievement criteria were assessed over a 10-yr span. Individual differences in SAT-M scores obtained in junior high school predicted accomplishments in high school and college. Among students in the top 1% of ability, those with SAT-M scores in the top quarter, in comparison with those in the bottom quarter, achieved at much higher levels through high school, college, and graduate school. Of the 37 variables studied, 34 showed significant differences favoring the high SAT-M group which were substantial. Some gender differences emerged; these tended to be smaller than the ability group differences; they were not observed in the relationship between mathematical ability and academic achievement. The predictive validity of the SAT-M for high-ability 7th and 8th graders was supported | iq | adolescent | Journal of Educational Psychology | 10.1037/0022-0663.84.1.51 |
| 3 | 1992 | Smith, M Cecil | Differences in the Everyday Reading Practices of Gifted and Non-Gifted Adolescents: Report from a Pilot Study | We have little knowledge about the everyday reading practices of secondary education students and how these practices affect their academic achievement. Everyday reading consists of individuals' reading activities for a variety of purposes, such as for relaxation or to obtain information Previous research has documented that, from middle childhood through adulthood, reading becomes a major component of studying, and much information learned through studying is initially acquired through reading. The everyday reading activities in which students engage may, therefore, considerably influence their studying skills and subsequent academic performance. This pilot study examined the everyday reading activities and reading attitudes of gifted and non-gifted high school students. The results indicated several differences in reading activities between the two groups pertaining to types of materials read and amount of time spent reading. | unspecified | adolescent | ||
| 4 | 2005 | Wai, Jonathan / Lubinski, David / Benbow, Camilla P. | Creativity and Occupational Accomplishments Among Intellectually Precocious Youths: An Age 13 to Age 33 Longitudinal Study. | This study tracks intellectually precocious youths (top 1%) over 20 years. Phase 1 (N = 1,243 boys, 732 girls) examines the significance of age 13 ability differences within the top 1% for predicting doctorates, income, patents, and tenure at U.S. universities ranked within the top 50. Phase 2 (N = 323 men, 188 women) evaluates the robustness of discriminant functions developed earlier, based on age-13 ability and preference assessments and calibrated with age-23 educational criteria but extended here to predict occupational group membership at age 33. Positive findings on above-level assessment with the Scholastic Aptitude Test and conventional preference inventories in educational settings generalize to occupational settings. Precocious manifestations of abilities foreshadow the emergence of exceptional achievement and creativity in the world of work; when paired with preferences, they also predict the qualitative nature of these accomplishments. | iq | adults | Journal of Educational Psychology | 10.1037/0022-0663.97.3.484 |
| 2 | 1942 | Hollingworth, Leta S | Children above 180 IQ Stanford-Binet: Origin and development. | Shortly after the year 1924 Leta S. Hollingworth prepared a manuscript on "Children above 180 IQ (Stanford-Binet)" in which she surveyed the material on the topic available up to that date and added accounts of five cases which she had studied individually. [1] As the years went by she held back the manuscript from publication and one by one she found seven more cases to be included in her list. At the time of her death in 1939 she had begun to revise this manuscript, bringing the survey up to date and adding the new cases. The present book gives as much of this revision from her own hand as is available. The Preface and1, 2, and 3 are as she wrote them. The accounts of the first five cases are given just as she originally wrote them up, but to them "editorial supplements" have been added in which an endeavor has been made to present for each case such data as have been found in her files, with little in the way of discussion or interpretation. The seven new cases which the original author had intended to include in the manuscript she had not yet written up. For these, therefore, it has been necessary to study the data she had accumulated for each child,secure additional data when and where possible, and to present such an account of each as she might herself have written, patterned after her reports of the earlier cases. | iq | children | ||
| 3 | 1906 | Terman, Lewis M. | Genius And Stupidity: A Study Of Some Of The Intellectual Processes Of Seven `bright` And Seven `stupid` Boys | Terman followed J. McKeen Cattell’s work which combined the ideas of Wilhelm Wundt and Francis Galton saying that those who are intellectually superior will have better “sensory acuity, strength of grip, sensitivity to pain, and memory for dictated consonants”.[6] At Clark University, Terman wrote his doctoral dissertation entitled Genius and stupidity: a study of some of the intellectual processes of seven “bright” and seven “stupid” boys. He administered Cattell’s tests on boys who were considered intelligent versus boys who were considered unintelligent.[7] Unlike Binet and Simon, whose goal was to identify less able school children in order to aid them with the needed care required, Terman proposed using IQ tests to classify children and put them on the appropriate job-track. He believed IQ was inherited and was the strongest predictor of one's ultimate success in life.[citation needed] | other | youth-general | ||
| 2 | 2011 | Perrone-McGovern, K. M. / Ksiazak, T. M. / Wright, S. L. / Vannatter, A. / Hyatt, C. C. / Shepler, D. / Perrone, P. A. | Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction | In this study, major life decisions of gifted adults were examined in relation to life satisfaction. Participants were 57 gifted adults who have been participating in a longitudinal study over the last two decades. Qualitative data were collected via written and online surveys, and were analyzed by a research team using phenomenological, postpositivist, consensus-seeking methods. Participants’ decisions were categorized according to their developmental stage at the time of the decision. Their perspectives regarding major life decisions, life satisfaction, career, romantic relationships, family relationships, and personal well-being are described and discussed in relation to existing knowledge and literature on gifted adults. Suggestions for counselors and educators are provided, based on the findings of this study | high-achieving | adults | Journal for the Education of the Gifted | 10.1177/0162353211425101 |
| 2 | 2002 | Bonset, Helge / Bergsma, Saskia | 33 Hoogbegaafde leerlingen en het vak Nederlands | In deze publicatie gaat het om hoogbegaafde leerlingen en het vak Nederlands, inbasisvorming van het voortgezet onderwijs. Wat verstaan we onder hoogbegaafde leerlingen? Leerlingen met een IQ van boven de 130 (naar schatting tussen de 2 en 2,5% van de bevolking) die vanwege hun intelligentie niet voldoende uitdaging vinden in het gemiddelde onderwijsprogramma van de basisvorming. Bij deze groep denken we dan niet in de eerste plaats aan leerlingen als Whee Ky Ma, die op zijn achtste naar het gymnasium ging, op zijn veertiende natuurkunde ging studeren en op zijn vijftiende tevens wiskunde, die op zijn achttiende in beide vakken was afgestudeerd en cum laude promoveerde op de snaartheorie op zijn tweeentwintigste (Volkskrant, 6 oktober 2001). Er is geen leerplanontwikkelingsproject of schoolbeleid denkbaar dat in het algemeen zou kunnen voorzien in de behoeften van dergelijke zeer zeldzame leerlingen. Daar kunnen alleen op de persoon afgestemde maatregelen uitkomst bieden, gepaard aan wijsheid en respect van de kant van zijn omgeving. Eigenlijk zou de term hoogbegaafd misschien gereserveerd moeten worden voor zulke leerlingen, en zouden wij voor onze doelgroep moeten spreken van begaafde leerlingen. Maar omdat het spraakgebruik het anders wil (evenals een deel van de onderzoeksliteratuur) zullen we het in het vervolg toch steeds hebben over hoogbegaafde leerlingen. | other | adolescent | ||
| 1 | 1998 | Sparrow, Sara S. / Gurland, Suzanne T. | Assessment of Gifted Children with the WISC-III | Ever since Terman published his seminal work on gifted children in 1925 (Ter-man, 1925), educators and parents have sought to better understand, provide for, and identify gifted children. Such identification has been undertaken in the interest of providing for the educational needs of these special children and adolescents. This chapter addresses the assessment of gifted children using the WISC-III. The WISC-III is probably the most widely used instrument for this purpose, in part because it is the most widely used intelligence test in schools in the United States today, and because most school systems usually view the gifted child or adolescent as gifted either intellectually, academically, or both. While other intel- ligence tests, such as the Stanford Binet Intelligence Scale LM, and later the Stan- ford Binet--IV, have frequently been used in the past, Klausmeier, Mishra, and Maker (1987) conducted a national survey of assessment practices among school psychologists, and found that the Wechsler scales had become the overwhelming first choice for the assessment of gifted children. | iq | youth-general | WISC-III Clinical Use and Interpretation | 978-0-08-052120-6 |
| 1 | 2003 | Heylighen, Francis | Characteristics and problems of the gifted: Neural propagation depth and flow motivation as a model of intelligence and creativity | Giftedness, the potential for exceptional achievement, is characterized by high intelligence and creativity. Gifted people exhibit a complex of cognitive, perceptual, emotional, motivational and social traits. Extending neurophysiological hypotheses about the general intelligence (g) factor, a construct is proposed to explain these traits: neural propagation depth. The hypothesis is that in more intelligent brains, activation propagates farther, reaching less directly associated concepts. This facilitates problem-solving, reasoning, divergent thinking and the discovery of connections. It also explains rapid learning, perceptual and emotional sensitivity, and vivid imagination. Flow motivation is defined as the universal desire to balance skills and challenges. Gifted people, being more cognitively skilled, will seek out more difficult challenges. This explains their ambition, curiosity and perfectionism. Balance is difficult to achieve in interaction with non-gifted peers, though, explaining the gifted's autonomy, non-conformism and feeling of alienation. Together with the difficulty to find fitting challenges this constitutes a major obstacle to realizing the gifted's potential. The appendix sketches a simulation using word association networks to test the propagation depth model by answering IQ-test-like questions | other | unspecified | Cognition | |
| 4 | 1993 | Perleth, Christopher / Sierwald, Wolfgang / Heller, Kurt A. | Selected results of the Munich longitudinal study of giftedness: The multidimensional/typological giftedness model | The Munich Longitudinal Study of Giftedness (carried out from 1985 to 1989), the most comprehensive giftedness study ever conducted in Germany, covers six cohorts at three points of measurement. In this article, the study's multidimensional and typographical conception of giftedness is explained. After a short overview, results concerning the validation of the multidimensional giftedness model as well as attempts to establish a giftedness typology are presented. While the multidimensional model proved to be useful for predicting achievement behavior, the typological attempts failed. Finally, it is demonstrated that intelligent and creatively gifted students differ strongly in their achievement behavior. Consequences for fostering the gifted, especially the creatives, in school are discussed. | other | children | Roeper Review | 10.1080/02783199309553491 |
| 3 | 1997 | Ferri, Beth A. / Gregg, Nöel / Heggoy, Synnove J. | Profiles of college students demonstrating learning disabilities with and without giftedness | 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. | iq | young-adults | Journal of Learning Disabilities | 10.1177/002221949703000511 |
| 1 | 2007 | Neumeister, K. L. S. | Perfectionism in gifted students: An overview of current research | This article provides an overview of the current research on perfectionism in gifted students, including different typologies of perfectionism, influences on the development of perfectionism, and the incidence of perfectionism in gifted compared with general ability students. Implications for working with gifted, perfectionistic students are discussed, and avenues for future research in this area are proposed. | unspecified | adolescent | Gifted Education International | 10.1177/026142940702300306 |
| 4 | 2007 | Park, Gregory / Lubinski, David / Benbow, Camilla P. | Contrasting Intellectual Patterns Predict Creativity in the Arts and Sciences: Tracking Intellectually Precocious Youth Over 25 Years | A sample of 2,409 intellectually talented adolescents (top 1%) who were assessed on the SAT by age 13 was tracked longitudinally for more than 25 years. Their creative accomplishments, with particular emphasis on literary achievement and scientific-technical innovation, were examined as a function of ability level (sum of math and verbal SAT scores) and tilt (math SAT score minus verbal SAT score). Results showed that distinct ability patterns uncovered by age 13 portend contrasting forms of creative expression by middle age. Whereas ability level contributes significantly to creative accomplishments, ability tilt is critical for predicting the specific domain in which they occur (e.g., securing a tenure-track position in the humanities vs. science, technology, engineering, or mathematics; publishing a novel vs. securing a patent). | iq | youth-general | Psychological Science | 10.1111/j.1467-9280.2007.02007.x |
| 1 | 2008 | Geake, John G. | The Neurobiology of Giftedness | Gifted children learn more rapidly and efficiently than others, presumably due to neurophysiological differences that affect neuronal efficiency. Data from many neuroimaging studies support this conjecture. Gifted subjects have greater interconnectivity between different areas of their brains, the coordination and integration of which is supported by precociously developed frontal cortical areas. This supports a suite of high-level neuro-cognitive abilities including a relatively enhanced executive capability, with a more efficacious working memory. These precociously developed neurobiological functions combine to enable high-level creative intelligence as a central characteristic of general giftedness, along with rapid information processing, heightened cognitive control, and a desire for top-down perspectives. | iq | youth-general | ||
| 3 | 2009 | Morawska, Alina / Sanders, Matthew | An evaluation of a behavioural parenting intervention for parents of gifted children | Parents of gifted children identify a need for tailored parenting support, and gifted children have unique requirements and vulnerabilities. The aim of this study was to assess the efficacy of a tailored behavioural parenting intervention, for enhancing the parenting skills of parents of gifted children and to assess the effect of these changes on the behavioural and emotional adjustment of their gifted child. A randomised controlled trial of tailored Group Triple P - Positive Parenting Program was conducted with 75 parents of children identified as gifted. Results indicated significant intervention effects for the number and frequency of parent reported child behaviour problems, as well as hyperactivity in the intervention group, relative to a waitlist control. Parents also reported significant improvements in their own parenting style, including less permissiveness, harshness, and verbosity when disciplining their child. No intervention effects were evident for teacher reports, except for a trend in relation to hyperactivity. This study demonstrated that a tailored behavioural parenting intervention is effective and acceptable for parents of gifted children, and thus has clinical implications for the delivery of parenting interventions for this population. | iq | children | Behaviour Research and Therapy | 10.1016/j.brat.2009.02.008 |
| 1 | 2010 | Mandelman, Samuel D. / Tan, Mei / Aljughaiman, Abdullah M. / Grigorenko, Elena L. | Intellectual giftedness: Economic, political, cultural, and psychological considerations | The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings. | iq | youth-general | Learning and Individual Differences | 10.1016/j.lindif.2010.04.014 |
| 2 | 2011 | Jackson, Susan E. / Peterson, Jean Sunde | Depressive Disorder in Highly Gifted Adolescents | This article examines the nature and extent of depressive disorders in highly gifted adolescents based on current literature and data gathered from a phenomenological study, focus groups, and clinical records. Two case studies and clinical examples document the capacity of some highly gifted adolescents to mask even severe symptoms. Several factors appeared to contribute to this masking phenomenon, including shame for being incapacitated and unable to resolve their dilemma; depression’s signature cognitive confusion, which disengaged their coping mechanisms; and fear of harming others with their toxic state. These findings raise questions about the efficacy of quantitative research instruments to determine actual cases of depressive disorder in this subgroup, as well as current research estimates of depression in the highly gifted population. | iq | adolescent | Journal of Secondary Gifted Education | |
| 3 | 2011 | Peters, Megan Parker / Bain, Sherry K. | Bullying and victimization rates among gifted and high-achieving students | Bullying and victimization rates among 90 gifted and nongifted, high-achieving (HA) high school students were assessed by using the Reynolds Bully Victimization Scale (BVS; W. M. Reynolds, 2003). The mean scores indicate that gifted and HA high school students bully others and are victimized by others generally at unelevated rates based on BVS scores. Rates of bullying and victimization found among gifted and HA high school students were not significantly different from each other either. Bullying and victimization rates for male and female participants were also compared, and no significant differences were found between males and females for either bullying or victimization. Results from this study do not provide support for social interventions for gifted students as a group but suggest that gifted programs continue to focus on promoting primarily advanced intellectual endeavors (N. Colangelo, S. Assouline, & M. U. M. Gross, 2004). However, individual gifted students may need targeted interventions focused on reducing bullying and victimization. | unspecified | adolescent | Journal for the Education of the Gifted | 10.1177/016235321103400405 |
| 1 | 2011 | Cross, Tracy L. | On the social and emotional lives of gifted children: understanding and guiding their development | Raising happy, successful children is a goal of every parent of gifted children. In On the Social and Emotional Lives of Gifted Children, the nation's leading authority on the psychology of gifted children offers advice and encouragement for both parents and teachers. In a thoughtful, conversational style, the author offers an in-depth look at the complex social and emotional issues faced by gifted children. This revised and updated fourth edition of the popular text contains more than 10 new chapters, featuring contributions by scholars on gifted children's development from across the nation. On the Social and Emotional Lives of Gifted Children tackles important and timely issues dealing with the social and emotional needs of today's gifted children, including who gifted children are and what giftedness means; how parents, teachers, and counselors can guide gifted children; the issues facing gifted students in the 21st century such as technology and terrorism; and how the education of gifted children can adapt for the future. This concise, sensitive look at gifted children and their social and emotional world offers unique insights for both teachers and parents who support these special children. | unspecified | youth-general | 978-1-59363-498-8 | |
| 2 | 2009 | Encyclopedia of giftedness, creativity, and talent | The Encyclopedia of Giftedness, Creativity, and Talent contains thousands of ready-to-use facts from the fields of education, psychology, sociology, and the arts. The 411 entries and more than 550,000 words review research findings on giftedness, talent, and creativity and their applications in education, training, science and the arts, government policy, and everyday life. Ed. by Barbara Kerr. | unspecified | youth-general | 978-1-4129-4971-2 | ||
| 1 | 2009 | Shavinina, Larisa V. / Stoeger, Heidrun / Dai, David Yun / Davidson, Janet E. / Silverman, Linda Kreger / Miller, Nancy B. / Ericsson, K. Anders / Nandagopal, Kiruthiga / Roring, Roy W. / Gagné, Françoys / Hertzog, Nancy B. / Sayler, Michael F. / Geake, John G. / Kalbfleisch, M. Layne / Vandervert, Larry R. / Perleth, Christoph / Wilde, Annett / Gross, Miraca U. M. | International Handbook on Giftedness | This chapter provides a very general introduction to the handbook, thus creating a broad picture on what to expect in the chapters that follow. Specifically, the chapter presents a short overview of the multifaceted research on giftedness and advances in gifted education discussed in the chapters of this handbook. Its uniqueness and novelty are also described. The main contents of each chapter are summarized and approaches taken by chapter authors are briefly described. | other | youth-general | 978-1-4020-6161-5 | |
| 2 | 2003 | Gridley, B. F / Norman, K. A. / Rizza, M. G. / Decker, S. L | Assessment of gifted children with the Woodcock-Johnson III | Some readers of this book may be tempted to skip this chapter. After all, why would anyone write an entire chapter about assessing gifted students with the Woodcock–Johnson III (WJ III)? School psychologists might argue that gifted students are not included under the Individuals with Disabilities Education Act (IDEA) and are therefore not part of the usual caseload. However, Coleman and Cross (2001) asserted that the gifted are handicapped. First, these individuals are different from their peers (even though their differences can be described more readily by strengths than weaknesses), and second, general education has often proved inadequate in meeting their needs. | other | youth-general | WJ III Clinical Use and Interpretation: Scientist -Practitioner Perspectives | |
| 1 | 2004 | Gross, Miraca U. M. | Exceptionally gifted children | Exceptionally Gifted Children is unique. The first edition of this book, published in 1993, introduced 15 remarkable children, some of the most gifted young people ever studied, and traced their path through school, exploring their academic achievements (and in some cases enforced underachievement), their emotional development, their social relationships and their family relationships and upbringing. This new edition reviews these early years but also follows the young people over the subsequent ten years into adulthood. No previous study has traced so closely and so sensitively the intellectual, social and emotional development of highly gifted young people. This 20 year study reveals the ongoing negative academic and social effects of prolonged underachievement and social isolation imposed on gifted children by inappropriate curriculum and class placement and shows clearly the long lasting benefits of thoughtfully planned individual educational programs. The young adults of this study speak out and show how what happened in school has influenced and still influences many aspects of their lives. Miraca Gross provides a clear, practical blueprint for teachers and parents who recognise the special learning needs of gifted children and seek to respond effectively. | iq | youth-general | 978-0-415-31490-9 978-0-415-31491-6 | |
| 2 | 2002 | Nauta, Noks / Corten, Frans | Hoogbegaafden aan het werk | Circa 2% van de populatie heeft een dermate hoge intelligentie dat aanpassingsstoornissen op het werk kunnen ontstaan, soms met verzuim als gevolg. Aan de hand van bepaalde kenmerken en signalen kunnen bedrijfs of verzekeringsartsen hoogbegaafdheid herkennen en bespreekbaar maken. De oplossing kan liggen in het wijzigen van functieinhoud of arbeidsomstandigheden; medische of psychotherapeutische behandeling is dan niet nodig. Een disfunctionerende hoogbegaafde medewerker wordt zo een gewaardeerde kracht, die unieke bijdragen levert op het werk . | iq | adults | Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde | 10.1007/BF03073802 |
| 3 | 1997 | Schwanenflugel, Paula J. / Paige Moore Stevens, T. / Carr, Martha | Metacognitive knowledge of gifted children and nonidentified children in early elementary school | The study compared the declarative metacognitive knowledge of 22 gifted and 40 general cohort kindergarten and first grade children. Children were given a metacognitive interview questionnaire examining their understanding of variables related to memory and attention. Gifted children were superior to the general cohort for only 18% of the memory and 12% of the attention questions. Collapsing across all the questions, however, the gifted showed significantly higher general metacognitive knowledge. Greater metacognitive knowledge in gifted children emerges by early elementary school, particularly for metacognitive attributions. | iq | children | Gifted Child Quarterly | 10.1177/001698629704100204 |
| 1 | 2007 | Silverman, L. K. | Perfectionism: The Crucible of Giftedness | Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. Dabrowski's theory allows us to see how perfectionism changes in form at different levels of development. | unspecified | unspecified | Gifted Education International | 10.1177/026142940702300304 |
| 3 | 2007 | Mooij, Ton / Hoogeveen, Lianne / Driessen, G / Verhoeven, Ludo | Succescondities voor onderwijs aan hoogbegaafde leerlingen - eindverslag van drie deelonderzoeken | In 2003 vroeg het ministerie van OCW verschillende instituten van de Radboud Uni- versiteit Nijmegen gezamenlijk een aanvrage voor onderzoek in te dienen. Het onder- zoek zou liggen op het gebied van ‘hoogbegaafdheid in het onderwijs' en zich met name dienen te richten op mogelijke succescondities in het onderwijs voor hoogbe- gaafde leerlingen. Twee aspecten stonden daarbij op de voorgrond: ten eerste het uitvoeren van een inventarisatie van internationale interventieonderzoeken naar effec- ten van speciale onderwijsprogramma's op hoogbegaafde leerlingen, en ten tweede het longitudinaal onderzoeken van de effecten van in Nederland plaatsvindende on- derwijsaanpassingen op hoogbegaafde leerlingen. Aansluitend werd in 2005 nog een derde aspect toegevoegd, namelijk het uitvoeren van secundaire analyses op de co- hortgegevens van leerlingen en leerkrachten uit het PRIMA-onderzoek in het primair onderwijs. 1.2 | other | youth-general | ||
| 1 | 2006 | Cigman, Ruth | The gifted child: a conceptual enquiry | The concept of giftedness has been much debated in recent years. Some use the term ‘gifted’ as a kind of synonym for ‘genius’, referring to a phenomenon that is relatively rare. Others use it more liberally, finding gifted individuals in substantial numbers throughout the population. An initial difficulty, then, is the concept’s range of application; this difficulty is indicated by the title of philosopher Ruth Jonathan’s article: ‘The notion of giftedness – or, “how long is a piece of string?”’. A second difficulty is emotional and/or political. Many feel, with P. O. Rogne, that the term ‘gifted’ implies “receiving something for nothing, and it is difficult to garner sympathy for someone so apparently blessed” (quoted by George, 1997, p. 3). Even if gifted individuals are a) reliably identifiable and b) needy as well as blessed, justice seems to demand that scarce resources go to the less fortunately endowed. A third difficulty is cultural. It is said that the term ‘gifted’ is applied to individuals who perform highly in socially valued ways. This is reflected in the Western bias towards academic achievement, and neglect of survival-skills like hunting for food. In this respect the concept of giftedness is seen to be arbitrary, an expression of parochial values. A fourth difficulty attaches to a worrying social phenomenon: that of parents who are narcissistically invested in the success of their children. A child may present as gifted, i.e. as a very high achiever, though she is not ‘naturally’ this way at all. She is no more than a product of pushy parenting, having been trained to perform in certain ways. Such children are sometimes called trophy-children1 , and we are generally concerned about their fate | other | youth-general | Oxford Review of Education | 10.1080/03054980600645388 |
| 4 | 1983 | Benbow, Camilla Persson / Stanley, Julian C. / Kirk, Marshall K. / Zonderman, Alan B. | Structure of intelligence in intellectually precocious children and in their parents | Students representing the top 0.03% of their age group in intellectual ability, who were identified by the Study of Mathematically Precocious Youth (Benbow & Stanley, 1980), were tested along with their parents using a battery of specifically designed cognitive tests. These highly intelligent children had less intelligent, but yet quite bright parents. Vernon's (1961) model of intelligence best fits our results. His following two factors explained most of the variance in the performance of the students and parents: verbal-educational and practical-spatial-mechanical. Moreover, there was potential evidence for a general factor. Among the children, who were mostly past puberty, age related to development of verbal abilities, but not spatial or mechanical abilities. Sex differences favoring the males were found on the spatial ability and mechanical comprehension tests. | iq | adolescent | Intelligence | 10.1016/0160-2896(83)90024-7 |
| 4 | 1986 | Benbow, C. P. | Physiological correlates of extreme intellectual precocity | Among extremely mathematically and/or verbally precocious students (top 1 in 10,000 in such reasoning ability), the following three physiological characteristics were found at high frequencies: left- or mixed-handedness, asthma and other allergies, and myopia. The first two of these may reflect the effects of a common influence (testosterone) on the nervous and immune systems during fetal development. Moreover, our results suggest that such highly able students may exhibit bihemispheric representation of cognitive functions. These results may bear on the etiology of intellectual talent. | iq | adolescent | Neuropsychologia | 10.1016/0028-3932(86)90011-4 |
| 4 | 1978 | Stanley, Julian C. / George, William C. | Now We Are Six: The Ever-Expanding SMPY: Study of Mathematically Precocious Youth [SMPY] The Johns Hopkins University | No abstract available | iq | youth-general | G/C/T | 10.1177/107621757800100105 |
| 3 | 1993 | Vernon, McCay / LaFalce-Landers, Elizabeth | A Longitudinal Study of Intellectually Gifted Deaf and Hard of Hearing People: Educational, Psychological, and Career Outcomes | Fifty-seven gifted deaf and hard of hearing people were followed longitudinally to determine their current educational, career, and mental health status. Of the 49 who were old enough for postsecondary schooling and for whom data were available, 86% attained some postsecondary education. Of these, 43% graduated from a four-year college and 18% attended graduate school. Of the 57 total cases, 39% experienced mental illness of a severity requiring either inpatient hospitalization or outpatient therapy. Occupationally, 33% of the total sample were in professional or supervisory roles, 18% were technicians or craftspeople, and a surprising 30% were unemployed. People with progressive and late-onset hearing losses had especially severe problems of adjustment and employment. Demographic data and a further breakdown of the above information are provided. | iq | youth-general | American Annals of the Deaf | 10.1353/aad.2012.0335 |
| 4 | 2014 | Leikin, Roza / Paz-Baruch, Nurit / Leikin, Mark | Cognitive Characteristics of Students with Superior Performance in Mathematics | Super-gifted individuals are considered to be very rare. This paper addresses one part of a larger body of research aimed at characterization of super-giftedness in mathematics. The research population consists of three groups of students who excel in mathematics: Super-gifted in mathematics (S-MG), generally gifted students who excel in school mathematics (G-EM) and students who excel in school mathematics but are not identified as generally gifted (NG-EM). Fifty-six male students who comprised these groups performed a battery of cognitive tests: memory, speed of information processing, visual perception, and attention. We found that the between-group differences are task depended and that S-MG students can be characterized by superior performance on Working Memory test (WM – span, WM – total score) and the accuracy of Pattern-recognition, which was an indicator of visual perception. | iq | adolescent | Journal of Individual Differences | 10.1027/1614-0001/a000140 |
| 5 | 2011 | Burger-Veltmeijer, Agnes E. J. / Minnaert, Alexander E. M. G. / Van Houten-Van den Bosch, Els J. | The co-occurrence of intellectual giftedness and Autism Spectrum Disorders | This systematic literature review explored the state of the art concerning the theoretical and empirical knowledge of the twice-exceptionality of Intellectual Giftedness and Autism Spectrum Disorders (IG. +. ASD). 33All abbreviations are explained below Table 1 in 'abbreviations Tables 1 and 2'., in relation to diagnostic and assessment issues. After searching and examining publications in peer-reviewed journals and dissertations, we encountered a variety of methodologies being used. The results showed the absence, until now, of theoretical conceptualisations of the phenomenon IG. +. ASD. Nevertheless, this contribution revealed some converging tendencies concerning both personal characteristics and diagnostic and assessment issues, between publications with and without Systematic Identification Measures (SIM). Some findings, like the 'superior non-verbal abilities', are discussed in relation to (controversial) image formation of IG and IG. +. ASD. Altogether, the results indicated the need for an in-depth exploration and conceptualisation of the phenomenon IG. +. ASD. Meanwhile, future research should also address the practical psychological-educational need for both classification-based and needs-based assessment procedures, regarding students with (suspicion of) IG. +. ASD. | other | youth-general | Educational Research Review | 10.1016/j.edurev.2010.10.001 |
| 1 | 2014 | Plucker, Jonathan A. / Callahan, Carolyn M. | Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future | Gifted education has a rich history and a solid if uneven research base. As policy makers and educators increasingly turn their attention to advanced students and educational excellence, the time is ripe for a dispassionate analysis of the field’s conceptual and empirical strengths and weaknesses. The purpose of this special feature article is to highlight advances in theories and research related to giftedness and gifted education, note the promising areas for additional research, and propose next steps for improving the quality and utility of empirical work in this important area. | unspecified | youth-general | Exceptional Children | 10.1177/0014402914527244 |
| 3 | 2014 | Vaskinn, Anja / Ueland, Torill / Melle, Ingrid / Agartz, Ingrid / Andreassen, Ole A. / Sundet, Kjetil | Neurocognitive Decrements are Present in Intellectually Superior Schizophrenia | Data suggest that individuals with schizophrenia (SZ) and superior intelligence can present without specific neurocognitive deficits. However, neurocognitive decrements, defined as worse cognition than expected, have been reported in practically all SZ cases. This study investigated if neurocognitive decrements are present in intellectually superior SZ by comparing the neuropsychological profile of SZ cases with IQ-matched healthy controls (HC) across intellectual levels. Participants with SZ and HCs were stratified into three IQ-groups; intellectually low (IQ 80-95; SZ n = 65 and HC n = 13), intellectually normal (IQ = 100-115; SZ n = 111 and HC n = 115), and intellectually superior (IQ ≥ 120; SZ n = 20 and HC n = 50). A repeated measures multivariate analysis of co-variance compared performance on eight selected neuropsychological tests across IQ-strata and diagnostic group. Differences in clinical characteristics and social functioning in SZ across IQ-strata were investigated with multivariate and univariate analyses of variance. Intellectually superior SZ participants scored within normal limits, but had neurocognitive decrements compared to superior HCs. Decrements were of the same magnitude as in the low and normal IQ-strata. Levels of functional impairments and clinical characteristics in participants with SZ did not differ significantly across IQ-strata. Results indicate that neurocognitive decrements are present in intellectually superior SZ to the same extent as in intellectually low and intellectually normal SZ, supporting the notion that SZ is a neurocognitive disorder. Similar levels of social functional deficits and clinical symptoms suggest similar disease processes in SZ across intellectual level. | iq | adults | Frontiers in Psychiatry | 10.3389/fpsyt.2014.00045 |
| 4 | 1996 | Achter, John A. / Lubinski, David / Benbow, Camilla Persson | Multipotentiality among the intellectually gifted: `It was never there and already it's vanishing.` | The theory of work adjustment was used as a conceptual framework in evaluating the concept of multipotentiality, taken from the psychological literature on counseling intellectually gifted individuals (viz., those with high-flat ability and preference profiles that may lead to career indecision and distress). An examination of over 1,000 intellectually gifted students (top 1%) in 4 separate cohorts, assessed with the Scholastic Aptitude Test, the Study of Values, and J. L. Holland's (1985) six interest themes, revealed little empirical support for the prevalence of multipotentiality within intellectually talented adolescents (<5%). Rather, it appears that the idea of an overabundance of high-flat ability and preference profiles among gifted students stems from the use of age-calibrated and, hence, developmentally inappropriate assessment tools having insufficient ceilings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) | iq | adolescent | Journal of Counseling Psychology | 10.1037/0022-0167.43.1.65 |
| 2 | 2008 | Ebach, Judith / Endepohls-Ulpe, Martina / Kessler, Barbara / Sander, Elisabeth | Hochbegabte Mädchen in Naturwissenschaft und Technik – Chancen und Risiken | unspecified | adolescent | |||
| 3 | 1991 | Kline, Bruce E. / Short, Elizabeth B. | Changes in emotional resilience: Gifted adolescent females | Gifted females experience significant changes in social and emotional balance during the school years. This was the beginning hypothesis of a cross‐sectional study of first through twelfth‐grade gifted females. The study identified 89 subjects and administered a 138‐item youth questionnaire. Analysis of the data indicates a significant decrease in the self‐regard and self‐confidence of gifted girls throughout their school development. Likewise, levels of perfectionism, hopelessness and discouragement rise in the same developmental time block. Relationships with parents and other adults decline while peer relationships take on added prominence. Implications are profound. As emotional vulnerability increases by grade twelve, inner courage and self assurance decline. To combat this, strong identity information and models need to be presented, emotional stability encouraged, and life direction, including career planning, strongly emphasized. | unspecified | youth-general | Roeper Review | 10.1080/02783199109553333 |
| 3 | 2004 | Hartnett, D. Niall / Nelson, Jason M. / Rinn, Anne N. | Gifted or ADHD? The possibilities of misdiagnosis | This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty‐four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi‐square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided. | unspecified | unspecified | Roeper Review | 10.1080/02783190409554245 |
| 3 | 1986 | Karnes, Frances A. / Oehler-Stinnett, Judy J. | Life events as stressors with gifted adolescents | The present study investigated the perceived stressfulness of life events by 53 gifted adolescents in a rural southeastern area. In comparison to previous samples, these youths rated life events as similar except for items related to achievement, social status, and career aspirations, which they rated as more stressful. Pressure to perform was rated as stressful, but actually being labeled gifted was rated as a relatively low stressful event. | iq | adolescent | Psychology in the Schools | 10.1002/1520-6807(198610)23:4<406::AID-PITS2310230416>3.0.CO;2-N |
| 3 | 2007 | Perrone, Kristin M. / Perrone, Philip A. / Ksiazak, Tracy M. / Wright, Stephen L. / Jackson, Z. Vance | Self‐perception of gifts and talents among adults in a longitudinal study of academically talented high‐school graduates | Definitions of giftedness and self‐perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high‐school graduation in 1988. For the present study, participants answered open‐ended questions and completed scales measuring adult giftedness and adult self‐perceptions of abilities in 12 different domains. Gender differences in perceptions were examined. When participants were asked if they believed they were gifted in high school and now, more men than women responded affirmatively to both questions. Further, significant gender differences were identified for perceived competencies in four areas: job competence, nurturance, athletic competence, and morality. Implications of the findings and directions for future research are discussed. | high-achieving | adults | Roeper Review | 10.1080/02783190709554420 |
| 3 | 1980 | Powell, Philip M. | Advanced Social Role-Taking and Cognitive Development in Gifted Adults | Examined the possible parallelism between social role-taking and cognition in forty-four gifted adults. The men and women, aged twenty-one to fifty-five were white and middle class. They were administered measures of advanced role-taking levels formulated for this study and measures of formal operations and of post-formal operational development based on category theory. The three hypotheses were: (1) role-taking levels termed “interactive effect” and “interactive empathy” would form an invariant sequence; (2) measures of formal operations and of post-formal operational levels would form an invariant sequence; and (3) the formal operations and post-formal operational levels would provide the necessary cognitive prerequisites for role-taking levels of interactive effect and interactive empathy, respectively. The findings supported all three hypotheses. Age was correlated significantly with role-taking behavior. In the discussion, category theory was suggested as one way to define post-formal operational thinking. | iq | adults | The International Journal of Aging and Human Development | 10.2190/TUM9-DM8A-QE29-BUBF |
| 2 | 1993 | Rader, Stephen M. | A Comparison of Characteristics of Intellectually Gifted and Non-Intellectually Gifted Adolescents and Young Adults Participating in Theatre Arts Programs | Since 1960, researchers and theoreticians have devoted a great deal of attention to the concept of creativity. They have developed profiles describing the characteristics of highly creative persons and proposed many programs intended to enhance creative expression. They have, however, neither examined nor discussed the characteristics of individuals who are both highly creative and intellectually gifted, and they have not often provided precise descriptions of those qualities as they are manifested in specific fields. This paper is a comparison of the characteristics of highly creative, intellectually gifted and highly creative, non-intellectually gifted adolescents and young adults who have participated actively in theatre arts programs at the secondary and undergraduate levels. Placement of students in the two categories examined was based on scores on individual or group IQ tests and on the author's subjective evaluation, after an extensive period of observation, of the students' levels of creativity. The paper is not a research study; rather, it is based on the author's observations during more than 15 years of work in secondary and undergraduate theatre. The sample included about 25 highly creative, intellectually gifted students and nearly 100 highly creative students who were not intellectually gifted. Although this paper is limited to theatre arts, the observed differences between these two groups of students may emphasize the importance of further examining theatre and other fields of expression to determine whether similar differences exist. | iq | adolescent | Gifted Education International | 10.1177/026142949300900207 |
| 3 | 1988 | Bow, James N. | A Comparison of Intellectually Superior Male Reading Achievers and Underachievers from A Neuropsychological Perspective | Research with intellectually average underachievers indicates that reading problems are often associated with neuropsychological deficits. The present study investigated this relationship for intellectually superior (IQ ≥ 120) males. Twenty reading achievers and twenty reading underachievers, controlled for age (8 to 12), socioeconomic status (SES), medical history, and emotional problems were compared on a comprehensive battery of neuropsychological tests. The results revealed significant global (p < .01) and specific (p < .05) differences in favor of achievers. These findings indicate that neuropsychological deficits are associated with reading underachievement among intellectually superior male underachievers. Practical implications are discussed. | iq | children | Journal of Learning Disabilities | 10.1177/002221948802100210 |
| 3 | 1997 | Achter, John A. / Benbow, Camilla Persson / Lubinski, David | Rethinking Multipotentiality Among the Intellectually Gifted: A Critical Review and Recommendations | This paper critically reviews the concept of multipotentiality as it has been defined and encountered in the scientific literature on gifted children. Until recently, it has not been adequately subjected to empirical evaluation. Despite its ubiquitous presence in the literature, several pieces of evidence are presented suggesting that multipotentiality has been erroneously interpreted and falsely assumed to apply to a majority of intellectually gifted individuals. Findings are summarized from a recent report (Achter, Lubinski, & Benbow, 1996) on the ability, interest, and value profiles of over 1000 students from the Study of Mathematically Precocious Youth (SMPY), as well as evidence compiled from other empirical studies, indicating that above-level assessment of abilities and preferences among gifted adolescents reveal markedly differentiated profiles for the vast majority (over 95% when all factors were consulted). Thus, the concept of multipotentiality requires rethinking. Traditional assessment tools found in vocational psychology (i.e., questionnaires and tests measuring abilities, interests, and values), when offered in an above-level format, are useful in serving the educational and career counseling needs of intellectually gifted young adolescents. Further, such tools are helpful for gaining an appreciation of the diversity of individual differences among the intellectually talented. | iq | youth-general | Gifted Child Quarterly | 10.1177/001698629704100102 |
| 3 | 2014 | Ruthsatz, Joanne / Ruthsatz-Stephens, Kimberly / Ruthsatz, Kyle | The cognitive bases of exceptional abilities in child prodigies by domain: Similarities and differences | Child prodigies are defined as those individuals who reach a professional level of achievement in a culturally relevant domain before the age of 10 or adolescence. Although child prodigies are often the object of historical wonder and modern day awe, because of the difficulty involved with assembling a large sample of prodigies, until recently, little was known about the source of their achievements. Recent studies have begun to tackle this enigma, and a few traits have surfaced as key underpinnings of prodigiousness across domains: an average or higher IQ, extraordinary working memory, and a heightened attention to detail. The present study investigated whether the prodigies' cognitive profiles differed according to their area of specialty. Using the Stanford Binet 5th ed. intelligence test the investigator assessed the cognitive profiles of 18 child prodigies across the domains of art, music, and math. The results suggest that prodigies in each domain have distinct cognitive profiles. While all of the child prodigies had exceptional memories, the music and math prodigies scored significantly higher on working memory than the art prodigies. The math prodigies displayed the highest levels of general intelligence and extraordinary visual spatial skills. The art prodigies displayed a surprising deficit in visual spatial skills, obtaining scores much lower than both the math prodigies and music prodigies. The differences in the prodigies' cognitive underpinnings across domains may have implications for the general population. | high-achieving | youth-general | Intelligence | 10.1016/j.intell.2014.01.010 |
| 1 | 2016 | Zenasni, F. / Mourgues, C. / Nelson, J. / Muter, C. / Myszkowski, N. | How does creative giftedness differ from academic giftedness? A multidimensional conception | Giftedness is a multifaceted concept that involves a wide range of inputs and outputs. Hence, there are many theories suggesting a multidimensionality of giftedness. The aim of the present paper is (a) to position giftedness in terms of the processes involved and (b) to propose a multidimensional conception in order to differentiate creative and academic giftedness. Creative giftedness is represented by a high ability to produce ideas that are original and valuable in a specific domain or in several domains of work. There are many arguments that set creative giftedness apart from other types of giftedness. First, some empirical and theoretical data suggest that creativity is a specific characteristic that is independent from intelligence. Moreover, high levels of creativity are explained by specific processes that are not involved in high academic achievement. Finally, some researchers have observed cognitive styles and personality traits that may explain the distinction between high academic performance and highly creative performance. | unspecified | unspecified | Learning and Individual Differences | 10.1016/j.lindif.2016.09.003 |
| 5 | 2018 | Wai, Jonathan / Hodges, Jaret / Makel, Matthew C. | Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination | Sex differences in cognitive ability level and cognitive ability pattern or tilt (e.g., math > verbal) have been linked to educational and occupational outcomes in STEM and other fields. The present study examines cognitive ability tilt across the last 35 years in 2,053,265 academically talented students in the U.S. (SAT, ACT, EXPLORE) and 7119 students in India (ASSET) who were in the top 5% of cognitive ability, populations that largely feed high level STEM and other occupations. Across all measures and samples, sex differences in ability tilt were uncovered, favoring males for math > verbal and favoring females for verbal > math. As ability tilt increased, sex differences in ability tilt appeared to increase. Additionally, sex differences in tilt increased as ability selectivity increased. Broadly, sex differences in ability tilt remained fairly stable over time, were consistent across most measures, and replicated across the U.S. and India. Such trends should be carefully monitored given their potential to impact future workforce trends. | iq | youth-general | Intelligence | 10.1016/j.intell.2018.02.003 |
| 4 | 1955 | Bayley, N. / Oden, M. H. | The maintenance of intellectual ability in gifted adults | Retest data were obtained on 1,103 adults who were above average in intelligence. The average age at testing was about 30 years at the first test and 42 years at the repeat. The Concept Mastery test was used which consists of synonym-anonyms and analogies drawn from a wide field of arts, sciences and general life activities. The retest correlations ranged from 88 to 92 for the four sub-groups, i.e., gifted men and women, husbands, and wives. All groups showed a significant increase in scores at the retest. "The retests of this large group of superior adults give strong evidence that intelligence of the type tested by the Concept Mastery scale continues to increase at least through 50 years of age." | iq | adults | Journal of Gerontology | 10.1093/geronj/10.1.91 |
| 2 | 2000 | Reis, Sally M. / McCoach, D. Betsy | The Underachievement of Gifted Students: What Do We Know and Where Do We Go? | The process of defining underachievement, identifying underachieving gifted students, and explaining the reasons for this underachievement continues to stir controversy among practitioners, researchers, and clinicians. Despite this interest, the underachievement of gifted students remains an enigma. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. The problems inherent in defining and identifing underachieving gifted students are given special attention. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area. | other | youth-general | Gifted Child Quarterly | 10.1177/001698620004400302 |
| 3 | 2015 | Ogurlu, Uzeyir | Ostracism among Gifted Adolescents: A Preliminary Study in Turkey | Ostracism has an influence on psychological and social functioning. The aim of this study is to examine ostracism among gifted students, with regard to gender and grade levels. Also, the relationship between ostracism and intelligence level was investigated. The study was conducted in a gifted education center, with 94 gifted students who were attending middle school (grades 5-8). The Ostracism Experience Scale for Adolescents and Wechsler Intelligence Scale for Children – Revised Form were employed as data collection tools. According to the findings obtained from the study, it is concluded that ostracism did not differ in terms of gender among gifted students. Besides, being socially excluded may be higher in 8th grades than 6th and 7th grades. Also in the study, a positive correlation was found between intelligence level and ostracism. Discussion and suggestions were also provided based on the results. | iq | children | EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL | 10.12973/edupij.2015.412.2 |
| 2 | 2015 | Kerr, Barbara A. / Multon, Karen D. | The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students | This article describes the interaction of giftedness with gender identity, gender role, and gender relations. The authors explored ways in which many gifted educational practices are gendered, a model for the development of talent in the context of gender and gender relations, and ways of reducing gender inequities in the realization of potential for both male and female students. Issues that are unique to gifted individuals are aligned with suggestions for counseling interventions. | other | youth-general | Journal of Counseling & Development | 10.1002/j.1556-6676.2015.00194.x |
| 3 | 1967 | Antoine, Hugh | A Comparative Study of Three Groups of Intellectually Superior Students who have Completed Two or More Years of College | The purpose of this study was to compare the activities and achievements in college of a population of three groups of academically able students who participated in a high school honors program. The population consisted of (1) those who completed an honors program, (2) those who dropped out of an honors program, and (3) those who entered an honors program at a time later than the entry of the first two groups. This study was concerned with discovering distinguishing activities and achievements of the male and female members of the three groups through an analysis and comparison of data relative to the groups after their completion of two or more years of college. | other | young-adults | ||
| 2 | 2009 | Balduf, Megan | Underachievement Among College Students | Many high-achieving students do not question their academic success. They do well and are content with the study skills they have developed to ensure that they achieve their goals. However, these students, whose high schools considered them achievers, experience difficulties and sometimes failure in situations where they had previously experienced success. Using a sample of college freshmen who had earned academic warnings or had been placed on academic probation, this research examined each individual and his or her causes of underachievement. Participants attributed their high school successes to minor efforts. Not needing to do much to earn the success they wanted, these students were never taught, nor ever taught themselves, how to work through challenging issues. When these participants encountered challenging coursework in college, they were unprepared to deal with it. Additionally, several other aspects of participants’ experiences contributed to their college underachievement: inadequate study skills, poor time management, and internal versus external motivation. Participants felt that the intervention that would best reverse college underachievement was improving their own attitudes and behaviors. Through counseling and other means, gifted students need to learn how to motivate themselves to work when grades do not come easily. Colleges should be aware that even their high-achieving applicants may lack the skills necessary to succeed. In addition to offering study skills courses to underachieving students, colleges should include preemptive strategies for all incoming freshmen, including motivational and time management strategies. | other | young-adults | Journal of Advanced Academics | 10.1177/1932202X0902000204 |
| 3 | 2001 | Gross, Miraca UM | Play Partner" or" Sure Shelter"? Why gifted children prefer older friends | No abstract available | iq | youth-general | 4th Australasian International Conference on the Education of Gifted Students. Melbourne: August | |
| 5 | 2011 | Dai, David Yun / Swanson, Joan Ann / Cheng, Hongyu | State of Research on Giftedness and Gifted Education: A Survey of Empirical Studies Published During 1998—2010 (April) | This study surveyed 1,234 empirical studies on giftedness, gifted education, and creativity during 1998—2010 (April), using PsycINFO database and targeted journals as main sources, with respect to main topics these studies focused on, methods they used for investigation, and the conceptual spaces they traversed. Four main research topics emerged from the survey: creativity/creatively gifted, achievement/underachievement, identification, and talent development. Rich and broad conceptual spaces linking these four categories to their psychological underpinnings and educational implications have been explored by this body of research, though the conceptual spaces are still too loosely organized to be seen as paradigmatic. Several prominent trends are identified, including the emergent qualitative studies (accounting for a quarter of the total studies) and the dominance of descriptive (comparative and correlational) research. Although most psychosocial studies are conducted in the context of gifted education, there still seems to be a gap between theory and practice, between psychological understanding of gifted development and promoting such development through education. More systematic, sustainable programs of research and more coordination among researchers are warranted to move the field forward. | unspecified | unspecified | Gifted Child Quarterly | 10.1177/0016986210397831 |
| 3 | 2001 | Bouchet, Nicole / Falk, R. Frank | The Relationship Among Giftedness, Gender, and Overexcitability | This study examines the relationship among giftedness, gender, and overexcitability. Previous studies examining these relationships were based on an open-ended questionnaire and small samples. This study uses a new self-rating questionnaire to assess overexcitabilities, the Overexcitability Questionnaire II, and findings are based on a large sample of 562 university students. Giftedness was measured by a student's participation in either a gifted, advanced, or standard curriculum program. Results show that previous findings on the relationship between giftedness and overexcitability can be confirmed; gifted students scored significantly higher on intellectual and emotional overexcitability than students in either of the other two programs. Further, males scored higher overall on intellectual, imaginational, and psychomotor overexcitability, while females scored higher on emotional and sensual overexcitability. | other | young-adults | Gifted Child Quarterly | 10.1177/001698620104500404 |
| 3 | 1982 | Berndt, D. J. / Kaiser, C. F. / Van Aalst, F. | Depression and self-actualization of gifted adolescents | Administered the Multiscore Depression Inventory and the Personal Orientation Inventory to 248 academically gifted adolescents drawn from across the state of South Carolina to participate in a select program. Low but significant correlations were noted among several of the scales. Factor analysis of the scales of both instruments resulted in five factors for females and six for males. In both samples the first two factors accounted for more than half the variance. Gifted students who were not self-actualizing types were more depressed, and their pattern of scores revealed that guilt, low self-esteem, learned helplessness, and cognitive difficulty were important symptoms. The gifted adolescents, on the whole, tended to be more socially introverted. | other | adolescent | Journal of Clinical Psychology | 0021-9762 |
| 3 | 2006 | Bain, Sherry K. / Choate, Stephani M. / Bliss, Stacy L. | Perceptions of developmental, social, and emotional issues in giftedness: Are they realistic? | We questioned 285 undergraduate students enrolled in human development and educational psychology courses about their perceptions of issues related to giftedness. Participants responded to statements that reflect potential myths or misconceptions related to development, family relations, emotional functioning, and social functioning among individuals who are gifted. Many of the group's perceptions followed no dominant trend and varied little from published evidence. The exceptional issues involved perceptions of homogeneity among children who are gifted, synchronous development, emotional and social functioning in children who are gifted, and emotional functioning of their non‐gifted siblings. In the latter three cases, participants overestimated the probability of distress. We discuss implications for programmatic needs, and the need to educate the public regarding disparate and stigmatizing perceptions. | unspecified | youth-general | Roeper Review | 10.1080/02783190609554383 |
| 3 | 2011 | Bailey, Carrie Lynn | An Examination of the Relationships Between Ego Development, Dabrowski’s Theory of Positive Disintegration, and the Behavioral Characteristics of Gifted Adolescents | Literature exploring the experiences of gifted individuals has often focused on asynchronous development, particularly during childhood and adolescence. Also discussed in the literature are the unique social, emotional, and behavioral characteristics associated with giftedness. However, there is still an unclear picture concerning the implications of this work as related to the specific counseling needs of gifted students, and little empirical support is provided. This study seeks to build, through a developmental lens, a more comprehensive base from which to design counseling and teaching approaches with gifted students. Findings indicate that the ego levels of gifted students are slightly higher than those of typical adolescents. Empirical evidence of the level of development related to Dabrowski’s theory of positive disintegration for gifted adolescents is provided, with the majority of respondents (70%) falling within Dabrowski’s Level II–Unilevel Disintegration stage. Results also indicated that the gifted students studied are relatively well adjusted and that the behaviors exhibited by gifted adolescents are normally distributed. Study results are interpreted as indicating that although ego development and Dabrowski’s theory of positive disintegration may share similarities, they are different constructs, and further investigation is needed to best use these theories in designing appropriate and effective counseling and teaching intervention strategies for working with gifted adolescents. Limitations of the study and suggestions for future research are presented. | other | adolescent | Gifted Child Quarterly | 10.1177/0016986211412180 |
| 3 | 1964 | Morris, Ruby Pearl | A Comparative Analysis of Selected Characteristics of Intellectually Superior Female Students who Persisted and Those who did not Persist in an Advanced Placement Program | This study was undertaken to make a comparative analysis of selected nonintellective characteristics of intellectually superior female students who persisted and those who did not persist in an Advanced Placement Program offering sequentially planned course offerings in mathematics and science. A second dimension of the study was an investigation of selected nonintellective traits to determine if the students' scores are elevated in the same direction as those of superior female adults who have been studied on essentially the same dimensions. | other | adolescent | ||
| 3 | 1987 | White, Willard L. / Renzulli, Joseph S. | A forty year follow‐up of students who attended Leta Hollingworth's school for gifted students | The purpose of this study was to follow‐up a group of individuals who were identified at an early age as gifted and attended an experimental enrichment program at Speyer School in New York City from 1935 to 1940. Leta Stetter Hollingworth, who was the educational advisor to these rapid learners (called Terman Classes), was the first educator to advocate enrichment as an appropriate model for gifted education in this country. Twenty‐eight of the students who attended the Terman Classes at Speyer School were located and 20 of this group completed and returned a questionnaire. From information supplied in the questionnaire, eight subjects were selected for extensive interviews based on male/female ratio, accessibility, and inclusion in Hollingworth's book, Children Above 180 IQ. The study was the result of a donation of research and documents to The University of Connecticut from the widow of Hollingworth's research assistant, James G. Thomas. This material included a follow‐up study that Thomas had begun as well as directories of the students with whom he had kept in contact. Thomas’ research is now a part of the Hollingworth Archives at The University of Connecticut. | iq | adults | Roeper Review | 10.1080/02783198709553091 |
| 3 | 2015 | Vaskinn, Anja / Hartberg, Cecilie B. / Sundet, Kjetil / Westlye, Lars T. / Andreassen, Ole A. / Melle, Ingrid / Agartz, Ingrid | Brain structure characteristics in intellectually superior schizophrenia | The current study aims to fill a gap in the knowledge base by investigating the structural brain characteristics of individuals with schizophrenia and superior intellectual abilities. Subcortical volumes, cortical thickness and cortical surface area were examined in intellectually normal and intellectually superior participants with schizophrenia and their IQ-matched healthy controls, as well as in intellectually low schizophrenia participants. We replicated significant diagnostic group effects on hippocampal and ventricular size after correction for multiple comparisons. There were no statistically significant effects of intellectual level or of the interaction between diagnostic group and intellectual level. Effect sizes indicated that differences between schizophrenia and healthy control participants were of similar magnitude at both intellectual levels for all three types of morphological data. A secondary analysis within the schizophrenia group, including participants with low intellectual abilities, yielded numerical, but no statistically significant differences on any structural brain measure. The present findings indicate that the brain structure abnormalities in schizophrenia are present at all intellectual levels, and individuals with schizophrenia and superior intellectual abilities have brain structure abnormalities of the same magnitude as individuals with schizophrenia and normal intellectual abilities. | iq | adults | Psychiatry Research | 10.1016/j.pscychresns.2015.02.005 |
| 2 | 1997 | Paulus, Paul B. / Paulus, Leigh E. | Implications of research on group brainstorming for gifted education | Group brainstorming is a popular technique in organizations and educational programs. Advocates for this technique suggest that it will increase productivity, learning, and creativity. Educators often promote brainstorming as a useful technique in gifted education. Although individual brainstorming may be an effective technique, research on group brainstorming indicates that it is often detrimental to the production of creative ideas. We evaluate the implications of this research for gifted education and suggest ways to enhance the effectiveness of group brainstorming. | unspecified | youth-general | Roeper Review | 10.1080/02783199709553834 |
| 4 | 2000 | Renzulli, Joseph S. / Park, Sunghee | Gifted Dropouts: The Who and the Why | Two studies were conducted to obtain comprehensive information about ifted high school dropouts and to examine factors that are related to their dropout behavior using the Dropout and Student questionnaires of the National Education Longitudinal Study of 1988 (NELS:88). The results indicated that mwny gifted dropouts were from low socioeconomic-status families and racial minority groups; had parents with low levels of education; and participated less in extracurricular activities. Also, reasons for gifted male dropouts were More related to econornic issues, while reasons for gifted teniale dropouts were more related to personal issues, although both males and femiales were likely to offer school-related reasons. The logistic regression analysis results indicated that dropout behavior for gifted students was significantly related to students' educational aspirations. pregnancy or child-rearing, gender, father's highest level of education, and mother's highest level of education. | high-achieving | youth-general | Gifted Child Quarterly | 10.1177/001698620004400407 |
| 5 | 2016 | Rommelse, Nanda / van der Kruijs, Marieke / Damhuis, Jochem / Hoek, Ineke / Smeets, Stijn / Antshel, Kevin M. / Hoogeveen, Lianne / Faraone, Stephen V. | An evidenced-based perspective on the validity of attention-deficit/hyperactivity disorder in the context of high intelligence | The validity of Attention-Deficit/Hyperactivity Disorder (ADHD) in individuals with high intelligence is disputed, since high intelligence may 'mimic' the symptoms of ADHD in the absence of the specific pathophysiological pathways for ADHD. Conversely, increased risk of a missed ADHD diagnosis may occur due to compensatory strategies in the highly intelligent individual. A systematic literature review was performed including cognitive and behavioral studies, addressing a specific set of criteria for validating ADHD in the context of high intelligence. Albeit limited in number, available results suggest that ADHD is a valid construct in the context of high intelligence, showing characteristic clinical features (except possibly for hyperactivity being a less specific pathology marker), course and outcome and a characteristic response to treatment. Importantly, ADHD and IQ are negatively correlated on nearly all phenotypic and cognitive constructs, underlining the need for taking IQ into account as potential moderator in ADHD studies and more systematically studying ADHD in the high intelligent population. | iq | youth-general | Neuroscience and Biobehavioral Reviews | 10.1016/j.neubiorev.2016.08.032 |
| 2 | 1995 | Silverman, Linda Kreger | Why are there so few eminent women? | Discusses socioculturally promoted biases against the education of gifted females and the disparity between male and female representation among the illustrious. The perspectives of gifted women including L. S. Hollingworth (1914, 1926), M. C. Thomas, and men such as John Stuart Mill (1869) supporting the advocation of educational equity are contrasted with those of men such as Sir Francis Galton (1870) and E. Clarke (1873) whose scholarly propositions provided "scientific proof" that females were intellectually inferior, providing an "acceptable" discriminatory basis for hindering women from the attainment of eminence. A newer, more equitable definition of giftedness focuses on the inner experience of the gifted person throughout the life span, and on how gifted women define success. The developmental aspects characteristic of giftedness, viewed as less culturally biased than achievement, are discussed. | unspecified | adults | Roeper Review | 10.1080/02783199509553689 |
| 4 | 1999 | Rogers, Karen B. | The Lifelong Productivity of the Female Researchers in Terman's Genetic Studies of Genius Longitudinal Study | An analysis of information collected from historical archives reveals a wealth of data on 30 female researchers who worked in various capacities with Dr. Lewis Terman in conducting his classic longitudinal study. Genetic Studies of Genius (1925), on 1,528 gifted children in California. The published and unpublished papers, memoranda, and research field notes of these researchers, their respective correspondence With Terman and each other, and some contacts with a living member of the research teamn and family members were used for this analysis. Although the information is incomplete on some of the women, most of them appeared to have had satisfying personal lives in addition to productive professional careers. Not only did they each contribute greatly to the actual work of carrying out Terman's research conception, they also represent a continuum of life-long productivity. Personal responsibilities nay have had more to do with their subsequent levels of productivity than societal expectations or conventions. | iq | adults | Gifted Child Quarterly | 10.1177/001698629904300303 |
| 2 | 1989 | Reis, Sally M. / Callahan, Carolyn M. | Gifted Females: They've Come a Long Way—Or Have They? | Current research and practice as well as media attention seem to indicate that opportunities for gifted females have increased while barriers to their achievement have decreased. However, before we become enthusiastic about these developments, a closer review of the implications and potential dangers of this attention must be conducted. This article will review recent research studies and analysis regarding gender and sex differences, point out promising research directions, and suggest future research needed to answer relevant questions. Sex bias in both programs and curriculum used in programs for the gifted will also be discussed. | unspecified | adults | Journal for the Education of the Gifted | 10.1177/016235328901200203 |
| 1 | 1989 | Noble, Kathleen D. | Counseling Gifted Women: Becoming the Heroes of Our Own Stories | The journey toward becoming one's best is a heroic quest which demands strength, courage, independence, and perseverance. This paper assists counselors and psychotherapists to understand and illuminate the issues, obstacles, and challenges confronting gifted women, and to empower their clients to claim and express their high potential. These issues are drawn from the author's interviews with clients and colleagues, a survey of participants at a 1986 conference for and about gifted women, and a comprehensive literature review. Gifted women are urged to recognize and externalize cultural and familial devaluation, refuse to be invisible or to “disappear,” resist the pull of the status quo, and envision new possibilities for personal fulfillment. Guidelines, strategies, and resources for enabling these goals are discussed. | unspecified | adults | Journal for the Education of the Gifted | 10.1177/016235328901200205 |
| 2 | 2017 | Wigtil, Clifton / L White, Willard | Children Above 180 IQ Stanford-Binet: A Seventy-Five Year Follow-Up | The findings of a follow-up study of 10 of the subjects of Leta Hollingworth’s (1942/1975) study, “Children Above 180 IQ Stanford-Binet,” are presented, including interviews with two living subjects, a written response to a questionnaire with a third, and an interview with the daughter of a recently deceased fourth subject. The fact that three of the subjects, identified as highly gifted as children, went on to achieve eminence is addressed, and the nature of the subjects’ adult psychosocial development is presented. | iq | adults | Journal of Genius and Eminence | 10.18536/jge.2017.04.02.01.08 |
| 3 | 1986 | Kaufmann, Felice A. / Harrel, Gayle / Milam, Cheryl P. / Woolverton, Nina / Miller, James | The Nature, Role, and Influence of Mentors in the Lives of Gifted Adults | The authors focus on the nature, role, and influence of mentors in the lives of gifted adults. Suggestions for counselors are provided | high-achieving | adults | Journal of Counseling & Development | 10.1002/j.1556-6676.1986.tb01208.x |
| 3 | 1992 | Hollinger, Constance L. / Fleming, Elyse S. | A Longitudinal Examination of Life Choices of Gifted and Talented Young Women | The present study examines the reported achievements of 126 gifted and talented young women approximately 14 years after being identified by Project CHOICE staff. The examination is undertaken from an ipsative as well as a nomothetic perspective. The results indicate that (a) the educational and career attainment of these young women compare quite favorably both with other cohorts of gifted women and with criteria reflecting social expectation; (b) personal and relational accomplishments are identified almost as frequently as educational and career accomplishments as being their ‘greatest achievements’; and (c) a substantial number of these young women at age 29 have yet to achieve the educational, career, and lifestyle aspirations they identified in adolescence. Implications for counseling gifted young women are discussed. | other | adults | Gifted Child Quarterly | 10.1177/001698629203600407 |
| 4 | 1996 | Holahan, Carole | Lifetime Achievement among the Terman Gifted Women | This article presents an overview of work conducted by the author on the women in the Terman Study of the Gifted. The paper summarizes research on the determinants of lifetime achievement for the Terman women, including a consideration of personality, goals, and historical context. In addition, research is presented on the later-life functioning of the Terman women, with a focus on variations among the women according to achievement pattern. Finally, the women’s later-life reflections about their achievement are presented through a discussion of choices they would make differently. This work is presented from a life-span developmental perspective (Baltes, 1987), based on an assumption that there are multiple interacting influences on individual development, including both normative and non-normative influences, as well as influences of historical context. | iq | adults | Gifted and Talented International | 10.1080/15332276.1996.11672847 |
| 2 | 1996 | Kitano, Margie K. / Perkins, Carol O. | International gifted women: Developing a critical human resource | Gifted women in developing nations constitute a valuable human resource in terms of potential contributions to social, technological, and economic progress. To increase understanding of gifted women around the globe, this article presents the results of a study designed to investigate factors affecting lifespan achievement as perceived by 16 highly select, academically achieving women from 15 countries outside the United States. Data were collected through a combination of individual written questionnaires and focus groups. Specific questions concerned the women's perceptions of factors that encouraged or discouraged their achievement over time and strategies they used to cope with obstacles. Results indicated that gifted women from highly diverse countries share personal characteristics of determination, love of learning, willingness to take risks, and an indomitable will to achieve their goals. Most attributed their success to their own motivation and to family support. Where families were perceived as obstacles to achievement, the women relied on their internal resources with support from individuals in the community who recognized their talent. Participants identified a variety of factors that hindered their progress, including economic limitations and cultural barriers for women, and described eight positive coping strategies. | high-achieving | adults | Roeper Review | 10.1080/02783199609553781 |
| 3 | 2009 | Persson, Roland S. | Intellectually gifted individuals' career choices and work satisfaction: a descriptive study | This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed. | iq | adults | Gifted and Talented International | 10.1080/15332276.2009.11674857 |
| 3 | 1984 | Piechowski, Michael M. / Colangelo, Nicholas | Developmental potential of the gifted | Many authors have addressed the question of the nature of giftedness and talent only to discover that many factors, components, traits, facets, and potentialities are not captured by the tests in use (Bloom, 1963; Gallagher, 1975; Hoyt, 1966; Nicholls, 1972; Passow, 1981; Wing & Wallach, 1971). That a gifted child is not reliably the parent to a gifted adult-not all gifted children fulfill their promise and adult late bloomers are not counted earlier among the gifted- has been established over and over again; it has been said that the psychometric approach has failed in its predictive promise (Feldman, 1977; Gruber, 1982; Renzulli, 1978). But the problem of what makes for mature giftedness and talent remains; what are all those contributing skills, endowments, or personal powers by which true giftedness is recognized? | other | adolescent | Gifted Child Quarterly | 10.1177/001698628402800207 |
| 1 | 2010 | Ronner, Sieuwke / Nauta, Arnolda P. | Een talent voor valkuilen: De psychologie van hoogbegaafdheid | Begeleiding van hoogbegaafden in de eerstelijns gezondheidszorg kan effectiever. Hoogbegaafden raadplegen een psycholoog veelal vanwege arbeidsconflicten, onvoldoende uitdaging in het werk of relatieproblemen. Slechts enkele hoogbegaafden hebben een specifieke vraag die direct met hun hoogbegaafdheid te maken heeft: ik heb ontdekt dat ik hoogbegaafd ben, wat kan of moet ik daarmee? | other | adults | Psychopraktijk | 10.1007/BF03089957 |
| 1 | 2010 | Mrazik, Martin / Dombrowski, Stefan C. | The Neurobiological Foundations of Giftedness | Case studies of extremely gifted individuals often reveal unique patterns of intellectual precocity and associated abnormalities in development and behavior. This article begins with a review of current neurophysiological and neuroanatomical findings related to the gifted population. The bulk of scientific inquiries provide evidence of unique patterns of right prefrontal cortex and inferior frontal activation implicated in gifted intelligence, although additional studies suggest enhanced neural processing and cerebral bilateralism. Geschwind, Behan, and Galaburda (GBG) first hypothesized the possible neurodevelopmental factors that account for unique brain development. This article explores more recent findings taken from the prenatal exposure literature and offers a proposed model for explaining aberrant develop-mental forces that may be at work in precocious individuals. | other | unspecified | Roeper Review | 10.1080/02783193.2010.508154 |
| 3 | 2003 | McCoach, D. Betsy / Siegle, Del | The School Attitude Assessment Survey-Revised: A New Instrument to Identify Academically Able Students Who Underachieve | The purpose of this study was to design a psychometrically sound instrument to measure adolescents' attitudes toward school, attitudes toward teachers, goal-valuation, motivation, and general academic self-perceptions that could be used to explore the underachievement of academically able secondary school students. The final School Attitude Assessment Survey-Revised (SAAS-R) instrument consisted of 35 questions, each of which being an indicator of one of the five factors. The final model exhibited reasonable fit, X2(550) = 1,581.7, Comparative Fit Index = .91, Tucker Lewis Index = .92, root mean square error of approximation = .059, standardized root mean squared residual = .057. The scores in this study showed internal consistency reliability coefficient of at least .85 on each of the five factors. In addition, four of the five factors of the SAAS-R appear to differentiate gifted achievers from gifted underachievers. It is the authors' hope that the SAAS-R will allow researchers to more fully understand the relationship between these five factors and underachievement in gifted and nongifted populations The School Attitude Assessment Survey-Revised: A New Instrument to Identify Academically Able Students Who Underachieve. Available from: https://www.researchgate.net/publication/247728402_The_School_Attitude_Assessment_Survey-Revised_A_New_Instrument_to_Identify_Academically_Able_Students_Who_Underachieve [accessed Sep 12, 2017]. | other | adolescent | Educational and Psychological Measurement | 10.1177/0013164403063003005 |
| 1 | 2006 | Jolly, Jennifer L. | Leta S. Hollingworth: P.S. 165 And 500: Lessons Learned | In the early 1920s, as the field of gifted education was establishing itself as a legitimate field of study and practice, Leta Hollingworth sought to understand what best classroom practices would best suit gifted students. Hollingworth built upon the work of Lulu Stedman and other pioneers in the field of gifted education, in combination with her own research, to create a curriculum and qualitatively different school-ing experience for gifted students. Her groundbreak-ing work at P. S. 165 and 500 was chronicled in her numerous published works and provides the initial research base for practices in gifted education. | iq | youth-general | gifted-child-today | 10.4219/gct-2006-3 |
| 4 | 1998 | Rost, Detlef H. / Hanses, Petra | The `drama` of the gifted underachievers - `ordinary` or `extraordinary` underachievers? | To shed some light on the "underachieving syndrome" of gifted children, five groups of forth-graders of elementary schools were investigated: "underachieving gifted", "high achieving excellently gifted", "high achieving gifted". "average achieving non-gifted" and "high achieving non-gifted". Control variables: Intelligence, sex, socio-economic status, grade point average. Collected data: Personality variables, self-concept, development, school, and social adjustment. Data sources: Children, parents, teachers. Results show that the underachieving gifted children display more problems in nearly all investigated variables. They are described by their parents and teachers as being more problematic. | iq | children | Zeitschrift für Pädagogische Psychologie | |
| 3 | 2009 | Brown, Thomas E. / Reichel, Philipp C. / Quinlan, Donald M. | Executive Function Impairments in High IQ Adults With ADHD | OBJECTIVES: To demonstrate that high IQ adults diagnosed with ADHD suffer from executive function (EF) impairments that: a) can be identified with a combination of standardized measures and self-report data; and b) occur more commonly in this group than in the general population. METHOD: 157 ADHD adults with IQ >/= 120 were assessed with 8 normed measures of EF- 3 index scores from standardized tests of memory and cognitive abilities, and 5 subscales of a normed self-report measure of EF impairments in daily life. RESULTS: 73% of subjects were significantly impaired on >/= 5 of these 8 EF markers. On all 8 measures, incidence of these impairments was significantly greater than in the general population. CONCLUSION: High IQ adults with ADHD tend to suffer EF impairments that can be assessed with these measures; incidence of such impairments in this group is significantly higher than in the general population. | iq | adults | Journal of Attention Disorders | 10.1177/1087054708326113 |
| 4 | 1994 | Rost, Detlef H. / Hanses, Petra | The Possession and Use of Toys in Elementary‐School Boys and Girls: does giftedness make a difference? | This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree. | iq | children | Educational Psychology | 10.1080/0144341940140203 |
| 4 | 1994 | Rost, Detlef H. / Czeschlik, Tatiana | The psycho-social adjustment of gifted children in middle-childhood | The psycho-social adjustment of 50 gifted (mean IQ=127) and 50 German ten-year-olds of average intelligence (mean IQ=106, matched individually on socio-economic status and gender) was compared. Data from different sources (children, parents, teachers) on social behaviour, (therapy-relevant) behaviour problems, and emotional stability revealed no significant differences between the two ability groups. Gifted elementary-school children are socially and emotionally at least as well adjusted as their non-gifted age-mates. | iq | children | European Journal of Psychology of Education | |
| 1 | 2014 | McBee, Matthew T. / Peters, Scott J. / Waterman, Craig | Combining Scores in Multiple-Criteria Assessment Systems: The Impact of Combination Rule | Best practice in gifted and talented identification procedures involves making decisions on the basis of multiple measures. However, very little research has investigated the impact of different methods of combining multiple measures. This article examines the consequences of the conjunctive (“and”), disjunctive/complementary (“or”), and compensatory (“mean”) models for combining scores from multiple assessments. It considers the impact of rule choice on the size of the student population, the ability heterogeneity of the identified students, and the psychometric performance of such systems. It also uses statistical simulation to examine the performance of the state of Georgia’s mandated and complex multiple-criteria assessment system. | high-achieving | unspecified | Gifted Child Quarterly | 10.1177/0016986213513794 |
| 3 | 1986 | Identifying and nurturing the gifted: an international perspective | The contributions to this volume stem from the Symposium «Identification of the Gifted» held on August 9,1985, at the 6th World Conference on Gifted and Talented Children in Hamburg (Federal Republic of Germany). The Organizing Committee of the Conference has provided substantial Support to the publication of this book. | other | youth-general | 978-0-920887-11-0 | ||
| 3 | 2011 | Stalenhoef, J. | Ervaren sociale acceptatie van hoogbegaafde kinderen en de verklarende rol van sociale cognities, het type onderwijs en zelfbeoordeling van de sociale vaardigheden | Although in the last couple of years the number of scientific studies regarding giftedness has increased, important underlying factors that may explain the socio-emotional development of intellectually gifted children remain understudied. This study examined whether the degree of perceived social acceptance can be predicted by social cognitions, type of education and perceived social skills. Thirty-six intellectually gifted children participated in this study. Each participant filled out several questionnaires and took part in a short social-cognition test. Results show that social cognitions do not serve as a predictor for experienced social acceptance. Both type of education and perceived social skills significantly predict children‟s experienced social acceptance, with perceived social skills being the strongest predictor. In this paper these findings and implications for future research are discussed. | iq | children | ||
| 4 | 2006 | Sparfeldt, Jörn R. / Schilling, Susanne R. / Rost, Detlef H. | Hochbegabte Underachiever als Jugendliche und junge Erwachsene: Des Dramas zweiter Akt? | The starting point of our study is a lack of findings regarding the development of gifted underachievers. Hanses and Rost (1998) called the situation of gifted underachievers in elementary school a «drama». Therefore, we compared gifted underachievers (GUA) with matched gifted achievers (GA; in elementary school: Similar intelligence, better achievements) and with matched non-gifted achievers (NGA; in elementary school: Similar achievements, lower intelligence) in grade 9 and in their young adulthood. The three groups were identified by Hanses and Rost (1998) at elementary school age. The mean intelligence of both gifted groups was identical in grade 9 (IQ = 128; GUA: n = 18; GA: n = 17; NGA: n = 17 with IQ = 104). GA graduated more often than GUA from the highest track in high school (i. e., Abitur). While GUA displayed more negative self-concepts than GA in elementary school, these differences disappeared partially in high school. Mothers of GUA considered their adolescents to be less cognitive able and more socio-emotional immature in elementary school and in high school than mothers of GA did. Fathers of GUA rated their adolescents to be more socioemotional immature only in high school than fathers of GA did. GUA graduated more often than NGA from the highest track in high school. In adolescence some self-concepts of GUA were more positive than those of NGA and some self-concepts were more negative. Mothers of GUA considered their adolescents to be more cognitive able in elementary school and in high school than mothers of NGA did. Fathers of GUA and fathers of NGA rated their adolescents to be similar socio-emotional immature, cognitive able, and social competent in elementary school and in high school. | iq | youth-general | Zeitschrift für Pädagogische Psychologie | 10.1024/1010-0652.20.3.213 |
| 4 | 2000 | Benbow, Camilla Persson / Lubinski, David / Shea, Daniel L. / Eftekhari-Sanjani, Hossain | Sex Differences in Mathematical Reasoning Ability at Age 13: Their Status 20 Years Later | Reported is the 20-year follow-up of 1,975 mathematically gifted adolescents (top 1%) whose assessments at age 12 to 14 revealed robust gender differences in mathematical reasoning ability. Both sexes became exceptional achievers and perceived themselves as such; they reported uniformly high levels of degree attainment and satisfaction with both their career direction and their overall success. The earlier sex differences in mathematical reasoning ability did predict differential educational and occupational outcomes. The observed differences also appeared to be a function of sex differences in preferences for (a) inorganic versus organic disciplines and (b) a career-focused versus more-balanced life. Because profile differences in abilities and preferences are longitudinally stable, males probably will remain more represented in some disciplines, whereas females are likely to remain more represented in others. These data have policy implications for higher education and the world of work. | iq | youth-general | Psychological Science | 10.1111/1467-9280.00291 |
| 2 | 2017 | Hattangadi, Aditi / Beerthuiz, Annemerle / Voerman, Jessica / Nauta, Noks | High Intelligence and Reporting of Adverse Effects | Objective: There are many factors influencing reporting of adverse effects of medication. This study aims to investigate if (a) there is evidence supporting the idea that individuals with high intelligence (intelligence quotient (IQ) > 129) experience moderate to severe adverse effects more frequently than the general population and (b) what might explain individuals with high intelligence differing from individuals in the general population in perceiving or experiencing adverse effects of medication. Method: A literature search was done to gather hypotheses. An online questionnaire was set up in LimeSurvey, in which 58 participants with high IQ answered questions on adverse effects of paracetamol, NSAIDs, allergy medication and asthma medication. Furthermore, 10 experts and 16 participants were interviewed on their view regarding high intelligence and reporting of adverse effects. Results: No participants reported moderate to severe adverse effects. Literature reports brain differences between high intelligence and average intelligence, but it is unclear if these differences could be responsible for a difference in adverse effects. Experts revealed personality characteristics might be a more likely explanation. Participants who categorized personality characteristics as signs of high intelligence were more likely to accept high intelligence as a factor in experiencing more adverse effects.Conclusions: An increase in reported moderate to severe adverse effects of medication was not seen in this study. Further research should look into types of medication affecting the brain, views of individuals with high IQ who are not affiliated to high IQ organizations, and personality characteristics of those who report more adverse effects. | iq | adults | ||
| 4 | 2016 | Baudson, Tanja G. | The Mad Genius Stereotype: Still Alive and Well | Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (“harmony hypothesis”). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (“disharmony hypothesis”), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many “disharmonious” than “harmonious” raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance. | unspecified | adults | Frontiers in Psychology | 10.3389/fpsyg.2016.00368 |
| 3 | 2012 | Kaufmann, Felice A. / Matthews, Dona J. | On Becoming Themselves: The 1964–1968 Presidential Scholars 40 Years Later | Every year since 1964, approximately 120 high-school seniors have been selected for presidential recognition, from across the United States. As the first cohort of Presidential Scholars enters their 60s, we wanted to hear what they think about the roles that academic, professional, and personal achievement have played in their lives and to reconsider sex differences found in earlier studies. Our findings are reported here both as summary data of the responses of 145 Scholars from the 1964–1968 cohort and as selected excerpts, in their own words. Participants in this study share their wisdom about giftedness and talent as it develops across the life span and offer advice to parents, educators, and highly capable young people. They emphasize the importance of hard work, perseverance, and personal relationships and suggest that success is more about self-acceptance and personal fulfillment than it is about formal recognition and prizes. | high-achieving | adults | Roeper Review | 10.1080/02783193.2012.660682 |
| 4 | 2011 | Holahan, Carole K. / Velasquez, Katherine S. | Perceived Strategies and Activities for Successful Later Aging | This study investigated perceived strategies and activities for successful later aging. Participants were 242 members of the Terman Study of the Gifted who responded to an open-ended question concerning how they make the most of their aging years. Data were collected in 1996 and 1999, when the participants were average ages of 84 and 86. Longitudinal analyses examined changes over time and cross-sectional analyses examined correlates of strategies and activities. Results showed that strategies emphasized emotion regulation and adaptation. Activities emphasized family involvement, social relationships, leisure, productive and intellectual activity, and health maintenance. Reports of emotion regulation and adaptation increased over time and mention of an intellectual orientation declined over time. Variations in activity mention were found according to gender, age, self-rated health, health limitations, and life satisfaction. History of higher-level occupations was related to more productive activities. Results are discussed in terms of the challenges of later aging. | iq | seniors | The International Journal of Aging and Human Development | 10.2190/AG.72.4.d |
| 3 | 2010 | Antshel, K. M. / Faraone, S. V. / Maglione, K. / Doyle, A. E. / Fried, R. / Seidman, L. J. / Biederman, J. | Executive functioning in high-IQ adults with ADHD | Background. To examine the association between psychological tests of executive functioning and functional outcomes among high-IQ adults with attention deficit hyperactivity disorder (ADHD). Method. Subjects were high-IQ adults with (n=64) and without ADHD (n=53). Subjects were administered a battery of neuropsychological tests assessing executive functioning. Results. High-IQ adults with ADHD performed less well than those without ADHD on several psychological tests of executive functioning, including the Wisconsin Card Sorting Test (WCST), Stroop Color and Word Test, Rey–Osterrieth Complex Figure Test (ROCF), California Verbal Learning Test (CVLT) and an auditory continuous performance test (CPT). Test performance in the high-IQ adult ADHD group, however, was average. In the entire sample, performance on several tests of executive functioning including the ROCF and the CVLT were significant predictors of real-world functioning. Conclusions. High-IQ adults with ADHD perform less well on tests of executive functioning relative to high-IQ control participants. Performance on several tests of executive functioning was a significant predictor of functioning. | iq | adults | Psychological Medicine | 10.1017/S0033291709992273 |
| 3 | 2009 | Antshel, K. M. / Faraone, S. V. / Maglione, K. / Doyle, A. / Fried, R. / Seidman, L. / Biederman, J. | Is adult attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? | Background. Because the diagnosis of attention deficit hyperactivity disorder (ADHD) in higher education settings is rapidly becoming a contentious issue, particularly among patients with high IQs, we sought to assess the validity of diagnosing ADHD in high-IQ adults and to further characterize the clinical features associated with their ADHD. Method. We operationalized high IQ as having a full-scale IQo120. We identified 53 adults with a high IQ who did not have ADHD and 64 adults with a high IQ who met diagnostic criteria for ADHD. Groups did not differ on IQ, socio-economic status or gender. Results. High-IQ adults with ADHD reported a lower quality of life, had poorer familial and occupational functioning, and had more functional impairments, including more speeding tickets, accidents and arrests. Major depressive disorder, obsessive-compulsive disorder and generalized anxiety disorder diagnoses were higher in high-IQ adults with ADHD. All other psychiatric co-morbidities, including antisocial personality disorder and substance abuse, did not differ between the two high-IQ groups. ADHD was more prevalent in first-degree relatives of adults with ADHD relative to controls. Conclusions. Our data suggest that adults with ADHD and a high IQ display patterns of functional impairments, familiality and psychiatric co-morbidities that parallel those found in the average-IQ adult ADHD population. | iq | adults | Psychological Medicine | 10.1017/S0033291708004959 |
| 4 | 2016 | Makel, Matthew C. / Kell, Harrison J. / Lubinski, David / Putallaz, Martha / Benbow, Camilla Persson | When Lightning Strikes Twice | The educational, occupational, and creative accomplishments of the profoundly gifted participants (IQs ⩾ 160) in the Study of Mathematically Precocious Youth (SMPY) are astounding, but are they representative of equally able 12-year-olds? Duke University’s Talent Identification Program (TIP) identified 259 young adolescents who were equally gifted. By age 40, their life accomplishments also were extraordinary: Thirty-seven percent had earned doctorates, 7.5% had achieved academic tenure (4.3% at research-intensive universities), and 9% held patents; many were high-level leaders in major organizations. As was the case for the SMPY sample before them, differential ability strengths predicted their contrasting and eventual developmental trajectories—even though essentially all participants possessed both mathematical and verbal reasoning abilities far superior to those of typical Ph.D. recipients. Individuals, even profoundly gifted ones, primarily do what they are best at. Differences in ability patterns, like differences in interests, guide development along different paths, but ability level, coupled with commitment, determines whether and the extent to which noteworthy accomplishments are reached if opportunity presents itself. | iq | adults | Psychological Science | 10.1177/0956797616644735 |
| 3 | 2015 | Guénolé, Fabian / Speranza, Mario / Louis, Jacqueline / Fourneret, Pierre / Revol, Olivier / Baleyte, Jean-Marc | Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes. | BACKGROUND/PURPOSE: It is common that intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony - a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile - are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. METHODS: Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). RESULTS: Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). CONCLUSION: The results support a clinical dichotomy of behaviourally-impaired children with intellectual giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile. | iq | children | European journal of paediatric neurology : EJPN : official journal of the European Paediatric Neurology Society | 10.1016/j.ejpn.2015.03.006 |
| 4 | 2007 | Sparfeldt, Jörn R. | Vocational interests of gifted adolescents | Many studies regarding vocational interests of gifted adolescents investigated samples that were pre-selected in one way or the other (e.g., participants from special schools for the gifted or from gifted counseling programs). Controversial findings resulted in part due to this sample bias. Therefore, 106 intellectually gifted adolescents (over(IQ, -) = 136) from a non-pre-selected sample were compared to a matched sample of 98 adolescents of average ability (over(IQ, -) = 103). Participants completed a questionnaire measuring vocational interests according to Holland's (1997) theory. In analyses of variance, gender did not moderate any effects of giftedness significantly. Gifted adolescents displayed higher investigative interests (d = 0.54) and lower social interests (d = 0.38) than non-gifted adolescents. Differences between both groups regarding their realistic, artistic, enterprising, and conventional interests were negligible. A complementary analysis with a subsample of those adolescents who attended the highest high school track revealed additionally higher realistic interests (d = 0.36) and lower enterprising interests (d = 0.40) of the gifted. | iq | adolescent | Personality and Individual Differences | 10.1016/j.paid.2006.09.010 |
| 3 | 2004 | Rentz, Dorene M / Huh, Terri J / Faust, Robert R / Budson, Andrew E / Scinto, Leonard F M / Sperling, Reisa a / Daffner, Kirk R | Use of IQ-Adjusted Norms to Predict Progressive Cognitive Decline in Highly Intelligent Older Individuals. | Identifying high-functioning older individuals in preclinical phases of Alzheimer's disease (AD) may require more sensitive methods than the standard approach. The authors explored the utility of adjusting for premorbid intelligence to predict progressive cognitive decline or Mild Cognitive Impairment (MCI) in 42 highly intelligent older individuals. When scores were adjusted for baseline IQ, 9 participants had executive impairments, 11 had memory impairments, and 22 scored in the normal range. None were impaired according to standard age norms. Three and a half years later, 9 participants with IQ-adjusted memory impairment declined in naming, visuospatial functioning, and memory; 6 convened to MCI. Three participants with normal memory declined. Implications for using IQ-adjusted norms to predict preclinical AD are discussed. | iq | seniors | Neuropsychology | 10.1037/0894-4105.18.1.38 |
| 4 | 2001 | Lubinski, David / Webb, Rose Mary / Morelock, Martha J. / Benbow, Camilla Persson | Top 1 in 10,000: a 10-year follow-up of the profoundly gifted. | Adolescents identified before the age of 13 (N = 320) as having exceptional mathematical or verbal reasoning abilities (top 1 in 10,000) were tracked over 10 years. They pursued doctoral degrees at rates over 50 times base-rate expectations, with several participants having created noteworthy literary, scientific, or technical products by their early 20s. Early observed distinctions in intellectual strength (viz., quantitative reasoning ability over verbal reasoning ability, and vice versa) predicted sharp differences in their developmental trajectories and occupational pursuits. This special population strongly preferred educational opportunities tailored to their precocious rate of learning (i.e., appropriate developmental placement), with 95% using some form of acceleration to individualize their education. | iq | young-adults | The Journal of applied psychology | 10.1037//0021-9010.86.4.718 |
| 5 | 1986 | Hoge, Robert D. / Cudmore, Laurinda | The use of teacher-judgment measures in the identification of gifted pupils | There is considerable emphasis today on the provision of special educational treatment for academically gifted pupils. A variety of selection tools are used to identify such pupils, including intelligence tests, achievement tests, creativity measures, and teacher-judgment measures. The latter type of measure forms the focus of this review, and the purpose is to assess the psychometric properties of these teacher-judgment measures in terms of the available empirical data. The major conclusion from the review is that there is little basis for the negative assessments so often associated with these measures. The paper includes recommendations regarding (a) the use of the measures in the identification of gifted pupils and (b) future research on the measures. | high-achieving | youth-general | Teaching and Teacher Education | 10.1016/0742-051X(86)90016-8 |
| 2 | 2014 | Striley, Katie Margavio | The Stigma of Excellence and the Dialectic of (Perceived) Superiority and Inferiority: Exploring Intellectually Gifted Adolescents' Experiences of Stigma | Although society advocates accomplishment, it banishes those deviating from normalcy. Therefore, stigma surrounds exceptionality. The current article explores the stigma of excellence by analyzing open-ended surveys from 169 gifted adolescents age 11–18 years. Findings suggest difference, rather than deficit, contributes to stigma's construction. Gifted adolescents experienced a dialectic of (perceived) superiority and inferiority: They are both stigmatized because peers perceive them as intellectual superiors, and their superiority is discursively reconstituted as inferiority. Additionally, perceived superiority poses relational threats. Peers become jealous or remain uncertain how to interact with individuals profoundly deviating from normalcy. Thus, they reject the gifted as a protec-tive measure. Finally, gifted adolescents might experience several positive outcomes from their stigmatization. | iq | adolescent | Communication Studies | 10.1080/10510974.2013.851726 |
| 2 | 1917 | Garrison, Charlotte G. / Burke, Agnes / Hollingworth, Leta S. | The psychology of a prodigious child. | Recorded the psychological and physical measurements and personal history of an 8.3-yr old prodigious boy. The Stanford revision of the Simon-Binet Scale was used to measure general intelligence. The S's mental age was found to be 15 yrs and 7 mo, and his IQ was 187. He showed extraordinary appreciation for the use of words, and shades of differences in meaning. His vocabulary was that of an average adult. The S also showed a prodigious ability for comprehending and formulating abstract ideas, and for working with symbols. Special tests, including pitch discrimination, free association, and Tapping test, revealed superior performance. His developmental history revealed good health since infancy, with almost no disorders or diseases. He was 3 yrs accelerated in school grading, and was impersonal and agreeable in his attitude towards other children, and his chief diversion was reading. Further, his parents were college educated | iq | children | Journal of Applied Psychology | 10.1037/h0070864 |
| 3 | 2017 | Lee, Kelly M. / Jones, Martinque K. / Day, Susan X. | The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students | The relationships between low competency teasing, academic self-concept, and academic outcomes (i.e., GPA and academic psychological engagement) were analyzed using data from approximately 200 artistically and academically gifted students (62.2% female) recruited from two high schools. Results demonstrated two significant models for academic outcomes: the negative relationship between low academic competency teasing and GPA was mediated by academic self-concept, and the negative relationship between low academic competency teasing and academic psychological engagement was mediated by academic self-concept. When the sample was split based on giftedness domain, the mediation using GPA was significant only for academically gifted students, whereas the mediation using academic psychological engagement was significant only for artistically gifted students. All mediations were confirmed using Sobel's test (1982). Results suggest that academic self-concept is a significant variable partially mediating the effects of teasing on gifted students' academic outcomes. Furthermore, giftedness domain should be emphasized because academic outcomes may vary by domain. | other | adolescent | Learning and Individual Differences | 10.1016/j.lindif.2016.10.020 |
| 3 | 2014 | Şahin, Feyzullah | The effectiveness of mentoring strategy for developing the creative potential of the gifted and non-gifted students | Creative thinking skills can be found more or less in every individual, or it can be learned. Mentoring is one of the strategies that has been used for developing creative potential. This study aims to determine whether the effectiveness of mentoring strategy for teaching creative thinking skills differs according to intelligence level of the students. The study has been designed as a pre-test/post-test experimental research and the study group consists of total of 91 students, whom are 43 gifted and 48 non-gifted individuals. Torrance Test of Creative Thinking has been used to measure the creative potential of the students. The results of the analysis show that the creativity levels of the individuals did not differ prior to the implementation process in our study group. Another analysis was conducted to determine the effectiveness of the mentoring and the results reveal that the post-test creativity scores of the gifted and non-gifted experimental group were increased and had a large effect size (. d=. 0.82, 0.80). However, the scores of the gifted and non-gifted individuals in our control group show no significant difference. The findings of the study indicate that the mentoring strategy is highly effective in teaching creative thinking skills to gifted and non-gifted students. After implementation, the scores of gifted and non-gifted experimental groups have been compared and it was found that there was a statistically significant difference in favor of the gifted group (. d=. 0.33) and had small effect. | iq | adolescent | Thinking Skills and Creativity | 10.1016/j.tsc.2014.07.002 |
| 2 | 1922 | Hollingworth, Leta S. / Garrison, C. G. / Burke, A. | Subsequent History of E—Five Years After the Initial Report. | In the Journal of Applied Psychology for 1917 a report was made of the mental status and educational achievement of a boy, E., at that time eight years old. His I. Q. on first examination was at least 187 (Stanford-Binet) and he was in the sixth grade. In the school the median I. Q. of the pupils is about 116, median age for pupils in the sixth grade, eleven to twelve years. In 1920 E. took the Thorndike Mental Tests for entrance to Columbia College and the director of admissions states, “In the freshman test he was No. 2, out of 483 entering Columbia.” He was then twelve years old, the median age of his competitors about eighteen years. He was admitted to Columbia College with the freshmen of 1920, with 14 points of advance credit toward the A.B. degree. In June, 1921, not quite thirteen years old, he had 46 points of academic credit toward the A.B. degree. He made 32 points in freshman year, maintaining consistently a grade of B except in two subjects. In physical education his rating was C. He attended summer school in 1921, making 5 points of A work. In September, 1921, his school status was the fourth semester college, his intellectual status Alpha Form 5, 194 points, his height 64.2 inches, his weight 166 pounds. The norm for that age is school status eighth grade elementary school, intellectual status 47 points, height 58.2 inches, weight 89.5 pounds. At eight years of age his I. Q. stood +11 P. E.; the probabilities are usually regarded as slight that cases beyond 5 P. E. will occur. E. wishes to be a minister and go abroad as a missionary | iq | adolescent | Journal of Applied Psychology | 10.1037/h0069972 |
| 3 | 1990 | Harnishfeger, Katherine Kipp / Bjorklund, David F | Strategic and nonstrategic factors in gifted children's free recall | The present experiment contrasted the recall of gifted and nongifted middle- school children for sets of categorically related items. Subjects were given a single free-recall trial on each of two lists consisting of category-typical and category- atypical words. The typicality of the items for one list was based on each subject's unique typicality ratings, whereas the typicality of the items in the second list was based on adult norms. A preliminary category-rating task indicated that gifted students were somewhat more similar to adults in their ratings of category typi- cality than nongifted children. Recall was comparable between the gifted and nongifted subjects for typical items, but greater for the gifted subjects for atypical items. The latency between the recall of unrelated words was faster for the gifted than the nongifted children. Subjects were classified as strategic or nonstrategic on the basis of clustering and interitem latencies. Gifted subjects were less apt to be classified as strategic than nongifted subjects on the typical items of the self- generated list; there were no differences in the classification between the gifted and nongifted children for all other contrasts. These results were interpreted as indi- cating that the cognitive advantage of gifted relative to nongifted children is more apt to be in terms of nonstrategic rather than strategic functioning. 0 1990 Academis Press, | high-achieving | children | Contemporary Educational Psychology | 10.1016/0361-476X(90)90030-5 |
| 4 | 1995 | Lubinski, David / Benbow, Camilla P. / Ryan, Jennifer | Stability of vocational interests among the intellectually gifted from adolescence to adulthood: A 15-year longitudinal study. | A sample of 162 intellectually gifted adolescents (top 1%) were administered the Strong-Campbell Interest Inventory at age 13. Fifteen years later, they were administered the Strong again. This study evaluated the intra- and interindividual temporal stability of the 6 RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) themes and the Strong's 23 Basic Interest Scales. Over the 15-year test-retest interval, RIASEC's median interindividual correlation for the 6 themes was .46; the median of all 162 intraindividual correlations was .57. Configural analyses of the most dominant theme at age 13 revealed that this theme was significantly more likely than chance to be either dominant or adjacent to the dominant theme at age 28-following RIASEC's hexagonal structure. For intellectually gifted individuals, it appears to be possible to forecast salient features of their adult RIASEC profile by assessing their vocational interests during early adolescence, but some RIASEC themes seem more stable than others. | iq | adolescent | Journal of Applied Psychology | 10.1037/0021-9010.80.1.196 |
| 3 | 2014 | Paz-Baruch, Nurit / Leikin, Mark / Aharon-Peretz, J. / Leikin, Roza | Speed of information processing in generally gifted and excelling-in-mathematics adolescents | A considerable amount of recent evidence suggests that speed of information processing (SIP) may be related to general giftedness as well as contributing to higher mathematical ability. To date, no study has examined SIP associated with both general giftedness (G) and excellence in mathematics (EM). This paper presents a part of more extensive research aimed at a multidimensional examination of mathematical giftedness, which is a complex function of the G factor and EM factor. The research population consisted of four groups of 10th–11th grade students who differed in their G level and EM level. 190 participants performed five SIP tests: Visual-matching, Cross-out of numbers, Digit-symbol, Symbol-search and Simple arithmetic exercises. We found that the G–EM group outperformed the three other study groups on all five tests. The findings reveal that between-group differences in performance on Cross-out of numbers and Simple arithmetic exercises tests are associated with both G and EM factors, whereas especially the G factor had an effect on students’ scores on Digit-symbol, Symbol-search and Visual-matching tests. In addition, we found gender differences on the Digit-symbol and Symbol-search tests. The results of this study suggest that EM and G factors are interrelated but represent different traits with respect to the SIP. | iq | adolescent | High Ability Studies | 10.1080/13598139.2014.971102 |
| 3 | 2016 | Gronostaj, Anna / Vock, Miriam / Pant, Hans Anand | Skip a grade, learn more? Estimating the effects of grade skipping on students' language skills using propensity score matching | Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same-age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. | unspecified | youth-general | Learning and Individual Differences | 10.1016/j.lindif.2016.05.022 |
| 3 | 2011 | Liu, Tongran / Xiao, T. / Shi, Jiannong / Zhao, D. | Response preparation and cognitive control of highly intelligent children: a Go-Nogo event-related potential study. | A cued Go-Nogo task was employed to explore the neural correlation among response preparation, cognitive control and intelligence in two groups of early adolescents with different intellectual levels using event-related potential (ERP) technique. Behavioral results indicated that the gifted children had better cognitive control performances with higher correct hit rate and lower commission error rate than the average children. Electrophysiological results further showed that the gifted children elicited efficient cue-P2 response for automatic cue detection and stronger cue-P3 activation for cue evaluation. Moreover, gifted children induced faster N2 and Nogo-P3 responses for conflict monitoring and inhibition processing and stronger P3 activation for attentional control. The current results supported the neural efficiency hypothesis of intelligence and further shed light on the close relationship among response preparation, cognitive control and human intelligence. | iq | adolescent | Neuroscience | 10.1016/j.neuroscience.2011.02.022 |
| 3 | 2016 | Guignard, Jacques-Henri / Kermarrec, Solenn / Tordjman, Sylvie | Relationships between intelligence and creativity in gifted and non-gifted children | The interplay between creativity and intelligence has been extensively documented for decades. However, there is currently no consensus on how these constructs are related. The threshold hypothesis states that intelligence fosters creativity only below a 120 cut-off IQ. To clarify these issues, the relationships between intelligence and creativity were studied, using respectively WISC-IV and EPoC (Evaluation of Potential Creativity), in 338 children including 118 intellectually gifted children (IQ ≥ 130) and 220 non-gifted children (IQ < 130). Weak correlations were found between intelligence and creativity. However, high verbal ability children (Verbal Comprehension Index ≥ 130) showed significantly higher scores on verbal tasks of EPoC. Additionally, the threshold effect was only found for correlations between verbal integrative thinking and perceptual reasoning or processing speed. Thus, the findings indicate that the threshold effect depends on the type of process involved in the expression of creativity (divergent or integrative thinking), the domain of creativity (verbal or graphic), and the factors of intelligence considered. Taken together, these results suggest that giftedness should be conceptualized by specifying the cognitive domain of high ability, rather than focusing on a general conception of intelligence, and by distinguishing intellectual and creative giftedness. | iq | children | Learning and Individual Differences | 10.1016/j.lindif.2015.07.006 |
| 3 | 1985 | Jordan, Thomas E. | Prospective longitudinal study of superior cognitive readiness for school, from 1 year to 7 years | The article discusses various issues related to psychological development in children whose cognitive readiness for school is superior. The article analyses data gathered from birth to age seventy-eight months generated by individual case study. Results of the study indicate that avoidance of the loss of talent due to insensitivity to elements which are antecedent is possible and desirable. | iq | children | Contemporary Educational Psychology | 10.1016/0361-476X(85)90017-7 |
| 3 | 1980 | Houtz, John C. / Denmark, Robert / Rosenfield, Sylvia / Tetenbaum, Toby J. | Problem solving and personality characteristics related to differing levels of intelligence and ideational fluency | Eighty intellectually gifted fourth, fifth, and sixth graders were given divergent thinking and problem solving tasks and measures of tolerance for ambiguity, locus of control, and self-esteem. Four comparison groups included: (1) higher fluency and higher IQ; (2) higher fluency but lower IQ; (3) lower fluency but higher IQ; and (4) lower fluency and lower IQ. Higher-fluency children were more tolerant of ambiguity, internally oriented, positive in self-esteem, and better problem solvers and school achievers. In agreement with several writers, these results emphasize the consistency which can be found among the cognitive and affective dimensions associated with divergent or creative thinking. | iq | children | Contemporary Educational Psychology | 10.1016/0361-476X(80)90032-6 |
| 3 | 2015 | Liu, Tongran / Xiao, Tong / Li, Xiaoyan / Shi, Jiannong | Neural mechanism of facial expression perception in intellectually gifted adolescents. | The current study investigated the relationship between general intelligence and the three stages of facial expression processing. Two groups of adolescents with different levels of general intelligence were required to identify three types of facial expressions (happy, sad, and neutral faces), which were presented with either inverted or upright orientation. Participants' response times and accuracy were measured and event-related potentials (ERPs) were recorded to evaluate neural dynamic processes. The behavioral results showed that high IQ adolescents exhibited shorter response times than average IQ adolescents during the facial expression identification task. The electrophysiological responses showed that no significant IQ-related differences were found for P1 responses during the early visual processing stage. During the middle processing stage, high IQ adolescents had faster structural encoding of inverted faces (shorter N170 latencies) compared to their average IQ peers, and they also showed better structural encoding of sad faces, with larger vertex positive potential (VPP) amplitudes than for neutral faces. During the late processing stage, adolescents with high IQ showed better attentional modulation, with larger late positive potential (LPP) amplitudes compared to adolescents with average IQ. The current study revealed that adolescents with different intellectual levels used different neural dynamic processes during these three stages in the processing of facial expressions. | iq | adolescent | Neuroscience letters | 10.1016/j.neulet.2015.02.062 |
| 3 | 2013 | Leikin, Mark / Paz-Baruch, Nurit / Leikin, Roza | Memory abilities in generally gifted and excelling-in-mathematics adolescents | This paper presents part of a multidimensional examination of mathematical giftedness. The present study examined the memory mechanisms associated with general giftedness (G) and excellence in mathematics (E) in four groups of 10th-12th grade students (16-18. years old) varying in levels of G and E. The participants first underwent the Raven test for general ability evaluation and SAT-M - the mathematical excellence tests in order to design the study groups. Afterwards, the students were tested on a battery of three memory tests including tests for short-term (STM) and working memory (WM). The results reveal that the G factor is related to high STM for both phonological loop and phonological central executive mechanisms. It was also found that the E factor is associated with high visual-spatial memory (VSM), in particular with the visual central executive mechanism. An interaction effect was found between G and E factors regarding WM. The central executive mechanism appeared to be related to both G and E factors. In addition, gender differences were shown within the groups. Male participants performed better than their female counterparts on a phonological storage task and a phonological central executive mechanism task. The results can contribute to the theoretical knowledge regarding similarities and differences in memory mechanisms in G and E groups | iq | adolescent | Intelligence | 10.1016/j.intell.2013.07.018 |
| 4 | 2015 | Lüftenegger, Marko / Kollmayer, Marlene / Bergsmann, Evelyn / Jöstl, Gregor / Spiel, Christiane / Schober, Barbara | Mathematically gifted students and high achievement: the role of motivation and classroom structure | One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy. (PsycINFO Database Record (c) 2016 APA, all rights reserved). (journal abstract) | high-achieving | adolescent | High Ability Studies | 10.1080/13598139.2015.1095075 |
| 3 | 2015 | Zhang, L. / Gan, J. Q. / Wang, H. | Mathematically gifted adolescents mobilize enhanced workspace configuration of theta cortical network during deductive reasoning. | Previous studies have established the importance of the fronto-parietal brain network in the information processing of reasoning. At the level of cortical source analysis, this eletroencepalogram (EEG) study investigates the functional reorganization of the theta-band (4-8Hz) neurocognitive network of mathematically gifted adolescents during deductive reasoning. Depending on the dense increase of long-range phase synchronizations in the reasoning process, math-gifted adolescents show more significant adaptive reorganization and enhanced "workspace" configuration in the theta network as compared with average-ability control subjects. The salient areas are mainly located in the anterior cortical vertices of the fronto-parietal network. Further correlation analyses have shown that the enhanced workspace configuration with respect to the global topological metrics of the theta network in math-gifted subjects is correlated with the intensive frontal midline theta (fm theta) response that is related to strong neural effort for cognitive events. These results suggest that by investing more cognitive resources math-gifted adolescents temporally mobilize an enhanced task-related global neuronal workspace, which is manifested as a highly integrated fronto-parietal information processing network during the reasoning process. | iq | adolescent | Neuroscience | 10.1016/j.neuroscience.2014.12.072 |
| 3 | 2016 | Košir, Katja / Horvat, Marina / Aram, Urška / Jurinec, Nina | Is being gifted always an advantage? Peer relations and self-concept of gifted students | The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. | other | adolescent | High Ability Studies | 10.1080/13598139.2015.1108186 |
| 3 | 2016 | Zhang, Hui / He, Yunfeng / Tao, Ting / Shi, JianNong | Intellectually gifted rural-to-urban migrant children's attention | The term “intellectually gifted rural-to-urban migrant children” refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our results showed that intellectually gifted rural-to-urban migrant children performed more correctly and faster on some attention tasks than did the intellectually average rural-to-urban migrant children, but they did not perform as well on some attention tasks as did the intellectually gifted urban children. Based on the attentional structures, it was evident the intellectually gifted rural-to-urban migrant children developed more mature than did either the intellectually gifted urban or the intellectually average rural-to-urban migrant children. This suggests the intellectually gifted rural-to-urban migrant children’s attention is overall superior to that of their intellectually average peers. However, there are advantages and disadvantages in terms of the quality of their attention compared to the intellectually gifted urban children. While their attentional structures seem to develop earlier, their accuracy on some of the attention tasks seems to suffer. This suggests that rural-to-urban migration is a double-edged sword for intellectually gifted children. | iq | children | High Ability Studies | 10.1080/13598139.2016.1242064 |
| 4 | 2017 | Warne, Russell T. / Liu, Jonathan K. | Income differences among grade skippers and non-grade skippers across genders in the Terman sample, 1936–1976 | Full-grade acceleration, also called grade skipping, is a widely supported practice among gifted education experts. Yet, the impacts of grade skipping in adulthood are unclear. Using data from Terman's longitudinal study of gifted children, we examined income differences from 1936 to 1976 between grade skippers and non-grade skippers after controlling for birth year, IQ, home environment, personality, and intellectual, social, and activity interests via propensity score modeling. After also controlling for adult education attainment, men who had skipped a grade earned an average of 3.63%-9.35% more annually than non-grade skipping men. The impact for grade skipping women was much smaller: -2.02%-0.42% annually. These results indicate no association between full-grade acceleration and income for women in this historic dataset, but suggest a slight relationship between the two variables for men (though whether this relationship is causal is unknown). Additionally, income gaps between accelerated and non-accelerated students did not narrow until the subjects were nearing the end of their careers. We discuss these findings in the context of gifted education policy and other research on academic acceleration. | iq | adults | Learning and Instruction | 10.1016/j.learninstruc.2016.10.004 |
| 3 | 2011 | Dijkstra, Pieternel / Barelds, Dick / Ronner, Sieuwke / Nauta, Noks | Humor Styles and their Relationship to Well-Being among the Gifted | The present study examined the extent to which a sample of 202 gifted individuals (members of Mensa) engaged in four humor styles and the extent to which these humor styles were related to their well-being. These results were compared to a comparative population sample (n = 265). Results showed that gifted individuals most often used positive humor styles. There were no within sex differences in the use of humor styles between the gifted sample and the comparative population sample. Men (in both samples), however, used aggressive humor more than women. Self-enhancing humor (+) and self-defeating humor (-) were related most consistently to well-being across sub-samples. For men, significant differences were found between the two samples with regard to the relations between humor styles and well-being: Affiliative and self-enhancing humor related positively and substantially to well-being in men from the comparative population sample, but not in men from the gifted sample. | iq | adults | Gifted and Talented International | 10.1080/15332276.2011.11673592 |
| 3 | 1999 | Melser, Nancy Armstrong | Gifted students and cooperative learning: A study of grouping strategies | Investigated whether it is better to place gifted students in homogeneous or heterogeneous groups for cooperative learning, and whether this placement effects the academic achievement and self-esteem of gifted students working cooperatively. Two classrooms composed of 4th graders were placed in self-contained gifted classrooms, with a total of 38 gifted 4th and 5th graders. Results of a reading test and a self-esteem inventory indicate that both homogeneous and heterogeneous groups improved in reading achievement. The self-esteem of the gifted students working with mixed ability groups increased, while the self-esteem of the gifted students who worked cooperatively with homogeneous groups decreased. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | other | children | Roeper Review | 10.1080/02783199909553983 |
| 4 | 1989 | Shapiro, Bruce K. / Palmer, Frederick B. / Antell, Sue E. / Bilker, Stacey / Ross, Alan / Capute, Arnold J. | Giftedness - Can it be Predicted in Infancy? | A cohort of 200 children, who were followed from birth and periodically evaluated as part of a longitudinal study of child development, was used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted at 7.5 years. The cohort was predominantly white (91%), upper middle class (70% in Hollingshead class 1 or 2), and had preschool educational experiences (94% ). At outcome, 36 children had WISC-R verbal, performance, or full scale IQs greater than 135 and were called gifted. On average, gifted children walked 0.7 months earlier and spoke two-word sentences 2.2 months earlier than the non-gifted group. As a group, gifted children showed statistically significant, but clinically small, advantages for age of walking, age of speaking two-word sentences, BSID, and Stanford Binet IQ. Of the 36 children who later proved to be gifted, only two had BSID IQs > 134. Of the four children who had BSID IQs > 134, two maintained their superior function but 2 did not. A discriminant function analysis was used to predict giftedness for individual children based on BSID performance. The resulting classification achieved sensitivity = 0.69 and specificity = 0.39. Although groups of infants who will be gifted have higher BSID scores, the BSID cannot be endorsed as a method of identifying individual infants who will later demonstrate superior cognitive function. | iq | children | Clinical Pediatrics | 10.1177/000992288902800501 |
| 4 | 2011 | Wirthwein, Linda / Rost, Detlef H. | Giftedness and subjective well-being: A study with adults | Studies on the well-being of gifted adults are rare, and the available studies are often limited by methodological shortcomings. In a longitudinal project 101 intellectually gifted adults (mean IQ = 136) were compared to 91 adults of average intelligence (mean IQ = 103). Subjective well-being was operationalized by positive and negative affectivity, general life satisfaction and satisfaction with life in specific domains (work, spouse/partner, self and friends, health, and leisure). Gifted and nongifted respondents did not differ statistically significantly in any of the components of subjective well-being. However, gifted adults reported somewhat lower satisfaction with the domain of leisure (d = -28). In the gifted group satisfaction with the domain of work accounted for a statistically significant amount of the variance in the criterion of general life satisfaction; in the nongifted group both work and self and friends were relevant. | iq | adults | Learning and Individual Differences | 10.1016/j.lindif.2011.01.001 |
| 3 | 2012 | Storek, Josephine / Furnham, Adrian | Gender and gender role differences in Domain-Masculine Intelligence and Beliefs about Intelligence: A study with Mensa UK members | In all 278 members of British Mensa completed three questionnaires concerned with self-estimated intelligence (SEI), Beliefs about Intelligence and its measurement and a gender role inventory. Males rated their domain masculine intelligence (a combination of mathematical, spatial and verbal intelligence) almost three (143.9) and females more than two (134.3) standard deviations above the mean and this difference was highly significant (Cohen's d= .70). The Beliefs about Intelligence factored into seven interpretable dimensions and there were no gender differences between them. Masculinity was positively correlated with SEI. Regressing SEI on gender, gender role and Beliefs about Intelligence showed gender was the only significant predictor. Despite the high self-estimates which maybe expected with this group the results confirm nearly all studies in this area. | iq | adults | Personality and Individual Differences | 10.1016/j.paid.2012.05.039 |
| 4 | 2011 | Wirthwein, Linda / Rost, Detlef H. | Focussing on overexcitabilities: Studies with intellectually gifted and academically talented adults | The concept of "overexcitability" has recently become popular within the field of giftedness and talent research. Some authors argue that overexcitability questionnaires can be used to identify gifted/talented individuals. A sample of intellectually gifted adults (n = 96; mean age: 31.4; SD = 0.3) was compared to a sample of adults of average intelligence (n = 91; mean age: 31.4; SD = 0.4). Additionally, a sample of 123 high achievers (mean age = 30.5; SD = 0.3) was compared to 97 average achievers (mean age: 30.5; SD = 0.3). The "Overexcitability Questionnaire-Two" was used to assess emotional, imaginational, intellectual, psychomotor, and sensual overexcitability. The gifted adults scored statistically significantly higher on "intellectual overexcitability" (d = .42). High and average achievers differed statistically significantly in "intellectual overexcitability" (d = .56) and "sensual overexcitability" (d = .32). For the giftedness sample, the accuracy of group membership prediction (gifted/non-gifted) via discriminant analyses was 60.4%. For the performance sample, the accuracy was 63.4%. The observed differences in the overexcitabilities were small; the risk of misclassification is too big to attempt to identify gifted or high achieving adults solely on the basis of overexcitability scores. | iq | adults | Personality and Individual Differences | 10.1016/j.paid.2011.03.041 |
| 3 | 2017 | Li, Danfeng / Liu, Tongran / Zhang, Xingli / Wang, Mingyi / Wang, Di / Shi, Jiannong | Fluid intelligence, emotional intelligence, and the Iowa Gambling Task in children | This study explored the roles of fluid intelligence and emotional intelligence (EI) in predicting performance on the Iowa Gambling Task (IGT) in intellectually average and gifted children. One hundred and twenty-five average children and ninety-eight gifted children were tested with Cattell's Culture Fair Intelligence Test, the Trait Emotional Intelligence Questionnaire-Child Form and the IGT. It was currently found that intellectually gifted children demonstrated better IGT performance than their average peers, including superior decision-making strategies, decision-making speeds and conceptual knowledge stages in the IGT. Fluid intelligence and emotional intelligence played different roles in predicting IGT performance in average and gifted children: average children's IGT performance was related to fluid intelligence and EI, whereas gifted children's IGT performance was associated only with fluid intelligence. IGT performance was more strongly associated with cognitive processes compared to emotional processes. The present study helps to explain how cognitive and emotional processes interact in intellectually average and gifted children's decision making. | iq | children | Intelligence | 10.1016/j.intell.2017.04.004 |
| 3 | 1995 | Ford, Donna Y. / Harris, J. John | Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students | A study investigates the perceptions of a sample of university counselors relative to social, cultural and psychological barriers to achievement among gifted Black and gifted White students. | unspecified | unspecified | Journal of Counseling & Development | 10.1002/j.1556-6676.1995.tb01778.x |
| 3 | 1999 | Zeidner, Moshe / Schleyer, Esther Jane | Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations | Evaluated the effects of 2 educational programs/settings for the gifted: full-time homogeneous classes vs mixed ability classes with a part-time extension program. Data on academic self-concept, test anxiety, achievement motivation, giftedness perceptions (labeling), school attitudes, and school satisfaction were gathered for 1,020 Israeli male vs female gifted 4th-6th graders. Analyses pointed to a less positive personal and social profile in students in special full-time homogeneous classes, compared to their mainstreamed counterparts, as seen by lower evaluative anxiety, higher academic self-concept, and more positive labeling. However, compared to mainstreamed counterparts in mixed ability classes, students in special homogeneous classes for the gifted held more favorable attitudes towards the school/classroom environment (school atmosphere, level of instruction, teacher-student relations, teacher characteristics) and were more satisfied with school in general. The tradeoff between a more positive perception of the school environment and less effective adjustment for students in special gifted classes should be given consideration by program planners and evaluators in any cost-benefit analysis of educational programs for gifted students. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | iq | children | Evaluation and Program Planning | 10.1016/S0149-7189(99)00027-0 |
| 4 | 2016 | Peyre, Hugo / Ramus, Franck / Melchior, Maria / Forhan, Anne / Heude, Barbara / Gauvrit, Nicolas | Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother-child cohort | Rationale: High intelligence may be associated with emotional, behavioral and social difficulties. However, this hypothesis is supported by little compelling, population-based evidence, and no study has been conducted during the preschool period with a population-based sample. Method: Children (= 1100) from the EDEN mother-child cohort were assessed at the age of 5-years. Behavioral, emotional and social problems (emotional symptoms, conduct problems, symptoms of hyperactivity/inattention, peer relationship problems and prosocial behavior) were measured using the parent-rated Strengths & Difficulties Questionnaires (SDQ). IQ scores were based on the WPPSI-III at 5-years. Relevant covariates for children's cognitive development were also collected. Results: We found no significant differences in SDQ scores between gifted children (= 23; Full Scale IQ >r 130) and children with Full Scale IQ in the normal range (= 1058 ≥ 70 and ≤. 130), except a marginally significant association between high-IQ and emotional difficulties at 5-years. Further sensitivity analyses did not support the association between high-IQ and emotional difficulties. Discussion: During the preschool period, gifted children do not seem to manifest more behavioral, emotional and social problems than children with normal IQ. | iq | children | Personality and Individual Differences | 10.1016/j.paid.2016.02.014 |
| 3 | 1999 | Garland, Ann F. / Zigler, Edward | Emotional and behavioral problems among highly intellectually gifted youth | There is some controversy in the literature regarding the relationship between exceptionally high intellectual ability and psychosocial adjustment. Despite some evidence to the contrary, myths persist about an inverse relationship. Using a well standardized scale of emotional and behavioral problems, this study examined this relationship with 191 intellectually gifted youth ages 13 to 15 years. Results indicated that the youth's scores on the scale were well within normative ranges and the most highly gifted of the group tended to exhibit fewer problems than the moderately gifted. Thus, these findings are contrary to some popular myths about highly intellectually gifted youth. | iq | adolescent | Roeper Review | 10.1080/02783199909553996 |
| 3 | 2009 | Duan, Xiaoju / Shi, Jiannong / Wu, Jianhui / Mou, Yi / Cui, Hairong / Wang, Guiqing | Electrophysiological correlates for response inhibition in intellectually gifted children: a Go/NoGo study. | Superior response inhibition is an essential component of the advanced cognitive abilities of gifted children. This study investigated response inhibition in intellectually gifted children by recording event-related brain potentials (ERPs) during a Go/NoGo task. Fifteen intellectually gifted children and 15 intellectually average children participated. Our present findings showed that intellectually gifted children had shorter Go-P3 latency, indicating faster processing of Go stimuli, a finding consistent with previous studies. We focused on the two inhibition-related components, NoGo-N2 and NoGo-P3. The results showed that NoGo-P3 latency was shorter for intellectually gifted children compared to their average peers. N2 latency did not indicate the intelligence difference. These results suggested that intellectually gifted children showed faster inhibition when dealing with NoGo stimuli, and this superiority came from the later stages of inhibition, i.e., response evaluation or the success of inhibiting a response, as indexed by the shorter P3 latency. | iq | adolescent | Neuroscience letters | 10.1016/j.neulet.2009.04.006 |
| 4 | 2017 | Toffalini, Enrico / Pezzuti, Lina / Cornoldi, Cesare | Einstein and dyslexia: Is giftedness more frequent in children with a specific learning disorder than in typically developing children? | It has been argued that there may be a higher proportion of exceptional intelligence profiles and giftedness among children with learning disorders (LD) than among typically developing (TD) children, but this impression is only based on anecdotal evidence concerning famous individuals. In a large dataset of 1413 intellectual profiles of children with a diagnosis of LD (assessed with the WISC-IV scale), the proportion of children with an overall intelligence quotient higher than 130 was < 1%, well below the proportion expected in the typical population (2.28%). It has been claimed, however, that the WISC-IV general ability index (GAI) may better represent the central aspects of intelligence, particularly in the case of children with LD, and using the GAI criterion, the gifted children amounted to 3.75% of the LD population analyzed. Aspects relating to working memory and processing speed, as measured by the WISC-IV, were also examined, and gifted children with LD had higher scores in both components than the other children with LD, but lower scores than equally "gifted" TD children. The various aspects of intelligence revealed significantly different age-related growth trajectories: at a younger age, gifted children with LD resembled gifted TD children in terms of working memory phonological aspects, but the former fell behind the latter as they grew older; the opposite was true of the processing speed aspects of intelligence. | iq | youth-general | Intelligence | 10.1016/j.intell.2017.04.006 |
| 3 | 2017 | Vogelaar, Bart / Bakker, Merel / Elliott, Julian G. / Resing, Wilma C M | Dynamic testing and test anxiety amongst gifted and average-ability children. | BACKGROUND Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children. AIM We investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training. SAMPLE Participants were 113 children aged between 7 and 8 years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition. METHODS The study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits. RESULTS AND CONCLUSIONS Dynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training. | iq | children | The British journal of educational psychology | 10.1111/bjep.12136 |
| 3 | 2008 | Derryberry, W. P. / Barger, B. | Do Contributors to Intellect Explain the Moral Judgment Abilities of Gifted Youth? | To assess reaction time and attributional complexity as factors contributing to the relatively high moral judgment of gifted youth, a sample of 30 gifted youth and 30 college students responded to a computerized measure of moral judgment development, which also indexed reaction time. Additionally, participants completed a measurement of attributional complexity and reported American College Test (ACT) scores. Statistically significant differences favored the gifted in moral judgment development, reaction time, and attributional complexity. Regression analysis revealed that attributional complexity explained a significant amount of variance, whereas ACT scores and reaction times accounted for minimal variance. Although reaction time did not predict moral judgment developmental difference, discussion is offered to suggest how gifted youth, such as those in this study, might benefit from using their reaction time when considering moral situations. | high-achieving | adolescent | Gifted Child Quarterly | 10.1177/0016986208321806 |
| 3 | 2015 | Durdiakova, Jaroslava / Celec, Peter / Laznibatová, Jolana / Minarik, Gabriel / Lakatosova, Silvia / Kubranska, Aneta / Ostatníková, Daniela | Differences in salivary testosterone, digit ratio and empathy between intellectually gifted and control boys | Testosterone was shown to organize brain structure and modulate cognitive functions. Higher prenatal testosterone exposure has been proposed to increase systemizing and to decrease empathizing. Whether intellectually gifted (IQ > 130) individuals differ in these aspects is largely unexplored. The aim of this paper is to compare the prenatal testosterone exposure (reflected by 2D:4D), the actual testosterone levels, and the ability of empathizing and systemizing in gifted boys (N = 66) and control boys of same age (N = 80). The comparison revealed significantly lower salivary testosterone levels (d = − 3.35, t = 2.46, p = 0.02) in gifted group compared to controls. Although the effect size was quite robust, this result did not remain significant after the correcting for multiple testing (new p value calculated after Bonferroni correction was 0.006). Lower left 2D:4D (standing for higher prenatal testosterone level; d = − 1.33, t = 4.96, p < 0.0001) was observed in intellectually gifted boys compared to control boys surviving the correction for multiple testing. No significant difference between groups was found in the number of CAG repeats in gene encoding the androgen receptor (d = − 0.06, t = 0.38, p = ns). Intellectually gifted boys achieved significantly lower score in reading mind in the eye test (d = − 0.75, t = 3.38, p = 0.003) that remained significant after correcting for multiple comparisons. It can be speculated that higher prenatal testosterone reflected by lower 2D:4D organizes the brain of gifted boys in a different way in comparison with controls. Consequences include differences in cognitive functions such as lower ability to mentalize—to understand the mental state of others. The physiological mechanisms of testosterone in intellectually gifted boys, especially at the molecular level remain to be elucidated. | iq | adolescent | Intelligence | 10.1016/j.intell.2014.11.002 |
| 3 | 2000 | Jausovec, Norbert | Differences in Cognitive Processes Between Gifted, Intelligent, Creative, and Average Individuals While Solving Complex Problems: An EEG Study | This study investigated the differences in cognitive processes related to creativity and intelligence using EEG coherence and power measures in the lower (α1=7.9–10.0 Hz) and upper alpha band (α2=10.1–12.9 Hz). In two experiments, gifted, creative, intelligent subjects, and individuals of average ability solved closed and open problems while their EEG was recorded. The analysis of EEG measures in Experiment 1 indicated that highly intelligent individuals (HIQ—gifted and intelligent) showed higher alpha power (less mental activity) and more cooperation between brain areas when solving closed problems than did average intelligent individuals (AIQ—creative and average). Much more pronounced were the differences in EEG patterns obtained in Experiment 2. Highly creative individuals (HC—gifted and creative) displayed less mental activity than did average creative individuals (AC—intelligent and average) when engaged in the solution of different creative problems. Creative individuals also showed more cooperation between brain areas than did gifted ones, who showed greater decoupling of brain areas when solving ill-defined problems. The results of both experiments suggest that creativity and intelligence are different abilities that also differ in the neurological activity displayed by individuals while solving open or closed problems. The results further suggest that a selective involvement of cortical zones that are relevant for the solution of a problem could be an explanation for the observed differences in problem solving. Differences in Cognitive Processes Between Gifted, Intelligent, Creative, and Average Individuals While Solving Complex Problems: An EEG Study. Available from: https://www.researchgate.net/publication/223298970_Differences_in_Cognitive_Processes_Between_Gifted_Intelligent_Creative_and_Average_Individuals_While_Solving_Complex_Problems_An_EEG_Study [accessed Jun 15, 2017]. | other | young-adults | Intelligence | 10.1016/S0160-2896(00)00037-4 |
| 3 | 2016 | Kim, Min Kyeong / Roh, Il Soon / Cho, Mi Kyung | Creativity of gifted students in an integrated math-science instruction | This study designed and applied integrated math-science instruction to gifted students to enable expression of creative potential, and examined the creativity and creative productivity in the context of a classroom designed to facilitate improvement. Study participants consisted of 20 mathematically gifted elementary students in a combined 5-6th grade class operated by a university affiliated institute for gifted students in Seoul, South Korea. Gifted students that received 8 sessions of integrated instruction did not think of math and science concepts separately but designed the solution process appropriately and solved problems creatively. Creativity tests showed a high correlation between subcomponents, and assessment scores on productivity using a gear Goldberg machine showed that divergent thinking and originality have a significant effect on the production process. | unspecified | children | Thinking Skills and Creativity | 10.1016/j.tsc.2015.07.004 |
| 5 | 2001 | Neber, Heinz / Finsterwald, Monika / Urban, Nicola | Cooperative Learning with Gifted and High-achieving Students: A review and meta-analyses of 12 studies | Should gifted and high-achieving students cooperate in homogeneous groups or do they learn better individually? Or should they learn together with less gifted peers in heterogeneous groups? Current empirical research is reviewed in this article and meta-analyses of available results in 12 published studies are performed. Results show that few methodologically sound studies can be found at present. In addition, researchers only considered a restricted spectrum of participants, focused on learning of relatively simple materials, measured only a restricted range of possible outcomes, and neglected processes and activities of the learners, which might determine outcomes of cooperative learning. Results therefore remain controversial even for fundamental issues like learning in homogeneous versus heterogeneous, mixed-ability groups. In spite of these limitations, analyses nevertheless show that cooperative learning offers strong potentials for further improving the quality of instruction with gifted and high-achieving students. Further empirical research is required to obtain more differentiated information on the various aspects of cooperative learning. | high-achieving | children | High Ability Studies | 10.1080/13598130120084339 |
| 3 | 2015 | Sontag, Christine / Stoeger, Heidrun | Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? | We examined if highly intelligent and high-achieving students benefit from training in self-regulated learning conducted in regular classrooms as much as their peers of average intelligence and with average scholastic achievement. Fourth-graders participating in a training program of self-regulated learning (SRL, n=. 123) were compared with fourth-graders receiving regular classroom instruction (REG, n=. 199) in a pretest, posttest, follow-up design. Students in the SRL group practiced self-regulated learning while working on identifying main ideas in expository texts. The training was effective for highly intelligent and high-achieving students as well as for their peers of average intelligence and with average scholastic achievement. Highly intelligent students benefited in their preference for self-regulated learning only in the long run; for high achievers, we found immediate and long-term effects. Both highly intelligent students and high achievers identified more main ideas correctly in the course of the training. We recommend this program for use by classroom teachers in heterogeneous classrooms. | high-achieving | children | Learning and Individual Differences | 10.1016/j.lindif.2015.07.008 |
| 4 | 2017 | Kashani-Vahid, Leila / Afrooz, GolamAli / Shokoohi-Yekta, Mohsen / Kharrazi, Kamal / Ghobari, Bagher | Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? | Enhancing problem solving skills of gifted students provides them with essential tools for encountering future situations. Due to the necessity of problem solving skills in the lives of the gifted students, and inspired by the CPS model, along with parents need assessment surveys, a creative interpersonal problem solving training program was developed. Furthermore, its effectiveness on creativity of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-post-test and control group. 125 female elementary students were screened by Raven Progressive Matrix of Intelligence and Persian version of Stanford-Binet test of intelligence. Those who qualified as gifted were randomly assigned into the experiment and control groups. The experimental group participated in the creative interpersonal problem solving program, and the control group did not receive the training, but was scheduled to receive the training program after the end of the research. While Torrance Test of Creative Thinking (Torrance, 1990, standardized Persian version, 1993 & 2008) was administered to measure creative thinking, creative performance was measured through Teacher Creativity Checklists (Proctor & Burnett, 2004). The obtained data were analyzed using Repeated Measures Analysis of the Variance. The findings showed significant differences (p<0.05) between the experimental and control groups in all sub-variables of creativity, and the results were maintained in the two-month follow up evaluation. In the end, applying creative interpersonal problem solving program for improving creativity in elementary gifted girls was discussed. | iq | children | Thinking Skills and Creativity | 10.1016/j.tsc.2017.02.011 |
| 3 | 2016 | Ayoub, Alaa Eldin A. / Aljughaiman, Abdullah M. | A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories | The current study aimed at identifying to what extent gifted students' academic performance differs in light of their emotional, social, analytical, creative, practical, and implicit intelligence, and to explore which of these are more effective for differentiating students' performance. This study was also an attempt to determine the direct effects of different kinds of intelligence on student performance, and to generate a structural model that could explain the relationship among different kinds of intelligence, students' implicit theories of intelligence, and student performance. The 174 participants were randomly chosen from primary school students who participated in summer enrichment programs. An emotional intelligence scale, a social intelligence scale, the analytical, creative, and practical intelligence tests of the Aurora Battery, an implicit intelligence scale, and performance assessment inventory were administered. A cluster analysis revealed that there were three profiles for students. The structural equation model confirmed that the predictor factors had positive and significant effects on performance. These predictor variables accounted for (68%) of the percent of the variance in performance. Ultimately, the factors affecting student performance were, in order of decreasing magnitude, emotional intelligence, analytical intelligence, practical intelligence, creative intelligence, implicit intelligence, and social intelligence. Furthermore, there were strong effects of implicit theory of intelligence on the different kinds of intelligence. | other | children | Learning and Individual Differences | 10.1016/j.lindif.2016.08.018 |
| 3 | 2017 | Wang, Jinjing (Jenny) / Halberda, Justin / Feigenson, Lisa | Approximate number sense correlates with math performance in gifted adolescents | Nonhuman animals, human infants, and human adults all share an Approximate Number System (ANS) that allows them to imprecisely represent number without counting. Among humans, people differ in the precision of their ANS representations, and these individual differences have been shown to correlate with symbolic mathematics performance in both children and adults. For example, children with specific math impairment (dyscalculia) have notably poor ANS precision. However, it remains unknown whether ANS precision contributes to individual differences only in populations of people with lower or average mathematical abilities, or whether this link also is present in people who excel in math. Here we tested non-symbolic numerical approximation in 13- to 16-year old gifted children enrolled in a program for talented adolescents (the Center for Talented Youth). We found that in this high achieving population, ANS precision significantly correlated with performance on the symbolic math portion of two common standardized tests (SAT and ACT) that typically are administered to much older students. This relationship was robust even when controlling for age, verbal performance, and reaction times in the approximate number task. These results suggest that the Approximate Number System is linked to symbolic math performance even at the top levels of math performance. | iq | adolescent | Acta Psychologica | 10.1016/j.actpsy.2017.03.014 |
| 3 | 2004 | Preuss, Lesli J. / Dubow, Eric F. | A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor | The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self-Report Coping Scale for school and peer stressors (ie., getting a lower grade than usual and having a fight with a friend). Teachers' ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem-solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ Teachers' ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed. Reprinted by permission of the publisher. | iq | children | Roeper Review | 10.1080/02783190409554250 |
| 2 | 1992 | Emerick, L. J. | Academic Underachievement Among the Gifted: Students' Perceptions of Factors that Reverse the Pattern | Underachievement among the gifted has been a focus of research for over 35 years. With few exceptions, studies of interventions for gifted underachievers have demonstrated only limited success. This study investi- gated factors which had influenced the reversal of the underachievement pattern in 10 gifted students, ages 14 to 20, who moved from chronic underachievement to academic success. Results indicated six factors wereinfluential in reversing poor school performance. There was evidence that some gifted underachievers may re- spond well to interventions incorporating educational modifications which focus on individual strengths and interests. | other | adolescent | Gifted Child Quarterly | 10.1177/001698629203600304 |
| 4 | 1996 | Lubinski, David / Schmidt, David B. / Benbow, Camilla Persson | A 20-year stability analysis of the study of values for intellectually gifted individuals from adolescence to adulthood. | A sample of 203 intellectually gifted adolescents (top 1%) were administered the Allport-Vernon-Lindzey (1970) Study of Values (SOV) at age 13; 20 years later, they were administered the SOV again. In this study, researchers evaluated the intra- and interindividual temporal stability of the 6 SOV themes, namely, Theoretical (T), Economic (E), Political (P), Aesthetic (A), Social (S), and Religious (R). Over the 20-year test-retest interval, the SOV's mean and median interindividual correlations for the 6 themes were .37 and .34, respectively. Correspondingly, the mean and median of all 203 intraindividual correlations were .30 and .39. Configural analyses of the most dominant theme at age 13 revealed that this theme was significantly more likely than chance to be dominant or adjacent to the dominant theme at age 33. Adjacency was ascertained through a number of empirically based auxiliary analyses of the SOV, revealing 2 robust gender-differentiating clusters: T-E-P for males and A-S-R for females. | iq | adolescent | Journal of Applied Psychology | 10.1037/0021-9010.81.4.443 |
| 3 | 2002 | Sullivan, Susan C / Rebhorn, Leslie | PEGS: Appropriate education for exceptionally gifted students | The education of exceptionally gifted children requires curricular adaptations that are difficult to implement in regular classrooms. In addition, such children are found so rarely that educators are often unfamiliar with their special learning needs. In St. Louis, Missouri, an innovative program has operated for 10 years to identify exceptionally gifted children from area school districts and bring them together in a full-time, articulated program that blends acceleration and enrichment. Currently, approximately 50 students in grades 1 through 12 are enrolled in the Program for Exceptionally Gifted Students (PEGS). [ABSTRACT FROM AUTHOR]; | iq | youth-general | Roeper Review | 10.1080/02783190209554184 |
| 3 | 2014 | Limonta, Wieslawa / Dreszer-Drogoróba, Joanna / Bedyńskab, Sylwia / Śliwińskac, Katarzyna | `Old wine in new bottles`? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents | This study examined the relationship between types of overexcitability (OEs), Big Five dimensions, and giftedness. A sample of intellectually gifted adolescents (N= 132) and controls (N= 103) completed the OEQ-II and the NEO-FFI. As hypothesized, the gifted scored higher than controls on intellectual OE, imaginational OE, and openness to experience but lower on neuroticism. Contrary to expectations, group-related differences were found for sensual OE, but not for emotional OE. Moreover, SEM analysis showed that giftedness moderated the relation of OEs with openness and extraversion. The relations between sensual OE and openness as well as between psychomotor OE and extraversion were stronger in the gifted than in controls. Relationships between sensual, intellectual, imaginational OEs and extraversion turned out to be significant only in the controls. | iq | adolescent | Personality and Individual Differences | 10.1016/j.paid.2014.06.003 |
| 3 | 2006 | Gross, Miraca U. M. | Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration | A 20-year longitudinal study has traced the academic, social, and emotional devel- opment of 60 young Australians with IQs of 160 and above. Significant differences have been noted in the young people's educational status and direction, life satisfac- tion, social relationships, and self-esteem as a function of the degree of academic accel- eration their schools permitted them in childhood and adolescence. The considerable majority of young people who have been radically accelerated, or who accelerated by 2 years, report high degrees of life satisfaction, have taken research degrees at leading universities, have professional careers, and report facilitative social and love relation- ships. Young people of equal abilities who accelerated by only 1 year or who have not been permitted acceleration have tended to enter less academically rigorous college courses, report lower levels of life satisfaction, and in many cases, experience significant difficulties with socialization. Several did not graduate from college or high school. Without exception, these young people possess multiple talents; however, for some, the extent and direction of talent development has been dictated by their schools' academic priorities or their teachers' willingness or unwillingness to assist in the development of particular talent areas. | iq | youth-general | Journal for the Education of the Gifted | 10.4219/jeg-2006-247 |
| 3 | 2008 | Hagmann-von Arx, Priska / Meyer, Christine Sandra / Grob, Alexander | Assessing Intellectual Giftedness with the WISC-IV and the IDS | The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children | iq | children | Zeitschrift für Psychologie / Journal of Psychology | 10.1027/0044-3409.216.3.172 |
| 2 | 2012 | Nauta, Noks / Jurgens, Karel | Gifted Senior Citizens: A Forgotten Group | Many articles have been written about giftedness in children. More and more people realise that they need some extra attention and in some cases a different school system. But you will have trouble finding any articles about gifted adults or senior citizens, even though there must be many thousands of them. They also need some extra attention and have special requirements to be more happy and less lonely in their lives. | unspecified | seniors | Geron | |
| 1 | 2016 | Nauta, Arnolda P. / Fiedler, Ellen / Friedrichs, Terry | Gifted Elders: A Forgotten Group | An article by Noks Nauta, Ellen Fiedler and Terry Friedrichs, who form the SENG Gifted Elders Initiative. The giftedness of many gifted elders has never been recognized and remains unseen. For gifted elders, knowing about giftedness and becoming aware of their social and emotional needs can help them live happier and more fulfilling lives. This article is informative and the authors also warmly invite people from all over the world to tell us stories (case studies and vignettes), in which gifted seniors tell us how their needs are being fulfilled or not. These examples may help us (and other researchers) to convey to gifted elders from varied backgrounds how these seniors can better meet their needs, in either residential homes or independent-living or care facilities. | unspecified | seniors | Mensa World Journal | |
| 3 | 2012 | Dijkstra, Pieternel / Barelds, Dick P. H. / Groothof, Hinke A. K. / Ronner, Sieuwke / Nauta, Noks | Partner Preferences of the Intellectually Gifted | To date, hardly anything is known about the partner preferences of the intellectually gifted. The present study therefore examined the extent to which 354 gifted individuals judged 17 characteristics to be important in a (potential) partner and compared these rat- ings with those obtained from a community sample (n¼554). Among other things, it was expected that, among the gifted, a (potential) partner's high intelligence would be judged to be more important than among participants from the general community. It was also expected that single gifted individuals would judge a potential partner's high intelligence to be more important than gifted individuals involved in intimate relationships. Most of our predictions were supported, and results are discussed. | iq | adults | Marriage & Family Review | 10.1080/01494929.2011.628779 |
| 1 | 2012 | Smith, Brent W. / Dempsey, Allison G. / Jackson, Susan E. / Olenchak, F. Richard / Gaa, John | Cyberbullying among gifted children | Peer victimization, or bullying, is a phenomenon that has received increasing global attention, and the use of technology, or cyberbullying, to bring about acts of bullying has certainly increased as access to various technological tools has escalated. While it is unclear whether this attention is a function of actual increases in cyberbullying or is simply a function of the fact that the same boom in technological access also enables more rapid reporting of such incidents, the reality remains the same: a number of young people use cyberspace as a means for attacking peers. An examination of the literature pertaining to cyberbullying serves as a backdrop for considering cyberbullying and its particular effects on gifted and talented students, and a call for increasing research efforts in this arena is issued. | unspecified | unspecified | Gifted Education International | 10.1177/0261429411427652 |
| 3 | 2006 | Peterson, Jean Sunde / Ray, Karen E. | Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects | Gifted eighth graders (N = 432) in 11 U.S. states participated in a retrospective national study that explored the prevalence and effects of being bullied and being a bully during kindergarten through grade 8. No signifi cant differences were found related to size of city, race/ethnicity, and geographical region in terms of either being bullied or being a bully. Sixtyseven percent of all participants had experienced at least 1 of 13 kinds of bullying listed on the survey, more in grade 6 than in other grades, and 11% had experienced repeated bullying. Name-calling and teasing about appearance were the most common kinds of bullying, and the latter was among several kinds of bullying signifi cantly related to emotional impact. In grade 8, 16% were bullies, and 29% had violent thoughts. At all grade levels, a larger percentage of males than females were bullied, were bullied more than 10 times, and were bullies | unspecified | children | Gifted Child Quarterly | 10.1177/001698620605000206 |
| 3 | 2004 | Neumeister, K. L. S. | Factors Influencing the Development of Perfectionism in Gifted College Students | This study is part of a larger research investigation of perfectionism in gifted college students. Employing a qualitative interview design, this study examined factors contributing to the development of two dimensions of perfectionism, socially prescribed and self-oriented, in gifted college students. Findings indicated that exposure to parental perfectionism and an authoritarian parenting style led to the perception of stringent expectations, self-worth tied to achievement, and a fear of disappointing others, which collectively influenced the development of socially prescribed perfectionism. Factors contributing to the development of self-oriented perfection included mastery of early academic experiences without effort, no previous experience with academic failure, and modeling of parental perfectionism. Implications for future research and recommendations for parents and educators of gifted children are suggested. | high-achieving | adults | Gifted Child Quarterly | 10.1177/001698620404800402 |
| 3 | 2004 | Neumeister, K. L. S. | Understanding the Relationship Between Perfectionism and Achievement Motivation in Gifted College Students | This study is a slice of an overarching research investigation of perfectionism in gifted college students. Utilizing a qualitative interview design, this study examined how gifted college students scoring high on 1 of 2 different dimensions of perfectionism (socially prescribed or self-oriented) perceived their achievement motivation. Findings indicated that, for the socially prescribed perfectionists, an underlying motive to avoid failure influenced their achievement goals and behaviors. Based on this motive, they set both performance-avoidance and performanceapproach goals and tended toward procrastination in their work. In contrast, an underlying motive to achieve influenced the achievement goals and behaviors of the self-oriented perfectionists. These participants set both mastery and performance approach goals. They developed a strong work ethic, and they were motivated to seek out challenges. Implications of these findings are suggested, and recommendations for parents and educators working with gifted perfectionistic students are discussed. | high-achieving | adults | Gifted Child Quarterly | 10.1177/001698620404800306 |
| 3 | 1960 | Frankel, Edward | A comparative study of achieving and underachieving high school boys of high intellectual ability | T underachievement among intellectually superior high school students. The ever broadening spectrum of our scientific and technological progress, from the harnessing of atomic energy to the conquest of outer space, has a special premium on talent and brainpower in all areas of human thought and endeavor. The young people whose scholastic performance lags far behind their intellectual potential, represent a serious loss to society in terms of their possible contributions. In addition, failure to achieve at the level of their ability often leads to a depreciation of self-worth accompanied by unhappiness and frustration. | iq | young-adults | Science Education | 10.1002/sce.3730440409 |
| 4 | 1974 | Sutherland, Ann / Goldschmid, Marcel L. | Negative Teacher Expectation and IQ Change in Children with Superior Intellectual Potential | A series of related experiments investigated the relationship between naturally established teacher expectation and IQ change. Subjects were 109 grade 1 and 2 pupils from an average socioeconomic area of Montreal. Results show no linear relationship between teacher expectation and IQ gain scores either with or without the partialing out of initial IQ scores. A significant relationship was found between negative discrepant teacher expectation and IQ change in children with superior intellectual potential. The use of IQ testing in the primary grades is discussed, and suggestions are made concerning both teacher training and in-service training programs in the light of these findings. | iq | children | Child Development | 10.2307/1127861 |
| 5 | 2002 | Rogers, Karen B. | Grouping the gifted and talented: Questions and answers | Five questions about the academic, psychological, and socialization effects on gifted and talented learners of grouping for enrichment, cooperative grouping for regular instruction, and grouping for acceleration are addressed. The conclusions drawn from 13 research syntheses on these practices, conducted in the past 9 years are described. In general, these conclusions support sustained periods of instruction in like‐ability groups for students who are gifted and talented. | unspecified | youth-general | Roeper Review | 10.1080/02783190209554140 |
| 3 | 2014 | Heijden, van der, Irene M. G. | Persoonlijkheid en Psychische Problemen bij Hoogbegaafde Volwassenen | In de literatuur worden hoogbegaafden enerzijds afgeschilderd als evenwichtige mensen die geen psychologische hulp behoeven, anderzijds wordt hen een neurotische persoonlijkheid toegedicht. Dit verschil wordt ook in praktijk waargenomen. De verklaring werd in dit onderzoek gezocht in een persoonlijkheidsfactor die sociale vaardigheden beïnvloedt: Dogmatisme. Hiertoe werd de NPV-2 afgenomen bij 3 groepen: Niet-hoogbegaafden met psychische problematiek, hoogbegaafden met, en hoogbegaafden zonder psychische problematiek. Dogmatisme bleek lager voor beide groepen hoogbegaafden, dan voor de groep niet-hoogbegaafden. De hoogbegaafden met psychische problematiek scoorden hoger op ‘Inadequatie’ dan de andere 2 groepen. Eerder onderzoek gaven ambivalente resultaten over de link tussen neuroticisme/inadequatie en hoogbegaafdheid. De resultaten uit dit onderzoek passen in het beeld van één van de stromingen binnen de literatuur. | iq | adults | ||
| 3 | 2016 | Onderweegs, M. | Identificatie dyslexie bij hoogbegaafde kinderen - Werkgeheugen als Compenserende Factor voor Taalzwakte | In deze studie zijn prestaties van Nederlandse middelbare scholieren (11–15 jaar) op taalvaardigheid en werkgeheugen vergeleken. De groepen bestonden uit hoogbegaafde kinderen met dyslexie (HB/D, n = 37), (gemiddeld begaafde) kinderen met dyslexie (D, n = 37), gemiddeld begaafde kinderen (TD, n = 39) en hoogbegaafde kinderen (HB, n = 35). Zoals verwacht presteerden hoogbegaafde kinderen met dyslexie op Nederlandse taalvaardigheid ((non-woordlezen, tekstlezen en spelling) beter dan kinderen met dyslexie en minder goed dan hoogbegaafde kinderen. Echter bleken zij eveneens minder goed te presteren dan gemiddeld begaafde kinderen (D < HB/D < TD < HB). Bij Engelse taalvaardigheid (woordlezen en spelling) presteerden hoogbegaafde kinderen met dyslexie zoals verwacht beter dan kinderen met dyslexie en minder goed dan hoogbegaafde kinderen. Hier bleken de hoogbegaafde kinderen met dyslexie tegen verwachting vergelijkbaar te presteren met gemiddeld begaafde kinderen (D < HB/D = TD < HB). Op verbaal werkgeheugen bleek dat hoogbegaafde kinderen met dyslexie zoals verwacht beter presteerden dan kinderen met dyslexie, vergelijkbaar met gemiddeld begaafde kinderen èn minder goed dan hoogbegaafde kinderen (D < HB/D = TD < HB). Tot slot bleek dat hoogbegaafde kinderen met dyslexie zoals verwacht beter presteerden op visuospatieel werkgeheugen dan kinderen met dyslexie en (tegen verwachting) zowel vergelijkbaar met gemiddeld begaafde kinderen als hoogbegaafde kinderen (D < TD = HB/D = HB). Deze studie wijst erop dat verbaal werkgeheugen een compenserende factor is voor taalzwakte bij hoogbegaafde kinderen met dyslexie. Gebruik van Engelse taalvaardigheidstaken lijkt geen bijdrage te leveren aan een verbeterde diagnostiek. | iq | adolescent | ||
| 3 | 2014 | Snyder, Kate E. / Malin, Jenessa L. / Dent, Amy L. / Linnenbrink-Garcia, Lisa | The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. | Insight into causal mechanisms underlying underachievement among gifted students has remained elusive. Based on the premise of self-worth theory and implicit beliefs about intelligence, it was hypothesized that entity-focused messages about giftedness would lead to maladaptive academic coping behaviors when gifted status was threatened. Therefore, the current research examined the interactive effect of messages about giftedness as fixed or malleable and success or failure experiences on both behavioral and claimed self-handicapping among a sample of 108 undergraduates attending an elite university. Following a failure experience, participants who had heard an entity message about giftedness engaged in behavioral self-handicapping to a greater degree than those who heard an incremental message about giftedness. Female participants who received an entity message engaged in more claimed self-handicapping after experiencing failure and less claimed self-handicapping after experiencing success. There were no differences in claimed self-handicapping after success and failure for female participants who received an incremental message. This pattern is in line with an impression management strategy. In contrast, implicit messages did not influence male participants' claimed self-handicapping. Implications for motivational theory and educational practice are discussed. | high-achieving | adults | Journal of Educational Psychology | 10.1037/a0034553 |
| 5 | 2015 | Rinn, A. N. / Bishop, J. | Gifted Adults: A Systematic Review and Analysis of the Literature | What happens when a gifted child grows up? Despite a slew of provocative book titles regarding gifted adults in the mainstream media, and the inclusion of the notion of giftedness among adults in the definition of giftedness proposed by Subotnik, Olszewski-Kubilius, and Worrell, there is a limited amount of research that has examined the gifted adult. In this systematic review of the literature, we categorized the available research literature into nine thematic areas: (a) whether or not gifted children become gifted adults; (b) family of origin; (c) effects of early educational experiences; (d) characteristics of gifted adults; (e) career; (f) family of procreation; (g) career and family interaction; (h) life goals, satisfaction, and well-being; and (i) counseling. Implications for gifted adults and the field of gifted education are discussed | other | adults | Gifted Child Quarterly | 10.1177/0016986215600795 |
| 1 | 2009 | Lubinski, David | Exceptional Cognitive Ability: The Phenotype | Characterizing the outcomes related to the phenotype of exceptional cognitive abilities has been feasible in recent years due to the availability of large samples of intellectually precocious adolescents identified by modern talent searches that have been followed-up longitudinally over multiple decades. The level and pattern of cognitive abilities, even among participants within the top 1% of general intellectual ability, are related to differential developmental trajectories and important life accomplishments: The likelihood of earning a doctorate, earning exceptional compensation, publishing novels, securing patents, and earning tenure at a top university (and the academic disciplines within which tenure is most likely to occur) all vary as a function of individual differences in cognitive abilities assessed decades earlier. Individual differences that distinguish the able (top 1 in 100) from the exceptionally able (top 1 in 10,000) during early adolescence matter in life, and, given the heritability of general intelligence, they suggest that understanding the genetic and environmental origins of exceptional abilities should be a high priority for behavior genetic research, especially because the results for extreme groups could differ from the rest of the population. In addition to enhancing our understanding of the etiology of general intelligence at the extreme, such inquiry may also reveal fundamental determinants of specific abilities, like mathematical versus verbal reasoning, and the distinctive phenotypes that contrasting ability patterns are most likely to eventuate in at extraordinary levels. | iq | youth-general | Behavior Genetics | 10.1007/s10519-009-9273-0 |
| 3 | 2015 | Conejeros-Solar, M. Leonor / Gomez-Arizaga, Maria P | Gifted Students' Characteristics, Persistence, and Difficulties in College | This study is about persistence and perceived difficulties of gifted students in college explored through sociodemographic and academic characteristics. Two hundred and nine nongifted and 45 gifted participated in the study. A persistence scale along with sociodemographic variables were used to compare both groups. The groups shared many sociodemographic characteristics, but significant differences were found for gifted students on precollege academic variables. The sociodemographic variable that affected student enrollment equally was financial aid. No differences were found between groups regarding persistence as a whole, except on academic development in college and relationships with faculty. Analyses of the open-ended question revealed that for gifted students the main difficulties were time management, weak study habits, and lack of content knowledge due to poor high school academic preparation. Initiatives for enhancing gifted students' prior academic preparation and supporting their needs are discussed. | iq | young-adults | Roeper Review | 10.1080/02783193.2015.1077909 |
| 3 | 2006 | Abelman, Robert | Fighting the war on indecency: Mediating TV, internet, and videogame usage among achieving and underachieving gifted children | This investigation explores the level, type, and extent of household mediation of television, the Internet, and videogames employed by parents of achieving and underachieving, intellectually gifted children in light of the recently declared “war on indecency.” It examines various child‐rearing practices and perceptions as well as salient child‐oriented attributes and their contribution to how the industry ratings and content‐blocking technologies are adopted into household mediation strategies. How much intervention occurs, what form it takes, and which electronic media are targeted for parental mediation were found to be largely contingent on the child's academic ability, age, and gender. Patterns of media consumption were also found to be significantly different among academically average, underachieving, and achieving gifted children. | iq | children | Roeper Review | 10.1080/02783190709554393 |
| 3 | 2012 | Dijkstra, Pieternel / Barelds, Dick P. H. / Ronner, Sieuwke / Nauta, Noks | Intimate Relationships of the Intellectually Gifted: Attachment Style, Conflict Style, and Relationship Satisfaction Among Members of the Mensa Society | To date relatively little is known about the intimate relationships of the intellectually gifted and the way they attach themselves to and handle conflicts with their intimate partner. The present study examined these issues by examining the relationship between attachment styles, conflict styles, and relationship quality in a sample of 196 adult members of the Mensa society. These results were compared with findings from a general community sample (n = 145). Results showed that, overall, Mensa members showed similar levels of relationship quality compared with the control sample but also tended to deal less constructively with conflicts and reported higher levels of fearful attachment. Analyses showed that the relations between relationship quality, conflict styles, and attachment were comparable in the two samples, with the exception of the role of fearful attachment in the relationship. Conflict styles mediated the relations between attachment and relationship quality in both samples. Results are discussed in light of the scarce knowledge on the intimate relationships of the gifted. | iq | adults | Marriage & Family Review | 10.1080/01494929.2016.1177630 |
| 4 | 1999 | Milgram, Roberta M. / Hong, Eunsook | Creative Out-of-School Activities in Intellectually Gifted Adolescents as Predictors of Their Life Accomplishment in Young Adults: A Longitudinal Study | Career interests and abilities were exam- ined in 130 young adults who, as adolescents, had re- ceived exceptionally high scores (top 5% of the entire country) on the test of general intelligence developed by the Israel Defense Force and used each year for se- lection and placement of recruits. The interests and abilities of the majority of the intellectually gified re- search participants were found to be focused and not the opposite, as has been widely assumed among edu- cators of the @Bed. In 45% of the research partici- pants, we found a strong relation bemeen the focus of adolescents' out-of-school activities and the field of their adult vocation. Moreover, participants whose ad- olescent out-of-school activities matched their adult occupation had a higher level of work accomplishment than participants for whom such a match was absent. Our findings indicate that measures of out-of-school activities may provide an appropriate tool for counsel- ors to use in career counseling with adolescents. Finally, young adults who were recognized as intellec- tually gifted in their adolescence perceived theirfamily climate very positively. They described theirfamilies us highly cohesive and said rhat family members helped and supported one another. | iq | young-adults | Creativity Research Journal | 10.1207/s15326934crj1202_1 |
| 3 | 2006 | Rentz, Dorene M / Sardinha, Lisa M / Huh, Terri J / Searl, Meghan M / Daffner, Kirk R / Sperling, Reisa a | IQ-based norms for highly intelligent adults. | This study presents normative data of commonly used neuropsychological tests administered to 75 individuals with high levels of intelligence (estimated IQ => 120). Participants were living independently in the community with ages ranging from 44 to 86. To avoid including individuals with an incipient dementia, we selected subjects who scored within the normal range on all cognitive tests for at least a two-year period. The norms are presented in table format to help clinicians easily identify a typical cognitive performance in highly intelligent individuals and to provide a useful guide for detecting abnormal cognitive decline in individuals at risk for progressive dementia. | iq | adults | The Clinical neuropsychologist | 10.1080/13854040500477498 |
| 2 | 1999 | Jacobsen, Mary?Elaine | Arousing the sleeping giant: Giftedness in adult psychotherapy | When the term gifted is used in casual conversation, it generally is assumed the discussion is about someone under the age of eighteen. Yet the attributes and concerns of the gifted do not disappear in adulthood, and at certain junctures in an adult's lifespan can become critical to an individual's well-being. As adults proceed through various stages of development, they inevitably seek a clearer sense of identity, integration, and purpose. Such tasks are replete with difficulties, particularly for those gifted adults whose drive toward realization is obstructed by mistaken self-concepts. Especially challenging to the counseling psychologist are clients who were identified as gifted children, but now believe their special abilities have somehow expired, who never were appropriately identified as gifted or educated about what giftedness means, and who suffer from anxiety, depression or relationship problems that are unknowingly related to lack of information and support as a gifted person. To further understandings of the nature of giftedness across the lifespan, this article offers a glimpse into the clinical "aha" experience of under-recognized giftedness in adults, and suggests methods for exploring and supporting a reunion with the gifted self. | unspecified | adults | Roeper Review | 10.1080/02783199909553995 |
| 3 | 2017 | Campbell, Elizabeth M. / Liao, Hui / Chuang, Aichia / Zhou, Jing / Dong, Yuntao | Hot shots and cool reception? An expanded view of social consequences for high performers. | While high performers contribute substantially to their workgroups and organizations, research has indicated that they incur social costs from peers. Drawing from theories of social comparison and conservation of resources, we advance a rational perspective to explain why high performers draw both intentional positive and negative reactions from peers and consider how cooperative work contexts moderate these effects. A multisource field study of 936 relationships among 350 stylists within 105 salons offered support for our model and an experiment with 204 management students constructively replicated our findings and ruled out alternative explanations. Results indicated that peers offered more support and also perpetrated more undermining to high performers. Paradoxical cognitive processes partly explain these behaviors, and cooperative contexts proved socially disadvantageous for high performers. Findings offer a more comprehensive view of the social consequences of high performance and highlight how peer behaviors toward high performers may be calculated and strategic rather than simply reactionary. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) | high-achieving | adults | Journal of Applied Psychology | 10.1037/apl0000183 |
| 3 | 2016 | Zhang, Hui / Zhang, Xingli / He, Yunfeng / Shi, Jiannong | Inattentional Blindness in 9- to 10-Year-Old Intellectually Gifted Children | Researchers suggest that while intellectually gifted children might not always display adequate focus on their general life, they perform very well on experimental attentional tasks. The current study used inattentional blindness (IB) paradigm to understand better the attentional abilities of intellectually gifted children. Specifically, we examined whether intellectually gifted children were more able to avoid IB while performing well on certain attentional tasks. An experiment was carried out that involved 44 intellectually gifted and 45 average children. Results showed that intellectually gifted children, whose IB rate was 18.6%, were less susceptible to IB than average children, whose IB rate was 46.5%, χ2 (1) = 7.626, p = .006. Intellectually gifted children performed better on the primary attentional tasks than average children when unexpected stimuli occurred. Findings suggest that intellectually gifted children are more likely to maintain attention on current task but are more prone to process additional stimuli. Overall, the present study argues that general intelligence may affect IB. | other | children | Gifted Child Quarterly | 10.1177/0016986216657158 |
| 3 | 1999 | Pufal-Struzik, Irena | Self-actualization and other personality dimensions as predictors of mental health of intellectually gifted students | Examined relations between selected dimensions of personality (fear, locus of control, and creative intellectual attitudes) and level of self-actualization in intellectually gifted young people. This study of 140 secondary school students (aged 16-17 yrs), with high and medium abilities and with high and low levels of self-actualization, shows that significant school achievements which enable young people to achieve success in academic contests also have a decisive and positive importance for their self-actualization process which begins in adolescence. Obstacles to the process of self-actualization are unfavourable family and school environments as well as low self-knowledge. No significant relationships were found between personality variables and intellectual abilities. The majority of the Ss in this study demonstrate strong anxiety, have non-stable locus of control and average need for intellectual stimuli. Results indicate that gifted students have a significantly higher level of self-actualization, whereas gifted and self-actualizing students have a significantly higher level of need for intellectual stimulation and a higher level of self-acceptance, which altogether make a good basis for their mental health and effective performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | high-achieving | adolescent | Roeper Review | 10.1080/02783199909553997 |
| 3 | 1996 | Jaušovec, Norbert | Differences in EEG alpha activity related to giftedness | In three experiments, differences in EEG alpha activity between gifted (mean IQ = 137) and average (mean IQ = 105) individuals were investigated. EEG activity was monitored over 16 scalp locations. A fast Fourier transform was performed on 15 artifact-free 2-second chunks of data to derive a spectral power average in the alpha band (7.5–13 Hz). In the first experiment, EEG of gifted and average individuals during two relaxation phases—eyes closed and eyes open—was recorded. Gifted individuals showed higher EEG alpha power only while resting with eyes open. In the second experiment, gifted and average individuals solved two problems that were divided into phases of problem solving and preparing for problem solving (reading, making a plan of how to solve the problem). Significant differences were obtained only for the problem-solving stages. Gifted individuals in comparison with average ones showed higher alpha power (less mental effort) while solving the two problems. The third experiment investigated whether the lower mental activity displayed by gifted individuals was related to their ability to form more abstract schemata. For that purpose EEG was recorded while gifted and average individuals memorized lists of words and pictures that either allowed, or did not allow, for classification into more abstract categories. For both types of lists, gifted individuals displayed higher alpha power than average ones. The results obtained confirm the hypothesis that the higher EEG alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand. | other | young-adults | Intelligence | 10.1016/S0160-2896(96)90001-X |
| 5 | 1991 | Vaughn, Vicki L. / Feldhusen, John F. / Asher, J. William | Meta-Analyses and Review of Research on Pull-Out Programs in Gifted Education | The purpose of this research was to evaluate the effectiveness of pull-out programs in gifted education. Nine experimental studies were located that dealt with pull-out programs for gifted students. The variables of self-concept, achievement, critical thinking, and creativity were quantified via meta-analysis. The results indicate that pull-out models in gifted education have significant positive effects for the variables of achievement, critical thinking, and creativity. However, gifted students' self-concepts were not affected by the pull-out programs. | unspecified | youth-general | Gifted Child Quarterly | 10.1177/001698629103500208 |
| 3 | 2017 | Pilarinos, Vassiliki / Solomon, C. R. | Parenting Styles and Adjustment in Gifted Children | The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children–Fourth Edition. Parenting styles and child psychosocial adjustment were measured using self-report questionnaires. Nineteen of the 48 gifted children in the sample (39.6%) were described by their parents as having peer social problems, descriptions that were not consistent with results obtained from the children and their teachers. Mothers also reported more child conduct problems than did the teachers. No associations were found between parenting styles and social problems with peers. Although the findings supported existing research on fathers’ parenting styles, some of the relationships between mothers’ parenting style and gifted child outcomes were not consistent with previous studies on parenting styles. | iq | children | Gifted Child Quarterly | 10.1177/0016986216675351 |
| 3 | 2014 | Bodzin, Charlotte | Sozialkompetenz und chronischer Stress bei hochbegabten Erwachsenen | In der Hochbegabungsforschung beschreibt das Forced-choice Dilemma den inneren Konflikt von Jugendlichen, sich zwischen der Verwirklichung ihres Potenzials und einem guten Kon- takt zur Peergruppe entscheiden zu müssen. Auf dieses Dilemma reagieren einige mit so genannten sozialen Copingstrategien. Die vorliegende Arbeit beschäftigt sich mit der Frage, ob auch bei hochbegabten Erwachsenen Hinweise auf solche Formen sozialer Stressbewälti- gung vorliegen. Um die Fragestellung in Bezug auf Erwachsene bearbeiten zu können, wur- den Sozialkompetenz und Stresserleben im Rahmen einer empirischen Studie anhand des Inventars sozialer Kompetenzen (ISK) und des Trierer Inventars zum chronischen Stress (TICS) untersucht. Die Stichprobe bestand aus 93 in Deutschland lebenden, berufstätigen Erwachsenen im Alter von 31 bis 59 Jahren. Sie wurden über Mensa, einem weltweiten Ver- ein für hochbegabte Personen, rekrutiert. Die Ergebnisse in Sozialkompetenz und chroni- schem Stress wurden jeweils auf Unterschiede zur Norm geprüft. Des Weiteren wurden Zu- sammenhänge zwischen beiden Merkmalen getestet. In Bezug auf die sozialen Fähigkeiten ergaben sich bei 6 von 17 Primärskalen des ISK signifikante Unterschiede zur Norm, die sich sowohl in über- als auch unterdurchschnittlichen Kompetenzen zeigten. Im TICS wurde im Normvergleich ein signifikant höheres Stresserleben in 9 von 10 Skalen festgestellt. Bedeut- same Zusammenhänge zwischen sozialen Kompetenzen und vier ausgewählten Stressskalen zeigten sich bei einem Drittel aller möglichen Interkorrelationen. Insgesamt werden die Er- gebnisse so interpretiert, dass zahlreiche Hinweise für das Vorhandensein spezifischer Stressbewältigungsstrategien bei hochbegabten Erwachsenen vorliegen. Weiterführende Forschung sollte jedoch noch erfolgen. Neben einer Grundlage für zukünftige Studien liegt der Nutzen dieser Arbeit langfristig darin, auch hochbegabten Erwachsenen eine entspre- chende Förderung beispielsweise im Beruf zukommen zu lassen. | iq | adults | ||
| 2 | 2013 | Oosterveen, Susanne | Experiences of Gifted Adults Reentering the Educational System: a Qualitative Exploration | The experiences of gifted adult learners may be understood by looking at these four external aspects of learning: subject matter, teachers, assessment procedures, and classmates, in combination with these three internal aspects of learning: self-reported preferred learning style, self-determination, and internal quality standard. It is recommended to consider individual differences when designing instruction. Summative assessment should focus on deep learning, and the work experience of adult students should be utilized. Flexibility is recommended when cooperative learning is concerned. | iq | adults | ||
| 3 | 2013 | Reijseger, Gaby / Peeters, Maria C W / Taris, Toon W | Werkbeleving onder hoogbegaafde werkers - Meting 1 | In samenwerking met Meriones Advies o.l.v. drs. Sieuwke Ronner, het Instituut Hoogbegaafdheid Volwassenen o.l.v. dr. Noks Nauta en Organisatieadviesbureau Koos van der Spek wordt door de Universiteit Utrecht, afdeling Arbeids- & Organisatiepsychologie, een grootschalig onderzoek uitgevoerd naar werkbeleving onder hoogbegaafde werkers. Het huidige rapport presenteert hieronder de eerste resultaten van de tweede meting. De doelgroep is via verschillende kanalen (o.a. Mensa Nederland en diverse LinkedIn groepen voor hoogbegaafden) benaderd om deel te nemen aan dit onderzoek. Dit heeft geleid tot een respons van in totaal N = 866 hoogbegaafde werkers, waarvan er 735 tevens aan T1 hebben meegewerkt. Van deze 735 mensen waren van 319 deelnemers de gegevens tussen T1 en T2 te koppelen. | iq | adults | ||
| 3 | 2006 | Taylor, Michelle | The effect of group design on gifted students in cooperative learning | This study investigated the effect of grouping styles, heterogeneous and homogeneous, on gifted students during science cooperative learning activities. A total of 48 students, 24 students from two different fourth grade general education classrooms within the Canandaigua City School District participated in the study. The two classrooms selected were of a fourth grade team with clusters of gifted and talented students. A total of21 males and 27 females participated in this study. Of the 48 students, 38% were classified as gifted within the MST area(s). Direct teacher observation~ questions, and surveys were used to collect data during this study. On the whole, gifted students within the heterogeneous group offered a slightly higher percentage of cognitive input compared to gifted students within the homogeneous group. Perceived positive attitudes about group members were slightly higher for gifted students within a homogeneous (gifted student group) compared to perceived positive attitudes about other group members within a heterogeneous group students. When data was analyzed regarding attitudes toward cooperative learning, gifted students expressed a more favorable attitude toward cooperative learning when in a homogeneous gifted group compared to those in a heterogeneous group. | unspecified | children | ||
| 2 | 2016 | Elshof, Akkelijn A | Gifted and burnout in the workplace: A mixed methods study | Prior studies investigated burnout or giftedness behavior. However, burnout among gifted individuals was not tested before. This study investigates burnout among gifted individuals and aims at exploring which aspects add for burnout and which aspects buffer burnout among gifted individuals. An explorative mixed methods research design is used. The qualitative study identified key aspects that may add for a gifted individual's burnout, of which one aspect that also serves as a buffer for burnout. Based on these aspects, a conceptual model was build, (partially) based on the existing Job Demands-Resources (JD-R) model. In general, the quantitative analysis confirms the qualitative data analysis. Mainly supervisor support, coworker support, not knowing limits and perfectionism were identified as key aspects in burnout in the quantitative analysis. This study gives an in-depth elaboration of aspects that contribute to burnout among gifted individuals. The elaboration helps finding interventions or finding ways for amplition for gifted individuals. | iq | adults | ||
| 1 | 2013 | Martens, Louise / Rozendal, Karin | Speciaal onderwijs voor hoogbegaafde leerlingen? | Voor u ligt het interdisciplinair sluitstuk van Louise Martens en Karin Rozendal. Hiermee ronden wij onze bachelor Liberal Arts & Sciences af. Het zoeken naar een onderwerp aan het begin van de scriptiecursus heeft niet lang geduurd. Wij zochten naar een psychische aandoening die zowel vanuit de neurowetenschappen als de pedagogiek bekeken kon worden. Hoogbegaafdheid is dan wel geen psychopathologie, maar wel een fenomeen waar wij allebei belangstelling voor hebben. De meerwaarde van een nterdisciplinair onderzoek over dit onderwerp was al snel duidelijk. In het debat over het onderwijs aan hoogbegaafde leerlingen bestaat veel dicussie over de discrepantie tussen de sociaal-emotionele en de cognitieve ontwikkeling van deze leerlingen en de gevolgen die verschillende onderwijstypen daarop hebben. Beide disciplines kunnen inzicht geven in deze typen van ontwikkeling en hun resultaten kunnen geïntegreerd worden. | other | youth-general | ||
| 2 | 1995 | Kenny, David A | The Effects of Group Composition on Gifted and Non-Gifted Elementary Students in Cooperative Learning Groups. | A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted students in cooperative learning groups. The gifted students did not learn less, experience a decline in self-concept, or become less popular with peers. Gifted students were seen as more friendly and better leaders, and they experienced a relative increase in social self-esteem in heterogeneous groups. The nongifted students did not experience an increase in achievement due to the presence of a gifted student. Nongifted students in heterogeneous groups suffered from a decline in self-esteem and a decline in perception by nongifted peers on task-relevant activities. In sum, the heterogeneous grouping was found to have positive socioemotional outcomes for the gifted students and negative ones for nongifted students. Appendices include mathematics and science achievement tests, a self-perception test, a student attitude questionnaire, a content area preference scale, and mathematics curriculum worksheets. (Contains over 100 references.) (Author/CR) | unspecified | children | ||
| 5 | 2008 | Hoogeveen, Lianne | Social emotional consequences of accelerating gifted students | Proefschrift van Lianne Hoogeveen over de sociaal-emotionele gevolgen van versnelling voor (hoog)begaafde leerlingen | unspecified | youth-general | ||
| 2 | 2014 | Favier-Townsend, Anne | Perceptions of Causes and Long-term Effects of Academic Underachievement in High IQ Adults | A great deal is known and has been written about the difficulties that high IQ children can experience in the classroom when their special educational needs are not met. Evidence suggests that these difficulties can result in poor academic performance. This study is different from the research carried out in this field so far in that it expresses an hitherto unheard adult voice. It does so by examining the causes and the long-term effects of academic underachievement, as perceived by high IQ adults, on reflection. A mixed quantitative/qualitative methodological approach was used. 158 members of British Mensa, the High IQ Society, completed one semi-structured open ended questionnaire about their perceptions of the causes and long-term effects of their academic underachievement. A second questionnaire was completed by 50 of the previous sample who had revealed that they had reversed their underachievement in adulthood. This highlighted the differences between their educational experiences as children and as adults. It also revealed the impact that their delayed academic achievement had had on their life trajectory. Out of those 50 participants, ten took part in semi-structured one-to-one interviews which allowed for more in-depth enquiry. The conclusions of the study were that, if not nurtured, an innate ability such as a high IQ can become a disadvantage over time. It suggests that not catering for the special educational needs of high IQ children by not providing the mental stimulation they need is ‘intellectual neglect’. Such neglect, like physical and emotional neglect, may affect mental well-being in adulthood. In the study sample, most of the participants’ long-term economic and mental health had been negatively affected by their academic underachievement, even when it had been reversed in adulthood. This is an area which seems to have been little researched so far, perhaps because of the difficulty of locating high IQ underachieving adults. Yet, the issues highlighted by the research are of great importance not only to the individuals concerned but also to society. The desired outcomes of this study are that the dissemination of the results will raise awareness amongst educators and policy makers of the potential negative long-term effects of neglecting high IQ children’s intellectual needs. It will also provide a platform for further research. | iq | adults | ||
| 2 | 2016 | Vos, Dyonne / Dalstra, Laura / Nixdorf, Nadine | Highlighting the bright side - Research report providing more insight into the positive aspects of work conflicts in the workplace of gifted adults | Abstract Introduction: It is evident from literature that gifted adults regularly have problems at work, including labor disputes, sometimes leading to malfunctioning at work. Intelligence can be a causing factor of this. It is known that gifted adults can contribute to the work by solving complex problems, partly due to their high level of functioning. However, there are differences between gifted and non-gifted adults in thinking and working, which can lead to a labor conflict. This conflict can lead to absenteeism at work of gifted adults, because the fact that many negative aspects may have an impact on both the work and private environment. Gifted adults may have a high value for a company or organization, especially if their talents are recognized and their contributions are considered as positive. Unfortunately, we see that if there are labor disputes, those positive aspects are not fully accomplished. Therefore, it is important to gain more insight into the positive aspects of (labor) conflicts to overcome inadequate functioning and redundancies. This general knowledge would be of great value to the organization, but also for gifted and non-gifted adults. Therefore, the aim of this research was to explore which positive aspects of work conflicts gifted and non-gifted adults often mention and whether they show differences in which positive outcomes they experience. Method: | iq | adults | ||
| 2 | 2013 | Ballast, Irmgard | `Daar redden wij het niet mee!` Ervaringen van hoogbegaafde volwassenen met levens- en loopbaanvragen en hoe het onderwijs hoogbegaafde kinderen beter kan voorbereiden op hun volwassenheid | Gifted adults receive far less attention than gifted children. The few empirical research studies on gifted adults focus on eminent adults or well-achieving children, who have been followed into adulthood. These studies indicate that they have become rather succesful adults. However, literature from professionals in the field of therapy and coaching shows that gifted adults may have a diversity of problems. In this paper experiences of gifted adults with questions on life satisfaction and career have been explored by interviewing six experts (three psychologists, one of whom is also a company doctor, two career coaches, and a mediator) who are specialized in helping gifted adults to deal with difficulties. In addition, the applied methodology of the experts has been examined and answers were sought on how education can better prepare gifted children for their life as gifted adults. The results of the interviews show that problems of gifted adults have to do with labour disputes, burn-out, communication problems, disappointment, too much creativity or creativity not being used effectively, selection problems with regard to their future job or the content of their work, and problems with regard to their self-esteem. | unspecified | unspecified | ||
| 1 | 1997 | Freeman, Joan | The emotional development of the highly able | The highly able can be expected to be at least as well balanced as any other children, but they do have special emotional problems arising both from other people's reactions to their exceptionality and from inappropriate education. This was investigated in a British 14-year comparative study. Children labelled as gifted were found to be from different home backgrounds and to have different emotional profiles' than others ofthe same measured ability who had not been seen as gifted. From this and other research it can be seen that expectations of highly able children can be confusing,for example that they either have poor social relationships or are natural social leaders. Teachers and parents may over-pressure pupils to excel at all times, or raise their all-round expectations for a child, even though s/he is only gifted in a specific area. Stress may also come from always having to learn at an unstimulating level, producing boredom, apathy and underachievement. Suggestions are made for helping the emotional development and improving educational provision for the highly able. | iq | youth-general | European Journal of Psychology of Education | 10.1007/BF03172806 |
| 3 | 2010 | Rowe, Ellen W. / Kingsley, Jessica M. / Thompson, Dawna F. | Predictive ability of the General Ability Index (GAI) versus the Full Scale IQ among gifted referrals. | The General Ability Index (GAI) is a composite ability score for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC–IV) that minimizes the impact of tasks involving working memory and processing speed. The goal of the current study was to compare the degree to which the Full Scale IQ (FSIQ) and the GAI predict academic achievement in math and reading among a group of 88 children tested for gifted programming. All students had significant variability among their index scores on the WISC–IV. Whereas both the FSIQ and GAI significantly predicted standardized achievement test scores in reading and math, the FSIQ explained more of the variance. In sequential regression analyses, both working memory and verbal comprehension scores explained significant, unique variance in reading and math scores. However, measures of processing speed and perceptual reasoning did not account for significant amounts of variance in achievement scores over and above measures of working memory and verbal comprehension. The inclusion of working memory scores in calculation of the FSIQ appears to account for the difference in prediction between the FSIQ and the GAI | iq | children | School Psychology Quarterly | 10.1037/a0020148 |
| 5 | 1992 | Kulik, James A. | An analysis of the research on ability grouping: historical and contemporary perspectives | Meta-analytic reviews have shown that the effects of grouping programs depend on their features. Programs that entail only minor adjustment of course content for ability groups usually have little or no effect on student achievement. In some grouping programs, for example, school administrators group students by test scores and school records and then expect all groups to follow the same basic curriculum. Under this approach, pupils in middle and lower programs learn the same amount as equivalent students do in mixed classes, while students in the top classes outperform equivalent pupils from mixed classes by about 1 month on a grade-equivalent scale. Self-esteem of lower aptitude students rises slightly and self-esteem of higher aptitude students drops slightly. Grouping programs that entail more substantial adjustment of curriculum to ability have clear positive effects on children. In cross-grade and within-class programs that provide both grouping and curricular adjustment, pupils outperform equivalent control students from mixed-ability classes by 2 to 3 months on a grade-equivalent scale. Programs of enrichment and acceleration, which usually involve the greatest amount of curricular adjustment, have the largest effects on student learning, with talented students from accelerated classes outperforming nonaccelerates of the same age and intelligence quotient by almost 1 full year on achievement tests. Talented students from enriched classes outperform initially equivalent students from conventional classes by 4 to 5 months on grade equivalent scales. | unspecified | unspecified | ||
| 1 | 1930 | Hollingworth, L. S. | The Child of Very Superior Intelligence as a Special Problem in Social Adjustment | This paper deals only with very highly intelligent children. By this is meant those who reach the highest centile for general intelligence when measured by means of stanized tests applied by a trained person. Such a child is thus, by definitionmost intelligent one in a hundred, and tests in the current generation at or above an intelligence quotient of 130 on a scale like the Stanford-Binet. The discussion is limited, further-more, to the problems that arise from the combination of immaturity and superiority. Thus the problems considered pertain chiefly to the period before twelve years of age; for the problemof the gifted person tend to be less numerous as he grows older and can use his intelligence independently in gaining control of his own life. | iq | youth-general | The ANNALS of the American Academy of Political and Social Science | 10.1177/000271623014900314 |
| 1 | 2015 | Sekowski, Andrzej E / Lubianka, Beata | Education of gifted students in Europe | The present article contains a review of the literature devoted to gifted education in Europe. Forms of supporting the development of gifted students provided in European schools are presented with reference to the problems of diagnosing exceptional abilities, the existence and forms of educational measures for gifted students and forms of in-service training for teachers of such students. The individual European countries have not developed a uniform system of educational provision for supporting gifted students. This variety, however, gives educationalists, psychologists, teachers and parents involved on a daily basis in the process of educating gifted students an opportunity to avail themselves of the rich practical experience. | unspecified | youth-general | Gifted Education International | 10.1177/0261429413486579 |
| 4 | 2015 | Gallagher, James J. | Peer Acceptance of Highly Gifted Children in Elementary School | The variables associated with peer acceptance and rejection have been the subject of considerable investigation over the past few years, therefore, the present study was designed to answer three questions: (1) How socially accepted are highly gifted children in the elementary-school classroom? (2) What is the intellectual level of the children whom they choose as friends? and (3) What is the intellectual level of children who choose gifted children for friends? This study of peer acceptance of highly gifted children seemed to indicate that, as a group, they were highly popular with their classmates and far from isolating themselves in social cliques with other bright classmates, the gifted children extended their own friendships throughout the entire intellectual range in their classroom. On the other hand, children of all levels of intellectual ability valued the gifted as friends. | iq | children | Journal for the Education of the Gifted | 10.1177/0162353214565549 |
| 5 | 2015 | Papadatou-Pastou, Marietta / Tomprou, Dimitra-Maria | Intelligence and handedness: Meta-analyses of studies on intellectually disabled, typically developing, and gifted individuals. | Understanding the relationship between cerebral laterality and intelligence is important in elucidating the neurological underpinnings of individual differences in cognitive abilities. A widely used, behavioral indicator for cerebral laterality, mainly of language, is handedness. A number of studies have compared cognitive abilities between groups of left- and right-handers, while others have investigated the handedness prevalence between groups of different cognitive abilities. The present study comprises five meta-analyses of studies that have assessed the handedness prevalence in (a) individuals with intellectual disability (ID) of unknown/idiopathic nature compared to typically developing (TD) individuals, and (b) individuals with intellectual giftedness (IG) compared to TD individuals. Nineteen data sets totaling 16,076 participants (5795 ID, 8312 TD, and 1969 IG) were included in the analyses. Elevated levels of atypical handedness were found to be robust only for the ID to TD comparison. Findings constrain the range of acceptable theories on the handedness distribution for different intelligence levels. | iq | youth-general | Neuroscience and biobehavioral reviews | 10.1016/j.neubiorev.2015.06.017 |
| 3 | 1980 | Wheaton, Peter J. / Vandergriff, Arvil F. / Nelson, Willard H. | Comparability of the WISC and WISC-R with bright elementary school students | The 50 subjects had met initial screening criteria for eligibility in a special program for the intellectually gifted. These 50, enrolled in grades 3 through 5 in Broward County, Florida, public schools, were next given the WISC and WISC-R, in a counterbalanced order: half were administered the WISC first; the other half was administered the WISC-R first. The test-retest interval was approximately 9 months. Higher mean IQ scores were obtained by the total group on the WISC as compared to WISC-R. However, the results showed that when the WISC-R was administered first, subsequent student WISC performance was significantly higher on all scales. No significant performance increase was obtained on the WISC-R when the WISC was administered initially. The results indicated that the WISC-R had a facilitative effect on the WISC, and that this effect did not appear when the order of administration was WISC-WISC-R. Quite conceivably, several differences in the instructions for administration of the WISC and the WISC-R enhanced the practice effect of initial WISC-R experience as opposed to initial WISC experience. © 1980. | iq | children | Journal of School Psychology | 10.1016/0022-4405(80)90068-0 |
| 2 | 1934 | Goldberg, S. | A clinical study of K., I.Q. 196. | A comprehensive case study is presented of a Jewish boy, CA six years seven months, MA twelve years eleven months. | iq | children | Journal of Applied Psychology | 10.1037/h0071454 |
| 3 | 1988 | McCallum, R.Steve / Karnes, Frances / Crowell, Mike | Factor structure of the Stanford-Binet Intelligence Scale (4th ed.) for gifted children | Administration of the Stanford-Binet Intelligence Scale (4th ed.) to 60 elementary school students resulted in means consistent with their ‘gifted’ status. With two exceptions subtest ‘g’ factor loadings from these children are similar to the g factor loadings from the standardization sample. An orthogonal rotation, varimax solution, resulted in four factors with eigenvalues greater than 1. Like the standardization sample, these gifted children yielded some subtest loadings which are consistent with the Stanford-Binet ‘model’; also like the standardization sample, not all the subtests loadings agreed with the model-based assignment. Results from a second factor analysis, a LISREL confirmatory analysis, also only partially supported the Binet model. Implications for interpretation are discussed. | iq | children | Contemporary Educational Psychology | 10.1016/0361-476X(88)90032-X |
| 4 | 1996 | Alexander, Joel E. / O'Boyle, Michael W. / Benbow, Camilla Persson | Developmentally advanced EEG alpha power in gifted male and female adolescents | An electroencephalographic (EEG) study of gifted and average ability male and female adolescents, as well as college students of both sexes, was conducted to investigate further the relative contributions the left and right cerebral hemispheres during an eyes open (baseline) task in all groups. A total of 90 subjects had baseline EEG recorded in three groups with equal numbers of males and females: 30 gifted adolescents, 30 average ability adolescents, and 30 college-age subjects. Overall alpha power (8-12 Hz resting potential) was significantly greater in average ability subjects compared to both college-age and gifted adolescent subjects. Moreover, there were no significant differences in overall alpha power between college-age and gifted adolescent subjects. However, college-age and gifted adolescent subjects had different RH/LH patterns of activation such that at temporal and parietal locations college-age subjects had greater LH alpha power levels whereas gifted adolescents had greater RH alpha power. These findings suggest that gifted adolescents may have a developmentally enhanced state of brain activity, one that more closely resembles that of college-age adults to whom they also resemble in terms of cognitive development. | iq | adolescent | International Journal of Psychophysiology | 10.1016/0167-8760(96)00031-1 |
| 4 | 1983 | Freeman, Joan | Environment and high IQ? A consideration of fluid and crystallized intelligence | Attention is drawn to some causes of distancing between fluid and crystallized intelligence through detailed testing, environmental observations and responses of 210 children, their families and teachers. High Gc children (with IQ scores of 141+) were associated with educationally-superior home backgrounds, but not with abnormal emotional or personality features. High Gf children (99th% Raven's scorers) were found to reflect specifically the Cultural Milieu and Achievement-Related Facilities of their homes in their high IQ scores, but where Gf was insufficiently provided with opportunity, Gc appeared to suffer. Calculated proportions of fluid and crystallized intelligence in high IQ were varied, the scores becoming more heavily loaded with environmental influences towards the top of the scale, being 26% for children of exceptionally-high Gf and 13% for those of average to high Gf. It is suggested that where an IQ test is used, a cut-off point of IQ 130 be taken for the identification of intellectually-gifted children, along with verbal and other specific-ability tests. | iq | children | Personality and Individual Differences | 10.1016/0191-8869(83)90152-6 |
| 3 | 1989 | Swanson, H.Lee | The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities | The purpose of these studies was to examine potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. To this end, two experiments included four ability groups (slow learners, learning disabled, average, and intellectually gifted children) who recalled words embedded in sentences. In general, the results suggest that lower verbal and learning ability subgroups recalled less information during elaboratorive encoding conditions than higher ability groups. More importantly, however, the results indicated that lower ability groups differed from higher ability groups in how they shared, discriminated, and selectively allocated resources between the central and secondary recall tasks. The results were discussed within a framework that views individual differences in encoding as reflecting central processing (i.e., resource monitoring) deficiencies. © 1989. | iq | children | Journal of Experimental Child Psychology | 10.1016/0022-0965(89)90020-9 |
| 3 | 1981 | Lehman, Elyse Brauch / Erdwins, Carol J | Role-taking skills in intellectually-gifted third-grade children | Very bright (mean IQ = 152) third graders were compared with both average IQ third graders and average IQ sixth graders on perceptual, cognitive, and affective perspective-taking tasks. The role*taking skills of the intellectually- gifted children were more similar to those of their mental age mates than to those of their chronological age mates on both the cognitive and affective tasks. On the perceptual task, the bright children's peformance fell between that of the two comparison groups. The results provide evidence that gifted children are ad- vanced in thinking about both the social and physical worlds, and have implica- tions for educational issues such at curriculum development and acceleration vs. enrichment. While | iq | children | Journal of Applied Developmental Psychology | 10.1016/0193-3973(81)90019-8 |
| 1 | 1989 | Awanbor, D. | Characteristics of gifted and talented children and problems of identification by teachers and parents | The ability to recognise the characteristics of giftedness and talentedness in children is a critical skill in the identification effort especially as the literature is replete with varying notions of what it means to be gifted and talented. The present paper reviews several definitions of giftedness and concludes that any definition that should guide identification activities must emphasise the multidimensional nature of the concept. The characteristics of gifted children are enumerated and stated in a manner that parents and teachers who have the earliest responsibilities in the identification process may have observable behavioural indices to inform referral. Finally, the paper identifies some of the practical issues in the identification of the gifted and talented. | other | unspecified | International Journal of Educational Development | 10.1016/0738-0593(89)90019-9 |
| 3 | 1986 | Marr, Diana B. / Sternberg, Robert J. | Analogical reasoning with novel concepts: Differential attention of intellectually gifted and nongifted children to relevant and irrelevant novel stimuli | Intellectually gifted and nongifted students in grades 6, 7, and 8 were given a modified verbal analogies test in which typical verbal analogy problems were preceded by novel or familiar statements about one of the analogy terms. The test required subjects to integrate this new information into an otherwise familiar problem-solving task. Both gifted and nongifted students gave significantly more attention to novel information than to familiar information. Gifted students gave significantly less attention to irrelevant novel information than did nongifted students, but did not differ from nongifted students in their attention to relevant novel information. Whereas intellectually gifted students gave significantly more time to relevant than to irrelevant novel information, non-gifted students allocated as much time to irrelevant novel information as they did to relevant novel information. Performance on this task was significantly correlated with teachers' ratings of intellectual ability for gifted, but not for nongifted students. | iq | children | Cognitive Development | 10.1016/S0885-2014(86)80023-5 |
| 1 | 1984 | Roedell, Wendy C. | Vulnerabilities of highly gifted children | This article examines the unique vulnerabilities of children with extraordinarily advanced intellectual skills, and highlights the differences between highly gifted and moderately gifted children. Problems of uneven development, perfectionism, adult expectations, intense sensitivity, self-definition, alienation, inappropriate environments, and role conflict are explored. This article examines the unique vulnerabilities of children with extraordinarily advanced intellectual skills, and highlights the differences between highly gifted and moderately gifted children. Problems of uneven development, perfectionism, adult expectations, intense sensitivity, self-definition, alienation, inappropriate environments, and role conflict are explored. | unspecified | youth-general | Roeper Review | 10.1080/02783198409552782 |
| 4 | 1989 | Detterman, Douglas K. / Daniel, Mark H. | Correlations of mental tests with each other and with cognitive variables are highest for low IQ groups | Two studies showed an inverse relationship between ability level and correlations among IQ measures. Low IQ subjects showed much higher correlations than high IQ subjects. Intercorrelations of IQ subtests, correlations of cognitive ability measures with each other, and correlations of IQ with measures of cognitive abilities all displayed the same effect. In the first study, data from two experiments in which subjects took a battery of basic cognitive tasks and a standard IQ test were analyzed. Measures from the basic tasks correlated more highly in the low IQ group than in the high IQ group. In the second study, data from the WAIS-R and WISC-R standardization samples were divided into five ability groups. Average correlations among subtests were computed for each ability group. For both the WAIS-R and WISC-R, average subtest correlations were highest in the low ability group. Correlations declined systematically with increasing IQ. In both studies, correlations were found to be two times higher in low IQ groups than in high IQ groups. | iq | unspecified | Intelligence | 10.1016/S0160-2896(89)80007-8 |
| 1 | 1993 | Cropley, Arthur J. | Giftedness and school: New issues and challenges | Simple fairness or justice demands that any society which prides itself on possessing an educational system aimed at enhancing the development of the individual child according to special individual needs and potentials should include fostering the realization of gifts and talents in its goals. Indeed, most countries, regardless of technological development or political orientation, stress the importance of an individually based educational system. Thus, interest in the realization of giftedness is part of the general conviction that all children should be helped to develop in accordance with their special needs and abilities. Special interest in gifted children is thus an integral part of any democratic, humanistic educational system. In addition, however, the promotion of gifts and talents has a more practical side: Many countries see gifted children as an important element in national development, as an aid in the integration of minorities, or as an instrument for the modernization of society. One important task of gifted youngsters in politically and economically less highly developed countries, for instance, is the application of their gifts to the development of society while maintaining national culture and identity. It is quite wrong to conceive gifted education as misappropriating funds which would be better applied in supporting the education of learning disabled children, the handicapped or the disadvantaged. Gifted education is not a competitor with these, but an aspect of the same complex of educational goals and methods. | other | unspecified | International Journal of Educational Research | 10.1016/0883-0355(93)90018-F |
| 3 | 1994 | Kranzler, John H. / Whang, Patricia A. / Jensen, Arthur R. | Task Complexity and the Speed and Efficiency of Elemental Information Processing: Another Look at the Nature of Intellectual Giftedness | This study examined the speed and efficiency of elemental processing among the intellectually gifted. Groups of gifted and nongifted junior high school students were compared on several elementary cognitive tasks (ECTs) with no symbolic content and different degrees of requisite processing complexity. After controlling for the potentially confounding effect of knowledge base on the ECTs, results of this study further substantiated the significant relationship between elemental processing, task complexity, and intellectual giftedness. Differences between the gifted and nongifted groups on the ECT parameters increased monotonically with task complexity. Moreover, despite the fact that the ECTs used in this study have no information content and require no higher-order or metaprocesses for successful task completion, discriminant function analyses including the various elemental processing speed and efficiency measures correctly classified approximately 80% of all subjects. Implications of these results for theory relating giftedness to the speed and efficiency of elemental cognitive processes are discussed. | iq | adolescent | Contemporary Educational Psychology | 10.1006/ceps.1994.1032 |
| 3 | 1998 | Coyle, Thomas R. / Read, Lenore E. / Gaultney, Jane F. / Bjorklund, David F | Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition | This study examined strategic variability and variability-performance relations in intellectually gifted (mean IQ = 142.31; n = 85) and non-gifted (mean IQ = 112.44; n = 81) children who received five trials on an organizational memory task. Children were presented with different sets of categorizable words (e.g., boat, bus, car, banana, apple, orange) on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuations in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-by-trial switches in strategy use. In general, gifted children showed lower levels of variability (or higher levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently as- sociated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cogni- tive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. | iq | children | Learning and Individual Differences | 10.1016/S1041-6080(99)80123-X |
| 3 | 1992 | Ferretti, Ralph P. / Butterfield, Earl C. | Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies | Intuitive (e.g., Sternberg, Conway, Ketron, & Bernstein, 1981) and informed (e.g., Brown & Campione, 1984; Campione & Brown, 1984; Resnick & Glaser, 1976) perspectives on intelligence emphasize the importance of strategy learning, maintenance, and transfer. There is, however, surprisingly little relevant data, and they conflict (cf. Campione & Brown, 1987; Campione, Brown, & Ferrara, 1982). The purpose of this study was to examine whether intelligence-related differences in strategy learning, maintenance, and transfer exist. Intellectually gifted, average, and mentally retarded children were taught strategies on a version of the balance-scale problem, and were then given additional training until they transferred these strategies to a related version of the problem. Maintenance was assessed 2 weeks after the completion of strategy training. We found that mentally retarded children needed more training to learn and transfer balance-scale strategies, and were less likely to maintain strategies that either gifted or average children. The implications of these findings are discussed. | iq | children | Intelligence | 10.1016/0160-2896(92)90005-C |
| 3 | 1994 | Saccuzzo, Dennis P. / Johnson, Nancy E. / Guertin, Tracey L. | Information processing in gifted versus nongifted African American, Latino, Filipino, and White children: Speeded versus nonspeeded paradigms | One hundred and sixty children were evaluated in a battery of four information-processing tasks: inspection time (backward masking paradigm), reaction time, coincidence timing, and mental counters (working memory). Half of the children were certified as gifted in a case study analysis; half were selected from the nongifted program in the same school district. Within each group (gifted vs. nongifted), half were in second to third grade and half in fifth to sixth grade. Finally, for each of the two main factors (Giftedness and Grade), there were an equal number of children from four ethnic backgrounds: African American, Latino, Filipino, and White. There were large differences on all four information-processing tasks as a function of grade and membership in the gifted program. Correlational analyses revealed that measures of speed of processing, particularly inspection time, were the primary correlates of both IQ and membership in the gifted program. The correlation coefficient (r = .44) between a summary composite of the information-processing tasks and scores on the Standard Raven Progressive Matrices (SPM) test was significant. In addition, a significant relationship (r = .30) between coincidence timing and scores on the SPM was confirmed. Implications of these findings are discussed. | other | children | Intelligence | 10.1016/0160-2896(94)90014-0 |
| 3 | 1998 | Jausovec, Norbert | Are gifted individuals less chaotic thinkers? | This study investigated differences in EEG between gifted individuals (mean IQ = 132) and average individuals (mean IQ = 101) in resting conditions and while solving different tasks. Gifted and average students solved tasks representing processing speed, working memory, arithmetic operations, proportional, deductive and inductive reasoning. α-power and Kolmogorov entropy measures indicating low deterministic chaos were analysed. In resting conditions no significant differences between gifted and average individuals were observed. Gifted individuals during problem solving displayed higher α power (less mental activity) than did average individuals. The differences were most pronounced over the frontal brain areas for the tasks involving working memory and arithmetic operations. Less pronounced differences were obtained using the non-linear Kolmogorov entropy measure. Gifted individuals showed lower entropy, indicating less complex neural mass activity when solving tasks involving arithmetic operations and deductive reasoning. The results suggest that gifted individuals, in comparison with average ones, more efficiently activated task-relevant brain areas. | iq | adults | Personality and Individual Differences | 10.1016/S0191-8869(98)00039-7 |
| 1 | 1996 | Brand, Chris | Doing something about g | Despite claims of multiple intelligences, psychologists are unsure as to what should be done about cognitive variance, especially in view of the modern knowledge of g. This review discusses 4 arguments that depart from the similitarian preferences: people prefer those who have similar intelligence ; processes of active genetic-environmental covariation are a source of the intellectual differences (INDs) in adolescents; top 10% of 7.5 yr olds are higher in g than those in the bottom 10% of 15.5 yr olds; and alternative treatments are shown to be necessary to adapt instruction to INDs. A proper understanding of human intelligence does not lead to segregated schooling but suggests the need to allow constant niche selection by children themselves, at school and at home | iq | unspecified | Intelligence | 10.1016/S0160-2896(96)90025-2 |
| 1 | 1999 | Gross, Miraca U. M. | Inequity in Equity: The Paradox of Gifted Education in Australia | This article presents argumentsto support the provision of differentiated curricula and programs for academically gifted and talented students and identified a range of socio-political attitudes wich have militated against the development of such programs in Australian schools. Gross discusses Australians' traditional suspicion of any process which might be construed as elitist; our reluctance to acknowledge intellectual talent even while we enthusiastically foster talent in sport and athletics; the view of excellence and equity as conflicting rather than complementary; and the confusion between the concept of gifts and strengths. | iq | youth-general | Australian Journal of Education | 10.1177/000494419904300107 |
| 1 | 1997 | Winner, Ellen | Giftedness vs. creativity in the visual arts | The concepts of giftedness and creativity are often equated. It is argued here, however, that giftedness and creativity are different capacities. In this paper, three kinds of creativity in the domain of die visual arts are analyzed: universal creativity (the creativity that characterizes all normal young children); gifted creativity (the creativity that characterizes children who are particularly gifted in the visual arts); and domain creativity (the creativity that characterizes adults who alter a domain). Distinctions between these three kinds of creativity are pointed out. The striking difference between childhood giftedness and domain creativity can help us to understand why it is that there is no necessary link between early high ability and adult cre-ative mastery. | unspecified | youth-general | Poetics | 10.1016/S0304-422X(97)00002-8 |
| 3 | 1997 | Szeszko, Philip R / Madden, Gloria M / Piro, Joseph M | Factor analyses of handedness items in left and right-handed intellectually gifted and nongifted children. | Handedness questionnaire items from the General Scale of the Lateral Preference Schedule (Dean, 1988) were administered to 423 intellectually gifted and 226 nongifted children to investigate the underlying processes that contribute to laterality. Handedness items were factor analyzed using principal components (PC) analysis with varimax rotation. PC analyses computed separately for gifted and nongifted left and right-handed writers yielded very different factor structures. Left-handers (regardless of gifted status) tended to have factor structures marked by items that loaded saliently on more than one factor. Whereas a four factor solution best fit the data for the nongifted left-handers, a three factor solution was the best fit for the gifted left-handed children. The factor structure for the left-handed gifted children was marked by two factors where the item "draw" was the only item to load both positively and saliently, a pattern not evident among the nongifted left-handers. These results suggested different underlying patterns contributing to laterality among these groups of children. | iq | children | Cortex; a journal devoted to the study of the nervous system and behavior | 10.1016/S0010-9452(08)70239-9 |
| 1 | 1998 | Gross, Miraca U. M. | The `me` behind the mask: Intellectually gifted students and the search for identity | The process of identity development in intellectually gifted children and adolescents is complicated by their innate and acquired differences from age‐peers. To be valued within a peer culture which values conformity, gifted young people may mask their giftedness and develop alternative identities which are perceived as more socially acceptable. The weaving of this protective mask requires the gifted child to conceal her love of learning, her interests which differ from those of age‐peers, and her advanced moral development. If this assumed identity does indeed bring her the social acceptance she seeks, the gifted child may become afraid to take off her mask. Gifted children and adolescents need the opportunity to work and socialize with others of similar abilities and interests if they are to grow towards self‐acceptance. This article is illustrated by poetry and diary entries written by highly gifted young people, portraying the process of their own identity development. | iq | youth-general | Roeper Review | 10.1080/02783199809553885 |
| 1 | 2009 | Charlton, Bruce G. | Clever sillies: why high IQ people tend to be deficient in common sense. | In previous editorials I have written about the absent-minded and socially-inept 'nutty professor' stereotype in science, and the phenomenon of 'psychological neoteny' whereby intelligent modern people (including scientists) decline to grow-up and instead remain in a state of perpetual novelty-seeking adolescence. These can be seen as specific examples of the general phenomenon of 'clever sillies' whereby intelligent people with high levels of technical ability are seen (by the majority of the rest of the population) as having foolish ideas and behaviours outside the realm of their professional expertise. In short, it has often been observed that high IQ types are lacking in 'common sense'–and especially when it comes to dealing with other human beings. General intelligence is not just a cognitive ability; it is also a cognitive disposition. So, the greater cognitive abilities of higher IQ tend also to be accompanied by a distinctive high IQ personality type including the trait of 'Openness to experience', 'enlightened' or progressive left-wing political values, and atheism. Drawing on the ideas of Kanazawa, my suggested explanation for this association between intelligence and personality is that an increasing relative level of IQ brings with it a tendency differentially to over-use general intelligence in problem-solving, and to over-ride those instinctive and spontaneous forms of evolved behaviour which could be termed common sense. Preferential use of abstract analysis is often useful when dealing with the many evolutionary novelties to be found in modernizing societies; but is not usually useful for dealing with social and psychological problems for which humans have evolved 'domain-specific' adaptive behaviours. And since evolved common sense usually produces the right answers in the social domain; this implies that, when it comes to solving social problems, the most intelligent people are more likely than those of average intelligence to have novel but silly ideas, and therefore to believe and behave maladaptively. I further suggest that this random silliness of the most intelligent people may be amplified to generate systematic wrongness when intellectuals are in addition 'advertising' their own high intelligence in the evolutionarily novel context of a modern IQ meritocracy. The cognitively-stratified context of communicating almost-exclusively with others of similar intelligence, generates opinions and behaviours among the highest IQ people which are not just lacking in common sense but perversely wrong. Hence the phenomenon of 'political correctness' (PC); whereby false and foolish ideas have come to dominate, and moralistically be enforced upon, the ruling elites of whole nations. | iq | unspecified | Medical hypotheses | 10.1016/j.mehy.2009.08.016 |
| 1 | 2004 | Rinn, A. N. / Plucker, J. A. | We Recruit Them, But Then What? The Educational and Psychological Experiences of Academically Talented Undergraduates | As universities actively compete for the best and brightest students, educators may wonder about the nature of these gifted students and what awaits them in college. Yet, research on the programs and opportunities provided for talented undergraduates at institutions of higher education is limited, leaving researchers to question what universities are doing for bright students. The purpose of this review is to examine recent research on academically talented undergraduates, both on the nature of the undergraduates themselves and the programs provided for them at public institutions of higher education. Areas in need of additional research are discussed. | unspecified | young-adults | Gifted Child Quarterly | 10.1177/001698620404800106 |
| 3 | 2007 | Ostatníková, Daniela / Celec, Peter / Putz, Zdenĕk / Hodosy, Július / Schmidt, Filip / Laznibatová, Jolana / Kúdela, Matús | Intelligence and salivary testosterone levels in prepubertal children. | BACKGROUND Hormones are one of the regulatory systems influencing brain-cognition interactions and subsequent emotions and behavior in humans and animals. Sex hormones have been found to influence brain structures prenatally, so as to prepare targeted neuronal circuits for activation during and after puberty. Testosterone is believed to affect cognition and thinking in humans as well as between-sex differences in cognitive abilities. AIM The aim of this paper was to investigate associations between testosterone and different levels of intelligence in young prepubertal children of both sexes. METHODS Two hundred and eighty four prepubertal children of both sexes between 6 and 9 years of age provided saliva samples. Of these, 107 were intellectually gifted (IQ above 130), 100 children of average intelligence–randomly chosen from general population (IQ between 70 and 130), and 77 children mentally challenged (IQ less than 70). RESULTS Our results have revealed the differences in salivary testosterone levels in boys grouped according to IQ, intellectually gifted and mentally challenged boys having lower salivary testosterone levels than their peers characterized by average intelligence proposing the common biological characteristic of minority IQ groups on both ends of the Gauss curve. In girls, no differences in salivary testosterone levels were found among IQ groups. CONCLUSIONS Our findings are the first that present the relationship between testosterone and the broad range of general IQ in childhood. The boys of average intelligence had significantly higher testosterone levels than both mentally challenged and intellectually gifted boys, with the latter two groups showing no significant difference between each other. The functional implications of the brain-cognition interactions remain to be fully explored with regard to the internal milieu influencing neural substrate. | iq | children | Neuropsychologia | 10.1016/j.neuropsychologia.2006.10.018 |
| 1 | 2010 | Ushakov, Dmitry V. | Olympics of the mind as a method to identify giftedness: Soviet and Russian experience | The history of Olympics of the mind in the former USSR, now Russia, can be connected to the entire system of identifying and fostering giftedness within the country. The development of educational opportunities for the gifted has reflected the country's practical needs in stimulating research and advancing technologically, as well as for major ideological requirements.A research done on over 800 participants in the final round of a Moscow intellectual competition is reported. Tests assessing intelligence, creativity, and personality were administered. The consistency of Olympics' results scales is found to be weak. The APM score correlation with Olympics' results, even in mathematics, did not exceed the value of r=30. | other | youth-general | Learning and Individual Differences | 10.1016/j.lindif.2010.04.012 |
| 3 | 2012 | Guénolé, Fabian / Louis, Jacqueline / Creveuil, C. / Montlahuc, C. / Baleyte, Jean-Marc / Fourneret, Pierre / Revol, Olivier | Trait-anxiety in French intellectually gifted children | NTRODUCTION: Intellectually gifted children are often thought to display a high risk for psychopathology. However, this assertion has received only few direct arguments to date, and there is in fact a lack of knowledge on this subject. The aim of this study was to compare trait-anxiety - which is considered as a sensitive and early indicator of psychoaffective difficulties in children - in intellectually gifted children to the norm. METHODS: One hundred and eleven children aged 8 to 12 and with an intellectual quotient (IQ) higher than 129 participated in the study. They were recruited in a hospital department of child and adolescent psychiatry and through psychologists' private practice, where they attended consultation because of academic underachievement and/or social maladjustment. All the children were examined by trained psychiatrists and psychologists: none had a present or past medical or psychiatric condition and, additionally, none had an elevated score on the French version of the Children's Depressive Rating Scale Revised (Moor & Mack, 1982). Parents filled in a questionnaire for the collection of socio-demographic data and children answered the French version of the Revised-Children's Manifest Anxiety Scale (R-CMAS; Reynolds, 1999), a 37-items self-assessment of trait-anxiety, the psychometric properties of which have been validated in children with high IQ. DATA ANALYSIS: Mean scores and subscores on the R-CMAS in the whole studied group and as a function of gender and age were compared to French normative data (Reynolds, 1999) by calculation of 95% confidence intervals; subgroups were compared using Student's t-tests. Proportions of children who's score and subscores exceeded anxiety cut-off norms were compared to normative data using chi-square tests. Statistical significance was considered at the P<0.05 level. RESULTS: The studied group comprised mainly boys, and members of a sibling. Parents mainly lived as man and wife, had high academic levels, and had a professional activity. The confidence intervals of the R-CMAS scores and subscores all comprised their normative value, which denotes that no difference was statistically significant. Comparisons for age and gender showed no significant difference. Proportions of results exceeding the cut-off scores and subscores did not significantly differ from the norms. DISCUSSION: General and dimensional trait-anxiety levels in the studied group were comparable to normative data. These results are in accordance with previous studies of trait-anxiety in children and adolescents with high IQ, which all showed normal or decreased levels. These findings do not corroborate the hypothesis that intellectual giftedness constitutes a risk factor for psychopathology. LIMITS: The studied group was a clinical one, which could limit the generalisation of the results. However, mental disorders were ruled out, and the psychometric and socio-demographic characteristics of the group were in keeping with those described for the general population of gifted children. Moreover, considering that participant children displayed academic underachievement and/or social maladjustment, it can be supposed that their anxiety levels were not lower than those in the general population of gifted children. Secondly, the potentially confusing effect of socio-demographic variables (underrepresentation of low socio-economic levels and single-parent families) could not be statistically taken into account, due to the absence of a specific control group. CONCLUSION: Intellectually gifted children seem not to display increased trait-anxiety. However, further studies are necessary to investigate psychological functioning in gifted children and their risk for psychopathology. | iq | children | Neuropsychiatrie de l'Enfance et de l'Adolescence | 10.1016/j.neurenf.2012.04.210 |
| 5 | 2013 | Warne, Russell T. / Godwin, Lindsey R. / Smith, Kyle V. | Are There More Gifted People Than Would Be Expected in a Normal Distribution? An Investigation of the Overabundance Hypothesis | Among some gifted education researchers, advocates, and practitioners, it is sometimes believed that there is a larger number of gifted people in the general population than would be predicted from a normal distribution (e.g., Gallagher, 2008; N. M. Robinson, Zigler, & Gallagher, 2000; Silverman, 1995, 2009), a belief that we termed the “overabundance hypothesis.” We tested this hypothesis by searching public datasets and the published literature for large representative datasets, 10 of which were found in 6 sources. Results indicated that the overabundance hypothesis was mostly unsupported by the data. Moreover, most datasets included approximately the same (or fewer) gifted individuals than would be predicted from a normal distribution. We conclude the article by exploring the theoretical reasons why the overabundance is likely untrue and why some might believe otherwise. | iq | youth-general | Journal of Advanced Academics | 10.1177/1932202X13507969 |
| 4 | 2015 | Zeidner, Moshe / Shani-Zinovich, Inbal | A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students | This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature. | other | adolescent | High Ability Studies | 10.1080/13598139.2015.1095076 |
| 3 | 2016 | Dikaya, Liudmila A. / Pokyl, Evgenia B. / Dikiy, Igor S. | EEG spectral power of intellectually gifted senior pupils performing cognitive problems | A psychophysiological approach to studying of gifted children development promotes fuller disclosure of regularities and mechanisms of gifted children development, contributes to the creation of conditions for transformation of a potentially exceptional child into a gifted adult. The objective of our research is to study features of EEG spectral power of intellectually gifted senior pupils performing cognitive problems. The participants were 88 senior pupils from 14 to 17 (41 males and 47 females), divided into 2 groups: individuals with (42) and without (46) signs of intellectual giftedness. | other | adolescent | International Journal of Psychophysiology | 10.1016/j.ijpsycho.2016.07.233 |
| 5 | 2016 | Machts, Nils / Kaiser, Johanna / Schmidt, Fabian T.C. / Möller, Jens | Accuracy of teachers` judgments of students` cognitive abilities: A meta-analysis | This paper presents a meta-analysis of the accuracy of teachers' judgments of students' cognitive abilities. The array of cognitive abilities includes intelligence, giftedness, other cognitive abilities, and creativity. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = 0.43. Moderation analyses revealed moderate to large effects for intelligence: r = 0.50, other cognitive abilities: r = 0.42, giftedness: r = 0.36, and creativity: r = 0.34. Lower judgment accuracy was shown for preselected student samples and for judgments without eligible frames of reference. We discuss an academic achievement bias as selected studies revealed higher correlations between judgments of intelligence and academic achievement measures (r = 0.61) than between judgments of intelligence and measures of intelligence. | iq | youth-general | Educational Research Review | 10.1016/j.edurev.2016.06.003 |
| 5 | 2016 | Winkler, Daniel / Voight, Adam | Giftedness and Overexcitability: Investigating the Relationship Using Meta-Analysis | Current textbooks, websites, research articles, and popular resources have stated that gifted individuals have longer and more pronounced responses to stimuli than the general population. This overexcitable nature of gifted persons has provided a commonly used lens to conceptualize, identify, and understand giftedness and gifted persons’ behaviors. Yet there are reasons to be skeptical about the evidence demonstrating that the gifted population is more overexcitable than the nongifted population. A meta-analysis was conducted to investigate the existence and strength of the giftedness–overexcitability (OE) relationship as presented in a number of studies comparing the OE scores of intellectually gifted and nongifted samples. Gifted samples were found to have higher mean OE scores than nongifted samples. However, the effect size for psychomotor OE was not statistically significant, while the effect sizes for the emotional and sensual OEs were small. Calculated effect sizes for intellectual and imaginational OEs were medium. A number of important limitations and implications exist. | other | unspecified | Gifted Child Quarterly | 10.1177/0016986216657588 |
| 3 | 2016 | Visscher, Erik / Nauta, Noks / Waal, Ido Van Der | Waar zit jouw `rode knop`? - Een onderzoek naar ergerlijke werksituaties bij hoogbegaafde werknemers | Met het hier beschreven verkennende onderzoek wilden we inzicht krijgen in aard en omvang van ergerlijke werksituaties bij hoogbegaafden, om aan de hand van kwantitatieve resultaten te komen tot de ontwikkeling van een praktisch hulpmiddel zoals een app of een monitoringsinstrument. Dit laatste om effectiever om te kunnen gaan met dreigende conflicten op het werk. De vraagstelling van dit onderzoek was daarom: Wat is de ervaren last en frequentie van vόόrkomen van ergerlijke werksituaties bij hoogbegaafden? De eerste fase bestond uit een verkennend kwalitatief onderzoek met open vragen, waar 74 hoogbegaafden aan deelnamen. Zij konden hierbij maximaal vijf voor hen ergerlijke werksituaties benoemen. We maakten op basis van deze antwoorden een clustering in vijf factoren met in totaal 77 ergerlijke werksituaties. De vijf factoren waren: 1) algemeen, de organisatie als geheel, 2) arbeidsinhoud, 3) arbeidsverhoudingen, 4) arbeidsomstandigheden en 5) arbeidsvoorwaarden. Op basis daarvan is een vragenlijst opgesteld, die in de tweede fase is uitgezet. Daarbij is per genoemde ergerlijke werksituatie (hieronder afgekort als EW) gevraagd naar de ervaren last én naar de frequentie van vόόrkomen. De totale ervaren last is door ons beschreven als een verzameling van ervaren ergerlijke werksituaties en wordt in dit onderzoek vertaald in een gemiddelde van de vijf eerder genoemde factoren. De vragenlijst kon digitaal worden ingevuld. Oproepen werden geplaatst in de IHBV nieuwsbrief en op diverse LinkedIn groepen met betrekking tot hoogbegaafdheid, waaronder die van Mensa Nederland. Na een reminder vulden uiteindelijk 61 respondenten de vragenlijst compleet in. | other | adults | ||
| 1 | 1997 | Winner, Ellen | Exceptionally high intelligence and schooling. | Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and underchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disadvantaged children being the least likely to receive special services and with the most common option being the weakest one--the pullout program. There is a growing movement to disband existing programs. Instead of calling for more of the existing programs, it is argued that first, standards should be elevated for all children. Those children who still remain underchallenged should then receive advanced classes in their domain of ability. Thus, fewer children would be identified as being in need of special services, and those identified would be the more profoundly gifted children who would receive the strongest kind of intervention. | iq | youth-general | American Psychologist | 10.1037/0003-066X.52.10.1070 |
| 3 | 2013 | Falck, Sonja Esterhuyse | Attachment Styles and Experience of Workplace Interpersonal Relating in Intellectually Gifted Adults | Intellectually gifted adults are a generally little recognised or understood minority population whose high potential is not always actualised in the workplace. It has been documented that such adults perceive workplace interpersonal relationships as one of the greatest barriers to attaining career goals. As attachment styles have been correlated with workplace interpersonal issues, the present study sought to explore intellectually gifted adults' experiences of their workplace interpersonal relating and investigate how their attachment styles might affect this, towards building a greater understanding of the part workplace interpersonal relations play in gifted adults' prospects of actualising their career potential. Method: A mixed-methods research design used questionnaires and interviews, recruiting participants from British Mensa. Data was analysed using SPSS and Thematic Analysis. Quantitative Findings (n=229): 1. This sample had a significantly atypical attachment styles profile (p<0.001), with half the proportion of secure attachment (33%) than in general populations. 2. Participants with a secure attachment style experienced their workplace interpersonal relating as significantly more competent than did those with insecure attachment styles (p<0.001). Qualitative findings (n=16): Interview themes included a strong need to utilise abilities, a pairing of intellectual giftedness with interpersonal difficulty, and not utilising abilities and/or experiencing interpersonal difficulty being the main causes of negative mental health effects. Interviewees encountered certain similar workplace interpersonal phenomena such as gaining recognition or being asked to help others, but there were differences that appeared to be linked to attachment style, particularly around sociability at work. However it appeared that whatever their attachment style, interviewees were happier and more fulfilled at work if their workplace environment was welcoming of rather than threatened by and therefore hostile to and/or obstructive of gifted ability. Conclusion: 1. There appear to be differences according to attachment style in how gifted adults experience and conduct their workplace interpersonal relationships. 2. The significantly higher proportion of insecure attachment – a known risk factor for interpersonal difficulty – and the interview themes are suggestive of this population having a susceptibility to interpersonal difficulty, although their most frequently selected self-rating of workplace interpersonal relating was “somewhat competent”. 3. Type of workplace environment is a factor in whether interpersonal relations impede career progress. | iq | adults | ||
| 4 | 2010 | Cho, Seokhee | The role of IQ in the use of cognitive strategies to learn information from a map | The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use. | iq | children | Learning and Individual Differences | 10.1016/j.lindif.2010.09.001 |
| 3 | 2011 | Calero, M. Dolores / Belen, García-Martin M. / Robles, M. Auxiliadora | Learning Potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children | In recent years, models of giftedness have incorporated personal and social variables which influence IQ, rather than taking IQ into account exclusively. Among the various options presented in this context, authors have proposed dynamic assessment techniques as a method for revealing the potential capacity in different groups, independently of the IQ they present. The aim of the present study was to investigate, in two samples of Spanish children from the urban middle class previously identified as gifted and of normal intelligence, three basic assumptions common to studies in this line of research: (1) that there are significant differences in Learning Potential between gifted children and children with average IQ; (2) that the differences are apparent in diverse tasks, and (3) that Learning Potential significantly predicts the high/average status of the subjects. 127 children from 6 to 11. years old (64 high-IQ and 63 average-IQ) were evaluated using different dynamic tests. Significant intergroup differences were obtained and the tests were shown to have high predictive power. | iq | children | Learning and Individual Differences | 10.1016/j.lindif.2010.11.025 |
| 3 | 2012 | Esteki, Mahnaz / Moinmehr, Somayeh | Comparison of the relationship between metacognitive states and coping styles with stress in gifted and normal students | The aim of this study was to compare the relationship between metacognitive states and coping styles in gifted and normal students. Sampling method was random population. Samples were 110 gifted and 100 normal students. The research plan was post event. Assessment of Coping with Stress Questionnaire and Metacognitive States Questionnaire were used. Data were analyzed by correlation, t-test and multiple stepwise regression analysis. The results showed that self-monitoring, noncompromising style and unpromising isolation were higher in gifted than normal students. There is a direct correlation between compromising styles and metacognitive states in two groups and a significant concept of compromising styles and the isolationism to predict metacognitive states in gifted and normal groups. | unspecified | adolescent | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2012.01.008 |
| 1 | 1994 | Gross, Miraca U. M. | Factors in the social adjustment and social acceptability of extremely gifted children | This presentation proposes that, as practitioners and researchers in gifted education, we di?er signi?cantly from our counterparts in other areas of special education, such as teachers of intellectually handicapped or hearing impaired students, in our failure to recognize and respond to the di?erent levels or degrees of the condition we study | iq | youth-general | ||
| 3 | 1981 | Robinson, Halbert B. | The Uncommonly Bright Child | Most of the attention of professionals who deal with children has been directed toward those with problems, ranging from mild to severe. When we speak of children who deviate significantly from the average and are thus uncommon in some way or another, we almost always refer to those whose behaviors we want to “normalize,” to change for the better. Having been involved in programs of remediation, I have some familiarity with the values and rewards as well as the discouraging aspects of such efforts | iq | children | The Uncommon Child | 978-1-4684-3775-1 978-1-4684-3773-7 |
| 3 | 1991 | Feldman, David Henry / Goldsmith, Lynn T. | Nature's gambit: child prodigies and the development of human potential | This monograph reports on a study of six child prodigies whose talents are manifested in writing, music, and mathematics. The boys, aged 3.5-9 years, were observed in natural settings and while practicing their talent specialty, and interviews were conducted with the boys, their parents, and their teachers. The study concludes that prodigies focus on a single specialized talent, while otherwise possessing high, but not extreme, general intellectual ability. An enormous amount of work, practice, and study are needed to develop the prodigious talent, and prodigies need a great deal of assistance from parents and teachers. Only certain bodies of knowledge seem conducive to early prodigious mastery. The prodigy's arrival must come at a time when the culture values and supports development and recognition in the domain in which the prodigy is talented. It is concluded that: (1) by expressing such a specialized talent, the prodigy reflects a very specialized way of thinking and understanding, an evolutionary strategy that is an exception to the prevailing rule of human general adaptability; and (2) in several important ways, the process of mastery of a domain is the same for anyone seeking to learn it, whether or not they are exceptionally talented. Includes nine footnotes. | high-achieving | children | 978-0-8077-3143-7 | |
| 1 | 2016 | Clynes, Tom | How to raise a genius: lessons from a 45-year study of super-smart children | A long-running study of exceptional children reveals what it takes to produce the scientists who will lead the twenty-first century | iq | youth-general | Nature | 10.1038/537152a |
| 3 | 1964 | Barbe, Walter B | One in a Thousand: A Comparative Study of Highly and Moderately Gifted Elementary School Children | MODERATELY GIFTED AND HIGHLY GIFTED CHILDREN WERE STUDIED TO DETERMINE DIFFERENCES IN EDUCATIONAL DEVELOPMENT, ADJUSTMENT, PHYSICAL DEVELOPMENT, AND FAMILY BACKGROUND. SCHOOL PSYCHOLOGY INTERNS NOMINATED POTENTIALLY CAPABLE PUPILS FROM GRADES THREE TO SIX. FROM THESE, 65 MATCHED PAIRS OF MODERATELY GIFTED (IQ SCORES OF 120 TO 130) AND HIGHLY GIFTED (IQ SCORES OF 148 AND ABOVE) WERE SELECTED. STANFORD-BINET INTELLIGENCE TEST SCORES, IOWA EVERY PUPIL TEST OF BASIC SKILLS SCORES, INSTITUTE FOR PERSONALITY AND ABILITY TESTING CHILDREN'S PERSONALITY QUESTIONNAIRE SCORES, PARENT RATINGS OF CHILD, AUTOBIOGRAPHIES, WHO IS IT SCORES, SCHOOL RECORDS, SOCIOECONOMIC LEVELS, AND HOME INFORMATION WERE OBTAINED. STRUCTURED INTERVIEWS AND INSTRUMENTS MEASURING CREATIVITY AND SELF CONCEPT WERE USED WITH 40 OF THE SUBJECTS. FINDINGS INDICATED THAT THE HIGHLY GIFTED GROUP CAME FROM MORE AFFLUENT BACKGROUNDS, HAD MORE HIGHLY EDUCATED PARENTS, AND RATED HIGHER ON CREATIVITY MEASURES. BOTH GROUPS WERE FOUND TO BE WELL ADJUSTED, AND THERE WERE NO OUTSTANDING DIFFERENCES OF PHYSICAL DEVELOPMENT. TEACHERS DID NOT IDENTIFY 25 PERCENT OF THE HIGHLY GIFTED. LARGE NUMBERS WOULD HAVE BEEN MISSED THROUGH RELIANCE ON GROUP TESTS. THE STUDY RECOMMENDS A STATE REGISTRY OF HIGHLY GIFTED CHILDREN, SUMMER WORKSHOPS FOR TEACHERS, AND EXCESS COST SUPPORT | iq | children | ||
| 1 | 2008 | Thompson, Kristin C. / Morris, Richard J. | Handbook of Giftedness in Children | Chapter built on reasearch by Amabile focuses on Creativity in Children | other | children | 978-0-387-74399-8 | |
| 1 | 2005 | Sparrow, Sara S. / Newman, Tina M. / Pfeiffer, Steven I. | Assessment of Children Who Are Gifted with the WISC-IV | The greater weighting of the Verbal Comprehension and Perceptual Reasoning Factors into the Full Scale score benefits the students with strengths in the higher level cognitive areas. In addition, the separation of speed-based tasks into a separate factor allows students who have strengths in the higher level cognitive demands of the verbal comprehension and perceptual reasoning tasks to demonstrate their skills with time to reflect. Verbal Comprehension has remained very similar to the WISC-III factor of the same name. For the gifted population, the skills required in the Verbal Comprehension factor are traditionally the strongest indicators of giftedness and this was found to be true with the standardization sample. Perceptual Reasoning has changed significantly from the old Perceptual Organization factor. It includes two new core reasoning subtests: Matrix Reasoning and Picture Concepts, in addition to Block Design. All of these subtests were found to discriminate between the gifted and control standardization samples. Although all the factors have undergone some degree of change, the only new factor is the Working Memory Factor. Before looking at the standardization sample, we hypothesized that Working Memory would be a better discriminating factor than Processing Speed for gifted students. Although both Processing Speed and Working Memory did discriminate between the gifted and control samples, in both of these factors there were component tasks for which there were no differences between the two groups. © 2005 Elsevier Inc. All rights reserved. | iq | youth-general | WISC-IV Clinical Use and Interpretation | 978-0-12-564931-5 |
| 1 | 1984 | Powell, Philip M. / Haden, Tony | The intellectual and psychosocial nature of extreme giftedness | The highly gifted create structure, generate ideas, and efficiently process information in ways that are qualitatively superior to moderately gifted and average ability individuals. Typically, adult academic and occupational achievements are also superior. Their advanced need to know tends to narrow their self‐concept such that consistent, accurate, and valid feedback is more difficult to obtain. The net effect of this is a tendency toward low self‐esteem. | iq | unspecified | Roeper Review | 10.1080/02783198409552783 |
| 1 | 1990 | Silverman, Linda Kreger | Social and emotional education of the gifted: The discoveries of Leta Hollingworth | Presents a synthesis of Leta Stetter Hollingworth's thoughts on the psychological development of gifted children. Special perplexities of gifted children; Gifted children's needs for optimal adjustment; Background on Hollingworth's program for `emotional education' of the gifted | iq | youth-general | Roeper Review | 10.1080/02783199009553265 |
| 3 | 2016 | Yazdani, Sepideh / Daryei, Golrokh | Parenting styles and psychosocial adjustment of gifted and normal adolescents | This study examined the parental styles and psychosocial adjustment of adolescents and the relationship between them in gifted adolescents compared to normal adolescents. Four scales – The Parental Authority Questionnaire, Child Attitude Toward Parents, Rosenberg Self-Esteem Scale, and The Depression, Anxiety, and Stress Scale – were administered to 118 gifted and 115 normal adolescents in Amol city. The results indicate that parents of gifted adolescents tend to be more authoritative and less authoritarian than parents of normal adolescents. The attitudes of the gifted adolescents towards their parents were more positive than those of the normal adolescents. The gifted adolescents displayed a higher self-concept and fewer psychological reactions (depression, anxiety and stress) than the normal adolescents. The authoritative parenting style correlates positively with the psychological adjustment of both gifted and normal adolescents, while the authoritarian parenting style impacts negatively on the psychosocial adjustment of the gifted adolescents but not that of the normal adolescents. The study results indicate that the authoritarian parenting style is a crucial factor that influences the well-being of gifted children and may affect their mental health. | iq | adolescent | Pacific Science Review B: Humanities and Social Sciences | 10.1016/j.psrb.2016.09.019 |
| 3 | 2015 | van Viersen, Sietske / de Bree, Elise H. / Kroesbergen, Evelyn H. / Slot, Esther M. / de Jong, Peter F. | Risk and protective factors in gifted children with dyslexia | This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the coredeficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum. | iq | children | Annals of Dyslexia | 10.1007/s11881-015-0106-y |
| 4 | 1984 | Feldman, David Henry | A Follow-up of Subjects Scoring above 180 IQ in Terman's `Genetic Studies of Genius` | Although there are numerous studies of gifted students, there have been no studies following up the very high IQ students into adulthood. Using the Terman files, 26 subjects with scores above 180 IQ were compared with 26 randomly selected subjects from Terman's sample. Findings were generally that the extra IQ points made little difference and that extremely high IQ does not seem to indicate “genius” in the commonly understood sense of the word. | iq | adults | Exceptional Children | 10.1177/001440298405000604 |
| 1 | 2014 | Nauta, Noks / Vogel, Floris | ADHD en/of hoogbegaafdheid: hoe houd je ze uit elkaar? Wat is hoogbegaafdheid? Misdiagnosen én dubbele diagnosen. | - Waarom word ik toch zo moe van al dat denken? - Waarom kan ik niet goed stilzitten? - Waarom maak ik maak nooit iets af? - Waarom kan ik me niet concentreren en gaan er zoveel ideeën tegelijk door mijn hoofd? Deze uitspraken horen we nogal eens van hoogbegaafden. Maar we horen ze ook van mensen met (mogelijk) ADHD. Geen wonder dat nogal wat hoogbegaafden zich afvragen of ze (ook) ADHD hebben. Hoe houd je hoogbegaafdheid en ADHD uit elkaar? En is dat wel nodig? Dit zijn vragen waar je niet gemakkelijk antwoord op kunt geven. Deskundigen op het gebied van ADHD zijn vaak niet deskundig op het terrein van hoogbegaafdheid en omgekeerd. Dat maakt het lastig om dit thema op een verantwoorde wijze te bespreken. In onderstaand artikel schetsen we het samengaan of juist uit elkaar houden van hoogbegaafdheid en ADHD aan de hand van het verhaal van Floris. | other | adults | Suzan! | |
| 1 | 2012 | Nauta, Noks / Jurgens, Karel | Hoogbegaafde senioren: een vergeten groep | Hoogbegaafdheid bij kinderen, daar wordt nogal eens over geschreven. Gelukkig wordt steeds meer erkend dat zij aparte aandacht en soms een aparte school nodig hebben. Hoogbegaafde volwassenen of senioren? Je leest er bijna nooit iets over, terwijl er vele duizenden moeten zijn. Ook voor hen zijn speciale aandacht en voorzieningen nodig om gelukkiger en minder eenzaam te kunnen leven. | unspecified | seniors | Geron | |
| 3 | 2012 | Hoogeveen, Lianne / van Hell, Janet G. / Verhoeven, Ludo | Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands: Social-emotional characteristics and acceleration | BACKGROUND: In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. AIMS: In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. SAMPLES: Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. METHOD: Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers' gender, teaching experience, and the quality of parent-school contact as environmental factors. RESULTS: The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. CONCLUSIONS: The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a suggestion in the data that accelerated students are more socially competent than non-accelerated students. The findings in this study can reassure those parents and teachers who worry about the social-emotional consequences of acceleration in school: If a student is gifted, acceleration seems to be a sound and, in many cases, appropriate measure in gifted education. | unspecified | youth-general | British Journal of Educational Psychology | 10.1111/j.2044-8279.2011.02047.x |
| 1 | 2016 | McBee, Matthew T. / Peters, Scott J. / Miller, Erin M. | The Impact of the Nomination Stage on Gifted Program Identification: A Comprehensive Psychometric Analysis | The use of the nomination stage as the first step in the identification process is pervasive across the field of gifted education. In many cases, nominations are used to limit the number of students who will need to be evaluated using costly and timeconsuming assessments for the purpose of gifted program identification and placement. This study evaluated the effect of the nomination stage on the overall efficacy of a gifted identification system. Results showed that in nearly all conditions, identification systems that require a nomination before testing result in a large proportion of gifted students being missed. Under commonly implemented conditions, the nomination stage can cause the false negative rate to easily exceed 60%. Changes to identification practices are urgently needed in order to ensure that larger numbers of gifted students receive appropriate educational placement and to maintain the integrity of gifted education services. | iq | unspecified | Gifted Child Quarterly | 10.1177/0016986216656256 |
| 1 | 1999 | Gross, Miraca U. M. | Small poppies: Highly gifted children in the early years | Highly gifted children are frequently placed at risk in the early years of school through misidentification, inappropriate grade-placement and a seriously inadequate curriculum. Additional factors are their own early awareness, that they differ from their age-peers, and their consequent attempts to conceal their ability for peer acceptance. Teachers who have had no training or inservice in gifted education, and who are reluctant to use standardized tests of ability and achievement, may rely only on gifted behaviors to identify extremely high abilities in young children. This may compound the problem by ignoring early indicators of demotivation and underachievement. The very early development of speech, movement and reading in many highly gifted young children serves as a powerful predictor of unusually high intellectual ability. Parents of the highly gifted become aware of their children's developmental differences at an early age; yet parent nomination is under-utilized by primary and elementary schools, and information provided by parents regarding early literacy and numeracy in their children is often disregarded or actively disbelieved. | iq | children | Roeper Review | 10.1080/02783199909553963 |
| 2 | 2012 | Nauta, Noks / Ronner, Sieuwke / Brasseur, Donatienne | Wat zijn goede leidinggevenden volgens hoogbegaafde werknemers? | Steeds vaker lezen we over het belang van behoud en ontwikkelen van talent in organisaties. Herkennen, ontwikkelen en behouden van talent stelt eisen aan leidinggevenden. Adequaat leiderschap heeft een grote toegevoegde waarde voor organisaties. Onderzoek naar leiderschap (De Vries et al, 2004) toont aan dat een leidinggevende alleen effect kan hebben op organisatie-uitkomsten wanneer leiderschap beantwoordt aan de behoefte van zijn of haar medewerkers. Hoe beter de samenwerking tussen leidinggevende en werknemer, des te effectiever het leiderschap en daarmee de gunstige effecten op de organisatie. Over het managen van (hoogbegaafd) talent is nog weinig literatuur verschenen. Recent schreef Lackner (2012) hierover een (Duitstalig) boek Hij baseert zich hierbij o.a. op enkele Nederlandstalige artikelen (Corten, Nauta en Ronner in diverse combinaties, zie literatuurlijst). Om meer inzicht te krijgen in de behoeftes van hoogbegaafden vroegen we aan leden van Mensa Nederland naar hun mening over en ervaringen met leidinggevenden, onder wier leiding hun talenten het beste tot hun recht komen. Uit dit onderzoek kwam naar voren dat Mensaleden een relatief breed gedeeld beeld hebben van kenmerken en gedrag van de ‘ideale’ leidinggevende. Naast een grote behoefte aan autonomie valt op dat de ondervraagde hoogbegaafden ook behoefte hebben aan structuur en resultaatafspraken enerzijds en anderzijds aan waardering, respect, betrokkenheid en een luisterend oor. Hieronder beschrijven we het onderzoek en de resultaten. In een vervolgartikel doen we op basis van dit onderzoek een aantal aanbevelingen voor hoogbegaafde werknemers over de relatie met hun leidinggevende, gaan we in op de vraag wat voor hen’ passend’ werk en een passende werkomgeving is. | iq | adults | ||
| 3 | 2011 | Nauta, Noks / Eck, Caro Van | Wat vinden Mensaleden van het vermelden van Mensa op hun cv? | De inventarisatie laat zien dat het voordelen kan hebben om je Mensalidmaatschap te ver- melden op je cv: Wanneer intellectuele capaciteiten vereist zijn; Als aanleiding om een gesprek te voeren over jouw specifieke kenmerken die met je hoogbegaafd-zijn te maken hebben; Wanneer je niet bang bent voor vragen hier- over en goed kunt uitleggen wat het voor jou betekent; Wanneer je vindt dat er gewoon over hoog- begaafdheid en Mensa gesproken kan wor- den en je het risico wilt lopen dat het negatief zou kunnen uitpakken. | iq | adults | ||
| 2 | 2012 | Budding, Deborah / Chidekel, Dana | ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality | Current models of cognition and behavioral diagnosis emphasize categorical classification over continuous considerations of function and promote the "differential diagnosis" of various conditions according to observational criteria. However, an overemphasis on a purely behavioral, categorical approach to understanding human function fails to address the comorbidity of different disorders and does not include a consideration of overlapping levels of function, from "pathological" through "normal," to "gifted" or exceptional. The frequent co-occurrence of "gifted" and "pathological" function is thus difficult to understand from a corticocentric and purely behavioral and observational point of view. This article reviews "giftedness" in relation to the diagnosis of attention-deficit hyperactivity disorder, coexistence of which is termed "twice exceptional." It additionally considers problems in assessing these functions using current neuropsychological tests and methodologies that are presumably based upon a corticocentric model of cognition. | unspecified | youth-general | Applied Neuropsychology: Child | 10.1080/21622965.2012.699423 |
| 4 | 2013 | Kell, Harrison J. / Lubinski, David / Benbow, Camilla P. | Who Rises to the Top? Early Indicators | Youth identified before age 13 (N = 320) as having profound mathematical or verbal reasoning abilities (top 1 in 10,000) were tracked for nearly three decades. Their awards and creative accomplishments by age 38, in combination with specific details about their occupational responsibilities, illuminate the magnitude of their contribution and professional stature. Many have been entrusted with obligations and resources for making critical decisions about individual and organizational well-being. Their leadership positions in business, health care, law, the professoriate, and STEM (science, technology, engineering, and mathematics) suggest that many are outstanding creators of modern culture, constituting a precious human-capital resource. Identifying truly profound human potential, and forecasting differential development within such populations, requires assessing multiple cognitive abilities and using atypical measurement procedures. This study illustrates how ultimate criteria may be aggregated and longitudinally sequenced to validate such measures. | iq | adults | Psychological Science | 10.1177/0956797612457784 |
| 4 | 2006 | Lubinski, David / Benbow, Camilla P. / Webb, Rose Mary / Bleske-Rechek, April | Tracking Exceptional Human Capital Over Two Decades | Talent-search participants (286 males, 94 females) scoring in the top 0.01% on cognitive-ability measures were identified before age 13 and tracked over 20 years. Their creative, occupational, and life accomplishments are compared with those of graduate students (299 males, 287 females) enrolled in top-ranked U.S. mathematics, engineering, and physical science programs in 1992 and tracked over 10 years. By their mid-30s, the two groups achieved comparable and exceptional success (e.g., securing top tenure-track positions) and reported high and commensurate career and life satisfaction. College entrance exams administered to intellectually precocious youth uncover extraordinary potential for careers requiring creativity and scientific and technological innovation in the information age. | iq | adults | Psychological Science | 10.1111/j.1467-9280.2006.01685.x |
| 4 | 2013 | Kell, Harrison J. / Lubinski, David / Benbow, Camilla P. / Steiger, James H. | Creativity and Technical Innovation: Spatial Ability’s Unique Role | In the late 1970s, 563 intellectually talented 13-year-olds (identified by the SAT as in the top 0.5% of ability) were assessed on spatial ability. More than 30 years later, the present study evaluated whether spatial ability provided incremental validity (beyond the SAT’s mathematical and verbal reasoning subtests) for differentially predicting which of these individuals had patents and three classes of refereed publications. A two-step discriminant-function analysis revealed that the SAT subtests jointly accounted for 10.8% of the variance among these outcomes (p < .01); when spatial ability was added, an additional 7.6% was accounted for—a statistically significant increase (p < .01). The findings indicate that spatial ability has a unique role in the development of creativity, beyond the roles played by the abilities traditionally measured in educational selection, counseling, and industrial-organizational psychology. Spatial ability plays a key and unique role in structuring many important psychological phenomena and should be examined more broadly across the applied and basic psychological sciences. | iq | adults | Psychological Science | 10.1177/0956797613478615 |
| 4 | 2006 | Lubinski, D. / Benbow, C. P. | Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise | This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth. Along with mathematical gifts, high levels of spatial ability, investigative interests, and theoretical values form a particularly promising aptitude complex indicative of potential for developing scientific expertise and of sustained commitment to scientific pursuits. Special educational opportunities, however, can markedly enhance the development of talent. Moreover, extraordinary scientific accomplishments require extraordinary commitment both in and outside of school. The theory of work adjustment (TWA) is useful in conceptualizing talent identification and development and bridging interconnections among educational, counseling, and industrial psychology. The lens of TWA can clarify how some sex differences emerge in educational settings and the world of work. For example, in the SMPY cohorts, although more mathematically precocious males than females entered math-science careers, this does not necessarily imply a loss of talent because the women secured similar proportions of advanced degrees and high-level careers in areas more correspondent with the multidimensionality of their ability-preference pattern (e.g., administration, law, medicine, and the social sciences). By their mid-30s, the men and women appeared to be happy with their life choices and viewed themselves as equally successful (and objective measures support these subjective impressions). Given the ever-increasing importance of quantitative and scientific reasoning skills in modern cultures, when mathematically gifted individuals choose to pursue careers outside engineering and the physical sciences, it should be seen as a contribution to society, not a loss of talent. | iq | adults | Perspectives on Psychological Science | 10.1111/j.1745-6916.2006.00019.x |
| 2 | 2009 | Nauta, Noks / Ronner, Sieuwke / Groeneveld, Benno | The Importance of Decision Making: A Gifted Case Report | In this article the story of a fictional young university-educated woman is presented who struggles with making choices in her career and in her life. In this case report background information on gifted people at work is provided. In addition to that jobs and companies which are appropriate for highly gifted are mentioned. Besides that possibilities are considered in how to deal with interpersonal problems, how to apply for a job, and how to talk about the conditions conducive to optimal performance. Psychological processes like irrational thoughts, the process of making choices and dealing with how emotions work out in the highly gifted are discussed. Learning to make choices can help gifted people experience the joy of living and of working! | unspecified | adults | Gifted and Talented International | 10.1080/15332276.2009.11673534 |
| 2 | 2012 | Burešová, Iva / Havigerová, Jana Marie / Šimíková, Mariana | Information Behaviour of Gifted Children – The Qualitative Study | The study focused on differences in information behaviour between intellectually gifted and average children in the pre-literate age. The main objective of the study was to examine how information behaviour, especially in the form of asking questions, is expressed in gifted children in the pre-literate age, and how it differs from information behaviour in children with average intellectual abilities. In order to meet the pre-literacy condition, participants were chosen from children starting their first year of school (aged 5 to 7). | iq | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2012.11.405 |
| 3 | 2014 | Reijseger, Gaby / Peeters, Maria C W / Taris, Toon W | Werkbeleving onder hoogbegaafde werkers - Meting 2 | In samenwerking met Meriones Advies o.l.v. drs. Sieuwke Ronner, het Instituut Hoogbegaafdheid Volwassenen o.l.v. dr. Noks Nauta en Organisatieadviesbureau Koos van der Spek wordt door de Universiteit Utrecht, afdeling Arbeids- & Organisatiepsychologie, een grootschalig onderzoek uitgevoerd naar werkbeleving onder hoogbegaafde werkers. Het huidige rapport presenteert hieronder de eerste resultaten van de tweede meting. De doelgroep is via verschillende kanalen (o.a. Mensa Nederland en diverse LinkedIn groepen voor hoogbegaafden) benaderd om deel te nemen aan dit onderzoek. Dit heeft geleid tot een respons van in totaal N = 866 hoogbegaafde werkers, waarvan er 735 tevens aan T1 hebben meegewerkt. Van deze 735 mensen waren van 319 deelnemers de gegevens tussen T1 en T2 te koppelen. | iq | adults | ||
| 1 | 2014 | Buică-Belciu, Cristian / Popovici, Doru-Vlad | Being Twice Exceptional: Gifted Students with Learning Disabilities | Gifted students with learning disabilities are a heterogeneous group of children, often described as twice exceptional students. They exhibit puzzling patterns of behavior, higher-level intellectual abilities, advanced vocabulary, and exceptional comprehension of abstract ideas and concepts intertwined with poor reading and writing skills, and poor phonemic awareness. Current identification procedures fail on certain children because of the “masking” effect (due to the compensation process). Some controversial issues regarding identification of gifted students with learning disabilities are discussed, as well as some common intervention strategies. | unspecified | unspecified | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2014.03.302 |
| 3 | 2014 | Çakır, Lütfü | The Relationship between Underachievement of Gifted Students and their Attitudes toward School Environment | Institute of Gifted and Talented Students enrolls students according to their IQ levels. Although these students show high performance academically, they may experience underachievement in primary schools. The purpose of this study is to analyze the reasons for underachievement of gifted. The School Attitude Assessment Survey-R (McCoach, 2002) was applied to gifted students who are high achievers and underachievers. The sample consisted of 54 students from primary schools; 35 high achievers and 24 underachievers. Gifted achievers and gifted underachievers showed difference in their attitudes toward school, attitudes toward teacher, motivation, self-perception, and goal valuation. In addition, as the grade level increases, means of five sub factors of the instrument decrease for our sample. This study is an important step toward identifying factors related to the underachievement of gifted students in primary schools. | iq | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2014.09.269 |
| 3 | 2014 | Havigerová, Jana Marie / Haviger, Jiří | Where Preschool Children Acquire Information About a Topic that they Enjoy: Giftedness-based Study | The purpose of this paper is to uncover some of the psychological context of information literacy. It focuses on the connection between cognitive dispositions (IQ) and information behavior of preliterate children. The results show that pre-school children are able to extract information on subjects which are interesting for them from all available sources – ranging from traditional media such as books or magazines, modern digital media (computer, DVD) to natural conditions in which children live (city, nature). Surprisingly, the radio is used very rarely. If we compare subjective replies supported by the method of graphic scaling, we can see that gifted preschoolers obtain statistically significantly smaller share of information from TV or computer. It is also true that gifted children gain information on subjects interesting for them from a wider range of various media sources, they do not stick only to one of them (they do not sit “only” in front of a TV or a computer). | iq | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2014.01.1158 |
| 2 | 2014 | Nauta, Noks / Sijderius, Rieneke | Hoogbegaafden bij de bedrijfsarts | De laatste jaren wordt er meer geschreven over hoogbegaafden op het werk. Vaak gaat het over problemen met betrekking tot hun werk1-4, maar ook over hoe hoogbegaafden positieve bijdragen kunnen hebben.5 Na het beschrijven van ervaringskennis begint er inmiddels meer systematisch verzamelde kennis te komen.6-10 Ervaringen van hoogbegaafden in het kader van bedrijfsgezondheidszorg zijn nog niet in kaart gebracht. | unspecified | adults | TBV - Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde | 10.1007/s12498-014-0116-4 |
| 2 | 2014 | Thevasigamoney, Anna Florence / Yunus, Melor Md. | A Glimpse into E-Mail Dialogue Journal Writing (EDJW) and Writing Anxiety among Gifted Learners | Writing is often seen as a difficult, complex cognitive task that can be anxiety producing for many individuals including the gifted learners. Those who possess high aptitude and talent (DeMent, 2009) could also face challenges in excelling in writing as many learners choose to ignore or simply not to write because it is perceived as an exasperating experience. Gifted learners (GL) are often assumed to be competent in English language but not all gifted children have the ability to use a second language as they can be gifted in one academic area but learning disabled in another. Clearly, the severity of writing apprehension cannot be disregarded since it drains the gifted learners‟ motivation to write and could easily go unnoticed, crippling their efforts of becoming competent writers. Hence, teachers face an exhausting task of dealing with and reducing writing anxiety among gifted learners so as not to have their talent withering on the vine. In view of that, this paper discusses writing anxiety among gifted learners while promoting e-mail dialogue journal writing (EDJW) as a contemporary approach that gives more opportunities for gifted learners to write besides helping them to reduce their writing apprehension. | unspecified | youth-general | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2014.01.1423 |
| 1 | 1986 | Lovecky, Deirdre V. | Can You Hear the Flowers Singing? issues for Gifted Adults | There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Using observational data, the author attempts to delineate some of the positive and negative social effects of traits displayed by gifted adults. Five traits (divergency, excitability, sensitivity, perceptivity, and entelechy) seem to produce potential interpersonal and intrapersonal conflict. Unless gifted adults learn to value themselves and find support, identity conflicts and depression may result. Emphasis on self-growth through knowing and accepting self leads to the discovery of sources of personal power. Nurturing relationships through realistic expectations and learning to share oneself provides a supportive environment in which gifted adults can grow and flourish. | unspecified | adults | Journal of Counseling & Development | 10.1002/j.1556-6676.1986.tb01207.x |
| 1 | 2009 | Silverman, Linda Kreger | How do we Find Gifted Children? | There is no consistent nomenclature to represent different degrees of intellectual ability. For decades, IQ and achievement test manuals have used the term “superior” to designate children from 120 to 129 IQ and “very superior” for children at or above 130 IQ (2 s.d. above the norm). Negative connotations of these terms, and the logical conclusion that children at the opposite end of the spectrum are “inferior” (Dai, 2009), has not led as yet to new terminology. However, in 1999, in his role as Project Director for the fifth edition of the Stanford-Binet Intelligence Scale (SB5), John Wasserman requested that an international committee of over 20 diagnosticians and experts in the field of gifted education collectively determine nomenclature for the different levels of giftedness. After a full year of deliberations, the following descriptors were established (Wasserman, 2003, 2007). The table below describes the psychometric designations at different levels of giftedness, the IQ or Composite score range, and the standard deviation from the norm. It would be helpful if these designations were codified in new IQ test manuals. | iq | youth-general | giftedness 101 | |
| 1 | 2013 | De Boer, Greet C. / Minnaert, Alexander E. M. G. / Kamphof, Gert | Gifted Education in the Netherlands | In the summer of 2011, the Dutch Minister of Education, Culture, and Science presented a letter to the Cabinet, containing the policy objectives for the education of talented, gifted, and highly gifted students. In action plans for primary, secondary, and higher education, in addition to the development of teacher skills, specific measures were announced, which should lead to better education and opportunities for developing the potential of these students. This article gives an overview of the current state of affairs in the Netherlands regarding the Dutch educational system and the education of talented, highly gifted, and outstanding students including which talents are valued and what beliefs people have about gifted individuals. The Minister's objectives for future directions in this regard, as described in the action plans, are also discussed. | unspecified | youth-general | Journal for the Education of the Gifted | 10.1177/0162353212471622 |
| 4 | 2015 | Machů, Eva | Analyzing Differentiated Instructions in Inclusive Education of Gifted Preschoolers | Abstract The article presents the findings of the research probe, whose aim was to explore the level of application of differentiated instructions in inclusive education of gifted pre-schoolers, declared by kindergarten teachers in the questionnaire. The main finding of the study was the fact that teachers with teaching practice longer than 10 years, those teaching at age-heterogeneous groups, and teachers trained at this issue on purpose, show higher level of application of differentiated instructions. On the other hand, number of pupils in a class does not influence the level of differentiated instructions. | unspecified | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2015.01.224 |
| 2 | 2015 | Ozcan, Deniz / Kayadelen, Kenan | Special Education Teachers and Their Opinions about the Education of Gifted Students | Teachers, have an important place on students' educating. This is why, it is important for teachers to make an evaluation regarding whether they see themselves as sufficient or not when they are teaching. Also educational environments are another important point for students and for teachers as well. Thus, the purpose of this study is to determine the options of teachers working in special education and rehabilitation centers about gifted children's education. For this purpose, a literature review was conducted, and thirty teachers who are working in rehabilitation centers in Istanbul were involved in this survey. This research was carried out and formed in a qualitative design, and semi-structured interview form was used to gather qualitative data from teachers using four open-ended questions were prepared to be used in semi-structured discussions. | unspecified | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2015.05.011 |
| 2 | 2015 | Ozcan, Deniz / Kotek, Aysin | What do the Teachers Think about Gifted Students? | The aim of the study is to determine the opinions of teachers about gifted children. This research was carried out and formed in a qualitative design. Study group of the research consists of 10 teachers working in Denizli Science and Art Centre. Semi-structured interview form was used to gather qualitative data from teachers using four open-ended questions were prepared to be used in semi-structured discussions. This study was designed by using a qualitative approach where qualitative data collection tools were used to collect data about teacher opinions towards gifted students. Qualitative data were analysed using open coding methods. Responses from each participant were analysed in detail and in isolation from those other participants. Sentences, phrases and words were studied separately in line with relation to the topic and analysed according to their relevance. Through repeated comparisons, similar ideas were integrated until major themes established for each study question. | unspecified | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2015.05.044 |
| 1 | 2016 | Lubinski, D. | From Terman to Today: A Century of Findings on Intellectual Precocity | One hundred years of research (1916–2016) on intellectually precocious youth is reviewed, painting a portrait of an extraordinary source of human capital and the kinds of learning opportunities needed to facilitate exceptional accomplishments, life satisfaction, and positive growth. The focus is on those studies conducted on individuals within the top 1% in general or specific (mathematical, spatial, or verbal reasoning) abilities. Early insights into the giftedness phenomenon actually foretold what would be scientifically demonstrated 100 years later. Thus, evidence-based conceptualizations quickly moved from viewing intellectually precocious individuals as weak and emotionally liable to highly effective and resilient individuals. Like all groups, intellectually precocious students and adults have strengths and relative weaknesses; they also reveal vast differences in their passion for different pursuits and their drive to achieve. Because they do not possess multipotentiality, we must take a multidimensional view of their individuality. When done, it predicts well long-term educational, occupational, and creative outcomes. | iq | youth-general | Review of Educational Research | 10.3102/0034654316675476 |
| 3 | 2016 | Machů, Eva / Kočvarová, Ilona / Kopřivová, Radka | Tendencies of Gifted Pupils toward Selected Aspects of Conformist Behavior in the Context of their Relationships with Classmates | The aim of the study was to ascertain the degree of conformist behavior of gifted pupils in the adolescent age during the application of different phases of differentiated enriched curriculum. To diagnose the tendency of gifted pupils toward conformist behavior in education, a technique based on the ATER instrument, with the use of the two-factor semantic differential, was applied. We found that most gifted pupils declare non-conformist tendencies in education. By testing the hypothesis, it was verified that the tendency of gifted pupils toward conformism is not affected by the type of school they attend, nor the quality of the relationship of the classmates with the pupils themselves, which the gifted pupil declares, or the quality of relationship of the gifted pupil to other pupils. We also found that the need for gifted pupils to have friends in the classroom encourages a greater tendency towards conformist behavior. | iq | adolescent | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2016.02.068 |
| 3 | 2016 | Machů, Eva / Morysová, Dominika | Analysis of the Emotion of Fear in Gifted Children and its Use in Teaching Practice | This article presents an analysis of fear in gifted children of younger school age in comparison with the control group of children. The tool used for the research was a questionnaire with statements about fear, with the intensity of selected types of fear evaluated. The questionnaire was subject to a factor analysis, which resulted in 5 areas of fear. At the level of the individual factors we determined that fear in gifted children is less intense than fear in children from the normal population, although no difference was found in the hierarchy of fear. We also found that gifted children are most afraid of global problems. Within the group of gifted children we observed differences between the sexes, while boys declared lower levels of fear than girls, in the factors My family and Phobias. The conclusion contains recommendations as to how to work with fear amongst gifted children in teaching practice. | iq | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2016.02.071 |
| 3 | 2016 | Pollet, Edith / Schnell, Tatjana | Brilliant: But What For? Meaning and Subjective Well-Being in the Lives of Intellectually Gifted and Academically High-Achieving Adults | Not much is known today about relationships between giftedness and well-being, particular among adults. The present article examined if highly gifted people manage to live meaningful and happy lives in their adult years. Two aspects of giftedness were taken into account: intellectual giftedness, and academically high achievement. Representatives of both groups were compared with each other and a control group with regard to meaningfulness and subjective well-being, respectively. Furthermore, predictors for both facets of well-being were examined. The sample consisted of 198 Intellectually Gifted, 141 academically High Achievers, and 136 control subjects. Results: High Achievers showed degrees of meaningfulness and subjective well-being that were comparable to those of the control group. The Intellectually Gifted, however, reported significantly lower values in both facets of well-being. Results of hierarchical multiple regressions indicated that Intellectually Gifted and High Achievers follow a different path towards meaningfulness and subjective well-being. Among the Intellectually Gifted, generativity is the strongest predictor for meaningfulness, whereas for the High Achievers, meaningful work is most central to their meaningfulness. As regards subjective well-being, self-compassion was established as the strongest predictor for the Intellectually Gifted, whereas development was the most important predictor for the High Achievers. | high-achieving | adults | Journal of Happiness Studies | 10.1007/s10902-016-9783-4 |
| 3 | 1981 | Kaufmann, Felice A. | The 1964-1968 Presidential Scholars: A Follow-up Study | The purpose of this study was to examine the current status and relevant history of the 1964–1968 Presidential Scholars, who were chosen on the basis of outstanding scores on the National Merit Scholarship Qualifying Test, the recommendation of school officials, and an autobiographical statement. A total of 172 males and 150 females responded to a 41-item questionnaire. The results indicate a high degree of postsecondary school achievement in academic accomplishments and job status and low incidence of awards for career development. | high-achieving | adults | Exceptional Children | 10.1177/001440298104800211 |
| 3 | 2009 | Hébert, Thomas P. / Pagnani, Alexander R. / Hammond, Daniel R. | An Examination of Paternal Influence on High-Achieving Gifted Males | The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son's accomplishments, and mutual admiration and respect. Implications for parents and educators of high-achieving gifted males are discussed. | high-achieving | youth-general | Journal for the Education of the Gifted | 10.1177/016235320903300205 |
| 3 | 1989 | Subotnik, Rena F. / Karp, David E. / Morgan, Elizabeth R. | High IQ children at midlife: An investigation into the generalizability of Terman's genetic studies of genius | Hunter College Elementary School has been a laboratory school for intellectually gifted children since 1941. One hundred fifty‐six men and women from the first 12 graduating classes completed a slightly modified version of Terman and Oden's midlife questionnaire. This study compares the responses by Terman subjects and the Hunter subjects to items describing occupational, marital, health, and political status, as well as what they find satisfying and important. The authors acknowledge the invaluable assistance of Brondi Borer, the Parents Association of Hunter College Elementary School, Paula Diamond, Donna Shalala, the Schuster Foundation, the University Computing Center and the Inter‐University Consortium for Political and Social Research. | iq | adults | Roeper Review | 10.1080/02783198909553190 |
| 3 | 2014 | França-Freitas, Maria Luiza Pontes de / Del Prette, Almir / Del Prette, Zilda Aparecida Pereira | Social skills of gifted and talented children | Th ere is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. Th is study aimed to characterize the social skills of such children, identifying similarities and diff erences in the skill repertoire in comparison with non-gifted children. Th e sample contained 394 children from 8 to 12 years old, of which 269 children were identifi ed as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. Th e results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. Th e implications of these results for the planning of educational programs are discussed and future research directions are identifi ed. | other | children | Estudos de Psicologia (Natal) | 10.1590/S1413-294X2014000400006 |
| 3 | 2010 | Persson, Roland S. | Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study | A study was launched in an educational setting where giftedness is not officially recognized o explore intellectually gifted students' experience of family background and support, their age and means of identification, the degree of support received in school, and the understanding they experienced from a primary to a tertiary education level. In all, 287 members of the Swedish branch of Mensa (216 men and 71 women), all with IQ scores equal to or higher than he 98th percentile, constituted the research group. A survey design was used and provided as an Internet-based questionnaire. Quantitative data were analyzed as within-group dispersions, whereas qualitative data were subjected to a straightforward content analysis. Results show cause for concern. In particular, primary school appeared to be a hostile environment. However, conditions improved somewhat as participants moved from primary to secondary school and again from secondary to tertiary education. However, the participants remained far from satisfied at any level of the education system. Four problem areas were identified in the study as constituting the gifted students' compounded dilemma in an egalitarian, regular, and inclusive school system. (Contains 4 tables and 3 figures.) | iq | adults | Journal for the Education of the Gifted | 10.1177/016235321003300405 |
| 3 | 2015 | Minahim, Daniel / Rohde, Luis A. | Attention deficit hyperactivity disorder and intellectual giftedness: a study of symptom frequency and minor physical anomalies | To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven's Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms. | iq | children | Revista Brasileira de Psiquiatria | 10.1590/1516-4446-2014-1489 |
| 1 | 1987 | Towers, Grady | The Outsiders | There was a time when all precocious children were thought to burn out the same way that Sidis did. The man most responsible for changing this belief was Lewis M. Terman. Between 1900 and 1920 he was able to carry out a study of about a hundred gifted children, and his observations convinced him that many of the traditional beliefs about the gifted were little more than superstitions. To con rm these observations, he obtained a grant from the Commonwealth Fund in 1922, and used it to sift a population of more than a quarter of a million children, selecting out all those with IQs above 140 for further study. That group has been monitored continuously ever since. Many of the previously held beliefs about the gifted did indeed turn out to be false. The gifted are not weak or sickly, and although the incidence of myopia is greater among them, they are generally thought to be better looking than their contemporaries: They are not nerds. | iq | adults | ||
| 2 | 1986 | Gross, Miraca U. M. | Terence Tao: Radical Acceleration in Australia. | A case study of a profoundly gifted 11-year old in Australia recounts his early reading, his interest in mathematics, and his failure at early schooling because of inadequate school readiness. His parents are now considering when he should begin college. Comments of three gifted educators are included. (CL) | high-achieving | children | Gifted Child Today | |
| 1 | 2014 | Groenewegen, Piet / van Deelen-Meeng, Lydia / van Hoffen, Zeger / Emans, Bruno | Slim onderwijs doe je zó - Effectief onderwijs aan hoogbegaafde leerlingen | Enkele decennia geleden werd hoogbegaafdheid vaak beschouwd als een luxeprobleem. Het inzicht dat hoogbegaafde leerlingen een andere manier van onderwijs en begeleiding nodig kunnen hebben, was toen nog geen gemeengoed. Sindsdien is er veel veranderd. De politiek plaatste het onderwerp ‘excellentie’ hoog op de agenda en veel scholen gingen met het thema aan de slag. De afgelopen jaren heeft het landelijk netwerk van begaafdheidsprofielscholen veel ervaring opgedaan met het effectief inrichten van het onderwijs aan hoogbegaafden. De auteurs laten zien hoe deze scholen in de praktijk werken aan het ontwikkelen en borgen van een passend onderwijsaanbod voor getalenteerde leerlingen, met een op hun behoeften toegesneden didactische en pedagogische aanpak. Ze maken ook duidelijk dat de leerlingen baat hebben bij een integrale benadering en benadrukken het belang van constante kwaliteitsverbetering. Slim onderwijs doe je zó richt zich primair op docenten, teamleiders en schoolleiders binnen en buiten de groep van begaafdheidsprofielscholen, maar ook bestuurders in het onderwijs kunnen de inhoud ter harte nemen. Het boekje bevat concrete tips en tools, waarmee scholen direct aan de slag kunnen | other | youth-general | ||
| 1 | 1994 | Gross, Miraca U. M. | Radical Acceleration: Responding to Academic and Social Needs of Extremely Gifted Adolescents | This paper examines the impact of multiple grade skipping on social adjustment and self-esteem of extremely gifted students. A survey of the literature and research in Australia and the United States on well-planned and carefully monitored radical acceleration finds no evidence that students suffered social or emotional problems; to the contrary, maladjustment was more often found among highly gifted students who were not accelerated. (PB) | iq | youth-general | Journal of Secondary Gifted Education | 1047-1885 |
| 5 | 2004 | Hoogeveen, Lianne / van Hell, Janet / Mooij, Ton / Verhoeven, Ludo | Onderwijsaanpassingen voor hoogbegaafde leerlingen - meta-analyses en overzicht van internationaal onderzoek | Het doel van dit onderzoek, aangevraagd en financieel ondersteund door het Ministerie van OCW, was een antwoord te vinden op de vraag welke modellen van onderwijs voor (hoog)begaafde leerlingen internationaal worden toegepast en wat de effecten zijn van deze modellen. Met name de Verenigde Staten blijken wat betreft theorievorming en modellen met betrekking tot (hoog)begaafdheid en onderwijs aan (hoog)begaafden voor te lopen op Nederland. Zowel versnelling als verrijking worden aangeboden om aan de behoeften van (hoog)begaafde leerlingen te voldoen. Er zijn verschillende theoretische modellen voor (hoog)begaafden-programma's die in dit rapport nader worden besproken. | other | youth-general | ||
| 3 | 2013 | van der Waal, Ido / Nauta, Noks / Lindhout, Rebecca | Labour Disputes of Gifted Employees | This article describes a study on labour disputes of gifted people. Fifty-five gifted people, who have had one or more labour disputes, which resulted in their staying at home and filling out an online survey. Face-to-face interviews were held with seven respondents with more than two labour disputes. In this article, we describe the results of the interviews. There were two major differences between gifted people's conflicts and those of the non-gifted. First, for the gifted people, the source of the conflict was a matter of job discontentment and/or unwelcomed open criticism about processes within the organisation. They saw what went wrong and talked about it. Second, the conflict developed over a long period of time in a more rational and non-emotional manner, comparable to the qualities of a cold conflict. Many respondents saw a clear relationship between their giftedness and their dispute(s) at work. More investigation is needed in order to compare these results to the results of non-gifted people and to further explore the relationship between giftedness and labour disputes. | other | adults | Gifted and Talented International | |
| 2 | 2015 | Aryee, Rebecca | Kwalitatief onderzoek naar kennis over hoogbegaafde ouderen | This report has been commissioned by dr. Noks Nauta, on behalf of the Gifted Adult Foundation (Instituut Hoogbegaafdheid Volwassenen, IHBV). The purpose of this research is to gather insight into the existing knowledge and the needs of professionals who work with the elderly, by qualitative research methods. The eventual goal of this research is to improve the living conditions of gifted seniors through corporation between these professionals and the Gifted Adult Foundation. The central research question is as follows: What is the existing knowledge of professionals working with the elderly about gifted seniors and what might these professionals need in terms of knowledge and skills regarding this topic? This research aims to In order to answer this question, five interviews were conducted with key-informants who work with the elderly. The interviews revealed a diverse portrait. It turns out that the existing knowledge of giftedness is specifically targeted on children. Less is known about gifted adults and seniors. Some of the interviewed professionals thought of one or more of their clients when asked about this topic. On the one hand the professionals do have an interest in this topic, while on the other hand they say they have no desire for, nor need of specific knowledge and skills regarding gifted elders. Surely, in their profession they always offer custom services to an individual and that person’s needs. Furthermore they see very little in separate diagnostics and treatment-options for gifted elders (for instance in the context of dementia). Regardless, one of the respondents seems to have an interest in more knowledge about distinct diagnostics and treatment while the other professionals also displayed a certain degree of interest. | iq | seniors | ||
| 2 | 2014 | Zuuren, Florence J Van | Je kunt zoveel - een pilot studie bij hoogbegaafden naar problemen op het werk | In de eerste maanden van 2014 zijn vier hoogbegaafden (HB-ers) geïnterviewd (twee mannen en twee vrouwen, tussen 40 - 55 jaar) die zijn vastgelopen in hun werk en / of van een uitkering leven. Het betrof open interviews met als achterliggende vraag de hieronder genoemde vraagstelling 1 en 2. Ondanks het zeer kleine aantal geïnterviewden waren er duidelijke overeenkomsten te signaleren. | unspecified | adults | ||
| 1 | 2008 | Nauta, Noks / Ronner, Sieuwke | Hoogbegaafdheid op het werk Achtergronden en praktische aanbevelingen | Hoewel er meer aandacht is voor hoogbegaafde werknemers, is er nog niet veel bekend over spe- cifieke kenmerken van hoogbegaafdheid en de betekenis hiervan voor de werksituatie. Hoog- begaafden kunnen bijzonder nuttig zijn voor bedrijven en organisaties, mits hun talenten wor- den herkend en benut. Als de hoogbegaafde werknemer dreigt uit te vallen, pleiten wij ervoor vooral aandacht te besteden aan de specifieke talenten van de hoogbegaafde en hoe deze effec- tief benut kunnen worden in de werksituatie. Wij constateren dat de neiging bestaat proble- men te individualiseren of te medicaliseren. De wisselwerking tussen organisatie en hoogbegaaf- de werknemer zou wat ons betreft meer aandacht mogen krijgen. | iq | adults | Tijdschrift voor bedrijfs- en verzekeringsgeneeskunde | |
| 3 | 2017 | Emans, Bruno / Visscher, Erik / Nauta, Noks | Heel slim en toch zonder werk. Hoe kan dat? Rapport van het onderzoek naar hoogbegaafde volwassenen zonder werk | Ook bij het Instituut Hoogbegaafdheid Volwassenen (IHBV) komen veel signalen binnen dat er een probleem is met betrekking tot hoogbegaafde volwassenen in onvrijwillig werkloze situatie. Het IHBV besloot dat er op basis van de educated guess van de professionals, de literatuur en de signalen bij het IHBV zelf voldoende aanleiding was om een onderzoek te starten onder hoogbegaafde volwassenen zonder werk. Daarbij werden de volgende drie onderzoeksvragen gesteld: 1. Zijn er (gemeenschappelijke) factoren te benoemen waardoor hoogbegaafde volwassenen zonder werk komen te zitten? 2. Zijn er (gemeenschappelijke) factoren te benoemen waardoor het hoogbegaafde volwassenen niet lukt om (nieuw) werk te vinden? 3. Welke behoeftes hebben hoogbegaafde volwassenen om weer aan het werk te komen? Om deze vragen te beantwoorden is een vragenlijst uitgezet onder hoogbegaafde volwassenen zonder werk. Deze vragenlijst bevatte zowel gesloten vragen waarin allerlei factoren systematisch werden bevraagd, als open vragen waarin de respondenten hun antwoorden konden toelichten. De respondenten hebben hier zeer uitgebreid gebruik van gemaakt. En dit leverde dus een grote hoeveelheid kwantitatieve én kwalitatieve data op, die past bij het exploratieve karakter van deze studie. In het onderzoek is een aantal factoren met betrekking tot het werkloos worden systematisch bevraagd. Uit deze bevraging komt naar voren dat de belangrijkste oorzaak van het in een arbeidsloze situatie raken de persoon zelf is. Daarna komen zaken als aard en niveau van het werk, de leidinggevende en de organisatie. Als werd gevraagd naar de relatie met de eigen hoogbegaafdheid dan is het opvallend dat bij vrijwel alle factoren deze relatie wordt gevoeld door tenminste de helft van de respondenten voor wie deze factor van toepassing is. Blijkbaar is hoogbegaafdheid iets wat in alle aspecten van leven ingrijpt. | other | adults | ||
| 3 | 2013 | Ven, Rianne Van De / Nauta, Noks | Gifted adults and their preferred style of learning | A study of 120 gifted adults shows that this group has a very strong preference for what is called the ‘meaning-oriented' style of learning (one of the four styles defined by Vermunt). This article discusses what this entails for the gifted adults and their teachers and counselors. | other | adults | ||
| 1 | 2000 | Gross, Miraca U. M. | Exceptionally and profoundly gifted students: An underserved population | Children of IQ 169 appear in the population at a ratio of less than 1:100,000. If an elementary school teacher taught 30 students each year in a professional career of 40 years, the odds against her having such a child in her class are more than 80:1. This is one of many reasons why teachers and schools make such inadequate response to extremely gifted students. We do not have enough practice in dealing with them, we are not informed about such students in our pre-service training, and the very interventions which most benefit these children, such as radical acceleration and fulltime ability grouping, are frowned upon. These interventions are not discouraged by the research community which freely acknowledges their usefulness, but byeducational establishment which holds rigidly to organizational procedures and teaching methodologies which benefit the mass of students in our schools rather than the individual (Benbow & Stanley, 1997). the | iq | children | Understanding Our Gifted | |
| 1 | 2009 | Webb, James T | Dabrowski's Theory and Existential Depression in Gifted Children and Adults | ~ Woody Allen W hen people undergo a great trauma or other unsettling event—they have lost a job or a loved one dies, for example—their understanding of themselves or of their place in the world often disintegrates, and they tem- porarily “fall apart,” experiencing a type of depression referred to as existential depression. Their ordeal highlights for them the transient nature of life and the lack of control that we have over so many events, and it raises questions about the meaning of our lives and our behaviors. For other people, the experience of existential depression seemingly arises spontane- ously; it stems from their own perception of life, their thoughts about the world and their place in it, as well as the meaning of their life. | unspecified | unspecified | Eighth International Congress of the Institute for Positive Disintegration in Human Development | |
| 3 | 2013 | Vock, Miriam / Köller, Olaf / Nagy, Gabriel | Vocational interests of intellectually gifted and highly achieving young adults: Vocational interests of the gifted | Background. Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Aims. Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample. N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Köller, Watermann, Trautwein, & Lüdtke, 2004). Method. Interests were assessed in participants’ final year at school and again 2 years later (N= 2,318). Results. Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions. At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling. | high-achieving | adults | British Journal of Educational Psychology | 10.1111/j.2044-8279.2011.02063.x |
| 4 | 2010 | Robertson, Kimberley Ferriman / Smeets, Stijn / Lubinski, David / Benbow, Camilla P. | Beyond the Threshold Hypothesis: Even Among the Gifted and Top Math/Science Graduate Students, Cognitive Abilities, Vocational Interests, and Lifestyle Preferences Matter for Career Choice, Performance, and Persistence | The assertion that ability differences no longer matter beyond a certain threshold is inaccurate. Among young adolescents in the top 1% of quantitative reasoning ability, individual differences in general cognitive ability level and in specific cognitive ability pattern (that is, the relationships among an individual’s math, verbal, and spatial abilities) lead to differences in educational, occupational, and creative outcomes decades later. Whereas ability level predicts the level of achievement, ability pattern predicts the realm of achievement. Adding information on vocational interests refines prediction of educational and career choices. Finally, lifestyle preferences relevant to career choice, performance, and persistence often change between ages 25 and 35. This change results in sex differences in preferences, which likely have relevance for understanding the underrepresentation of women in careers that demand more than full-time (40 hours per week) commitment. | iq | youth-general | Current Directions in Psychological Science | 10.1177/0963721410391442 |
| 2 | 2006 | Grobman, Jerald | Underachievement in Exceptionally Gifted Adolescents and Young Adults: A Psychiatrist's View | A group of exceptionally gifted adolescents between the ages of 14 and 25 were each treated in individual psychotherapy over the course of a number of years. They were referred for symptoms of anxiety, depression, self-destructive behavior, and underachievement. Each phase of their gifted development was accompanied by particular anxieties and conflicts. In adolescence they developed a powerful personal vision, a sense of destiny, and a charismatic personality. Their inability to resolve conflicts about these particular gifted traits led to their most dramatic forms of underachievement and self-destructive behavior. | unspecified | adolescent | The Journal of Secondary Gifted Education | 10.4219/jsge-2006-408 |
| 3 | 2003 | McCoach, D. Betsy / Siegle, Del | Factors that differentiate underachieving gifted students from high-achieving gifted students | The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes toward school, attitudes toward teachers, motivation and self-regulation, and goal valuation. The sample consisted of 56 gifted underachievers and 122 gifted achievers from 28 high schools nationwide. Gifted achievers and gifted underachievers differed in their attitudes toward school, attitudes toward teachers, motivation/self-regulation, and goal valuation, but not their academic self-perceptions. In addition, the logistic regression analysis correctly classified over 81% of the sample as either gifted achievers or gifted underachievers using their motivation/self-regulation and goal valuation self-ratings. This study represents an important step toward quantifying factors related to the underachieviement of gifted adolescents. | other | adolescent | Gifted child quarterly | |
| 1 | 1997 | Robinson, Nancy M. | The role of universities and colleges in educating gifted undergraduates | The overwhelming weight of the literature on "gifted learners" deals with the K-12 years; little attention is given to postsecondary efforts. Among the many approaches to meeting the needs of gifted students at the college level are admission without high school gaduation; credit for previous advanced work; identification during and after admission; advising by specifically designated personnel; career planning; and special programs such as honors programs, admission to graduate courses, mentorships, and research opportunities. Professors can encourage gifted learners by adapting their teaching methods and by personal contact. Scholarshipsand academicrecognition also support high aspirations. Many issues at the college level echo those encoun- tered in the K-12 system. Attention to the gifted learner at the college levelrepresents uncharted territory and a new frontier. | high-achieving | adults | Peabody Journal of Education | 10.1080/0161956X.1997.9681875 |
| 1 | 1960 | Warren, J. R. / Heist, P. A. | Personality Attributes of Gifted College Students | Education at all levels has been permeated in recent years with a temendous concern for the adequate development of superior and gifted students. Most of the attention and effort has been directed toward identifying such students and devising educational processes suited specifically to their needs. Relatively few attempts have been made to re-examine personality attributes of such individuals with the improved assessment devices of the post-World War II period. This study represents an appraisal of som major behavioral characteristics, as measured by objective personality inventories, of a large number of post-adolescent yough of exceptional mental ability. | iq | adults | Science | 10.1126/science.132.3423.330 |
| 1 | 1957 | Passow, A. Harry | Identifying and Counseling the Gifted College Student | As the student population increases and the demands on personnel become even greater at the colleg level, the function of the counselor becomes vital. He, with others, can prevent the tragedy of the gifted students being "lost", being inadequately or improperly motivated, making poor decision or foolish choices. He can provide the special educational, personal, social, and vocational guidance needed. | other | young-adults | The Journal of Higher Education | 10.2307/1978094 |
| 3 | 2001 | Shaywitz, Sally E. / Holahan, John M. / Freudenheim, Daniele A. / Fletcher, Jack M. / Makuch, Robert W. / Shaywitz, Bennett A. | Heterogeneity within the gifted: Higher IQ boys exhibit behaviors resembling boys with learning disabilities | Previous studies of the gifted have been inconsistent, portraying them as both more and less well adjusted than the nongifted or less gifted. We examined behavioral, cognitive, attentional, and family history dimensions among four groups of 87 boys: High Gifted (IQ 140-154), Low Gifted (IQ 124-139), Learning Disabled, and a Normal control group. Findings indicated that High Gifted boys exhibit levels of behavior problems similar to the Learning Disabled, whereas Low Gifted boys demonstrate significantly lower levels of behavioral problems than do the Learning Disabled boys. These data provide support for the view of the gifted population as heterogeneous, with the High Gifted exhibiting more behavioral problems than the Low Gifted. | other | children | Gifted Child Quarterly | 10.1177/001698620104500103 |
| 3 | 2008 | Watve, Sujala Vidyadhar | Intellectually gifted adults: Life accomplishments | Difference in groups of gifted individuals, having undergone and not having undergone enriched educational programme (EEP) was investigated. Males, identified as gifted in school age, 27 from EEP and 26 from normal schools were studied in their late thirties. Standardized intelligence test, and factual data were used to measure their academic, practical and social accomplishments. The experimental and control groups and their subgroups were compared statistically and qualitatively. Out of statistically compared 18 variables, five were found to be significantly different. The groups differed on variables from academic and social accomplishments; EEP contributed to difference in academic and social areas- especially, school to academic and youth activities to social. This can be implemented to design and modify existing EEP. | iq | youth-general | Bulgarian Journal of Science and Education Policy | |
| 3 | 2006 | Peterson, Jean Sunde / Ray, Karen E. | Bullying Among the Gifted: The Subjective Experience | One portion of a national study of bullying, which surveyed gifted 8th graders regarding bullying during their school years (N = 432), used structured interviews (N = 57) to explore the lived experience of being bullied or being a bully. Qualitative analysis of interview data found that even just one incident was highly distressing for some. Also important are the findings that many victims suffered in silence, struggled to understand bullying, assumed responsibility for stopping it themselves, despaired when it continues, and thought violent thoughts. Intelligence appeared to have helped most of those interviewed to make sense of bullying, including those who had intentionally halted their own bullying. Many subjects believed that not being known contributed to being bullied. Helping students to make social connections and adjustments, especially during the early middle school years, may be crucial to their well-being and to their feeling safe in school. | unspecified | children | Gifted Child Quarterly | 10.1177/001698620605000305 |
| 1 | 1987 | Towers, Grady | IQ and the Problem of Social Adjustment | Psychologists have long known that there is a restricted range of intelligence that favors the development of successful and well-adjusted individuals. This limited range lies between approximately 120 and 140 IQ on most tests with a standard deviation of 16.1. Most Mensans fall within that range. The complaint of social maladjustment frequently heard from Mensans may very well be true; but, contrary to the prevailing myth, the cause of their troubles seldom lies with their intellectual ability. Severe problems in social adjustment due to exceptional intelligence are rarely found in those testing below 150 IQ, a score exceeded by only one in a thousand of the general population. Few Mensans score that highly. It's convenient, therefore, to divide gifted individuals into two categories: an optimum adjustment group that falls below a threshold of about 145 IQ, and a sub-optimum adjustment group that scores above it. These two groups are apt to differ in important ways in values, lifestyles, and, most important of all, in their strategies for adapting to their social milieu. Those in the optimum range will need little or no help in adjusting to the world as they find it; the exceptionally gifted, on the other hand, will often require special attention if they are to make the most of their gifts. | iq | adults | ||
| 2 | 2002 | Neumeister, K. L. S. | Perfectionism in gifted college students: Family influences and implications for achievement | Through a qualitative interview study, the researcher investigated how different dimensions of perfectionism – socially prescribed and self-oriented – developed within gifted college students and influenced their achievement motivation and their attributions for successes and failures. Findings indicated that gifted students scoring high on either the measure of socially prescribed or self-oriented perfectionism attributed the development of this tendency in part to a lack of experience with failure in their early school years. The socially prescribed participants also believed their perfectionism developed due to pressure they experienced from their perfectionistic parents. For this group, the themes included fearing failure, setting performance goals, and practicing maladaptive achievement behaviors in addition to themes of minimizing successes, overgeneralizing failures, and making internal attributions for failures. In contrast, gifted students scoring high on the measure of self-oriented perfectionism attributed their perfectionism to social learning due to their parents’ modeling of perfectionistic behaviors. Themes included a desire for self-improvement, setting both mastery and performance goals, and practicing adaptive achievement behaviors as well as tendencies to make healthy attributions for successes and failures, and frustration with coping with failures. Recommendations for parents and teachers working with gifted perfectionistic students are provided, and implications for future research on perfectionism are highlighted. | high-achieving | young-adults | ||
| 3 | 2009 | Neumeister, K. L. S. / Williams, Kristen Kay / Cross, Tracy L. | Gifted High-School Students' Perspectives on the Development of Perfectionism | Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002 Flett, G., Hewitt, P., Oliver, J. and Macdonald, S. 2002. “Perfectionism in children and their parents: A developmental analysis”. In Perfectionism: Theory, research, and treatment, Edited by: Flett, G. and Flett, P. 89–132. Washington, DC: American Psychological Association. [Crossref], [Google Scholar] ). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested. | unspecified | adolescent | Roeper Review | 10.1080/02783190903177564 |
| 5 | 2012 | Walsh, R. L. / Kemp, C. R. / Hodge, K. A. / Bowes, J. M. | Searching for Evidence-Based Practice: A Review of the Research on Educational Interventions for Intellectually Gifted Children in the Early Childhood Years | A search of the literature from the past 30 years reveals that there is a dearth of research surrounding effective interventions for intellectually gifted children in the early childhood years. The findings of 11 empirical studies of educational provisions for young gifted children were located and the methodological rigor of the studies examined. Aspects problematic to research with young gifted children are discussed, including issues relating to sample sizes, definitions of giftedness, difficulties in conducting experimental studies, finding appropriate standardized measures for use with gifted children, and measurement of program outcomes. Suggestions are made for strengthening future research in the field of early childhood gifted education. | other | children | Journal for the Education of the Gifted | 10.1177/0162353212440610 |
| 1 | 2005 | Patrick, Helen / Bangel, Nancy J. / Jeon, Kyung-nam / Townsend, Michael A. R. | Reconsidering the Issue of Cooperative Learning with Gifted Students | This paper addresses the discussion regarding whether or not cooperative learning methods are goodforgizfedstudents by consideringthe processes oftask-related interac- tion within different cooperative structures. Differences and similarities in the nature and type of task-related interactions that arepromoted by different cooperative learn- ingstructures are discussed. Furthermore, the congruence between the types ofstudent interaction that are promoted by different structures and theories of how students learn are considered. The implications ofthesepointsforgiftedstudents are addressed. Finally, it is suggested that collaborative learning-an extension ofcooperative group structures that is premised on social-constructivist theories of learning-can provide rich learning opportunitiesforgifted students in mixed-ability groupings. Student | unspecified | youth-general | Journal for the Education of the Gifted | 10.1177/016235320502900105 |
| 1 | 2010 | Reis, Sally M. / Renzulli, Joseph S. | Is there still a need for gifted education? An examination of current research | What recent research has been conducted about gifted and talented students and their learning experiences in school? As we complete the first decade of the new century we are entering a time when much attention is focused on remediation and test preparation; it only seems appropriate to reflect upon what has been learned about gifted education during the last few decades and consider the compelling evidence that may or may not support special services for gifted and talented. Consensus on which research themes and studies should be included in this type of examination would difficult to reach, but we have identified six important themes that are discussed in the article. This review of research strongly suggests that the need for gifted education programs remains critical during the current time period in American education when our nation's creative productivity is being challenged by European and Asian nations. | other | youth-general | Learning and Individual Differences | 10.1016/j.lindif.2009.10.012 |
| 1 | 1996 | Benbow, Camilla Persson / Stanley, Julian C. | Inequity in equity: How `equity` can lead to inequity for high-potential students. | Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequity is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and excellence, anti-intellectualism, the "dumbing-down" of the curriculum, equating aptitude and achievement testing with elitism, the attraction to fads by schools, and the insistence of schools to teach all students from the same curriculum at the same level. In this article we provide recommendations for creating positive change-recommendations that emphasize excellence for all, that call for responsiveness to individual differences, and that suggest basing educational policies on well-grounded research findings in psychology and education. Educational policies that fail to take into account the vast range of individual differences among students-as do many that are currently in use-are doomed to be ineffective. | unspecified | unspecified | Psychology, Public Policy, and Law | 10.1037/1076-8971.2.2.249 |
| 1 | 2006 | Corten, Frans / Nauta, Noks / Ronner, Sieuwke | Highly intelligent and gifted employees - key to innovation? | Do people in the highest region of the IQ spectrum function better than others? Or worse? Or does it depend on certain factors? Little has been published on this subject. We present our own, wide-ranging experiences with gifted individuals. Giftednessoften accompanied by specific types of behaviour or characteristics. The gifted think in a critical manner, ‘out of the box’. They do not allow themselves to be put under social pressure, and they dare to engage in debate with authorities. They see problems as challenges and are eager to solve them. We argue that most gifted people are capable of playing an important role in innovation. How can gifted individuals perform better and what can organisations do to create a favourable environmentthem? The style of leadership and the prevailing culture within an organisation are important factors here. We propose conducting carefully constructed pilots. We believe that gifted people hold the key to innovation. | iq | adults | ||
| 4 | 1926 | Terman, Lewis M. | Genetic Studies of Genius Volume 1 - Mental And Psysical Traits of a Thousand Gifted Children | It should go without saying that a nation's resources of intellectual talent are among the most precious it will ever have. The origin of genius, the natural laws of its develop- ment, and the environmental influences by which it may be affected for good or ill, are scientific problems of almost un- equaled importance for human welfare. Many philosophers and scientists, from Plato and Aristotle to the present day, have recognized the truth of this. A number of factors, how- ever, have worked together to postpone until our own time the inauguration of research in this field. Among these may be mentioned the following: (1) the influence of current be- liefs, partaking of the nature of superstitions, regarding the essential nature of the Great Man, who has commonly been regarded by the masses as qualitatively set off from the rest of mankind, the product of supernatural causes, and moved by forces which are not to be explained by the natural laws of human behavior; (2) the widespread belief, hardly less superstitious in its origin, that intellectual precocity is patho- logical; (3) the vigorous growth of democratic sentiment in Western Europe and America during the last few hun- dred years, which has necessarily tended to encourage an attitude unfavorable to a just appreciation of native individ- ual differences in human endowment; and (4) the tardy birth of the biological sciences, particularly genetics, psy- chology, and education. | iq | youth-general | ||
| 5 | 2016 | Boschi, Aurélie / Planche, Pascale / Hemimou, Cherhazad / Demily, Caroline / Vaivre-Douret, Laurence | From High Intellectual Potential to Asperger Syndrome: Evidence for Differences and a Fundamental Overlap—A Systematic Review | Background: An increasing number of clinicians point to similar clinical features between some children with High Intellectual Potential (HIP or “Giftedness” = Total IQ > 2 SD), and children with Autism Spectrum Disorder (ASD) without intellectual or language delay, formerly diagnosed with Asperger Syndrome. Some of these common features are social interaction impairments, special interests, and in some cases high-verbal abilities. The aim of this article is to determine whether these similarities exist at more fundamental levels, other than clinical, and to explore the literature in order to provide empirical support for an overlap between ASD and HIP. Method: First, comparative studies between ASD and HIP children were sought. Because of a lack of data, the respective characteristics of ASD and HIP subjects were explored by a cross-sectional review of different areas of research. Emphasis was placed on psychometric and cognitive evaluations, experimental and developmental assessments, and neurobiological research, following a “bottom-up” procedure. Results: This review highlights the existence of similarities in the neurocognitive, developmental and neurobiological domains between these profiles, which require further study. In addition, the conclusions of several studies show that there are differences between HIP children with a homogeneous Intellectual Quotient profile and children with a heterogeneous Intellectual Quotient profile. Conclusion: HIP seems to cover different developmental profiles, one of which might share features with ASD. A new line of investigation providing a possible starting-point for future research is proposed. Its implications, interesting from both clinical and research perspectives, are discussed. | iq | youth-general | Frontiers in Psychology | 10.3389/fpsyg.2016.01605 |
| 2 | 2009 | Grobman, Jerald | A Psychodynamic Psychotherapy Approach to the Emotional Problems of Exceptionally and Profoundly Gifted Adolescents and Adults: A Psychiatrist`s Experience | An eclectic form of psychodynamic psychotherapy is presented to address the emotional problems of exceptionally and profoundly gifted adolescents and adults. The approach includes cognitive/behavioral techniques as well as psychologically informed mentor- ing, coaching, and advising. Once a psychodynamic formulation was established, it was used to guide all subsequent therapeutic interventions. Three phases of psycho- therapy can be recognized. In the first phase, patients addressed their guilt about being exceptionally endowed. They elaborated and organized a personal vision for their gift- edness and found an appropriate venue for its expression. In the second phase, patients modulated their need for complete autonomy so they could collaborate more effectively with the therapist and others. In the third phase, patients were able to integrate their extracognitive abilities with their superior intellect. They learned more mature meth- ods of conflict resolution and were able to employ all aspects of their gifted endowment more effectively. Background | unspecified | unspecified | Journal for the Education of the Gifted | 1623532 |
| 1 | 1946 | Pressey, S. L. | Acceleration: Disgrace or Challenge? | Marvelous Technological advances in industry, promising enrichment of American life, were achieved during the war by the united effort of physicists, chemists and engineers. For a brief period at the beginning of the war American higher education seemed also on the way toward notable breaks with tradition and gain in efficiency, but th early promise is unrealized. A lengthened school year was so generally the one method of increasing educational production that to most people now acceleration unfortunately means only calendar change. Better methods are neglected. | unspecified | youth-general | Science | 10.1126/science.104.2697.215 |
| 1 | 2005 | Stanley, Julian C. | A quiet revolution: finding boys and girls who reason exceptionally well and/or verbally and helping them get the supplemental educational opportunities they need | The antecedents for the four regional annual talent searches for boys and girls who reason exceptionally well mathematically and/or verbally began in 1971 at Johns Hopkins University in Baltimore, Maryland, with the creation of the ‘Study of mathematically precocious youth' under the direction of the author of this article, its originator. Here he traces the development and expansion that led to much experimentation during the 1970s and the formation in 1979 of what is now called the Center for Talented Youth and similar programs based at three other private universities in the United States. These cover the entire USA and cooperate with educators in a number of foreign countries, especially England, Ireland and Spain. | iq | youth-general | High Ability Studies | 10.1080/13598130500115114 |
| 2 | 2003 | Wlodkowski, Raymond J. | Accelerated learning in colleges and universities | This chapter provides a research-based overview of accelerated learning as a program and educational format in higher education today. | unspecified | adults | New Directions for Adult and Continuing Education | 10.1002/ace.84 |
| 2 | 2012 | Nauta, Noks / Ronner, Sieuwke / Brasseur, Donatienne | Aanbevelingen op basis van het onderzoek `Wat zijn goede leidinggevenden volgens hoogbegaafde werknemers?` | In een eerder artikel (‘Wat zijn goede leidinggevenden volgens hoogbegaafde werknemers?, IHBV14 februari 2012’) hebben we het onderzoek en de resultaten beschreven van een onderzoek onder Mensaleden over wat zij op basis van hun ervaringen een goede leidinggevende vinden. In dit artikel schetsen we wat volgens de ondervraagde Mensaleden in het onderzoek van januari 2011 passend werk is en wat een geschikte werkomgeving zou kunnen zijn voor hoogbegaafde werknemers. We voegen daar ook enkele eigen ervaringen aan toe. Daarna geven we enkele aanbevelingen voor hoogbegaafde werknemers die gebaseerd zijn op gegevens uit het onderzoek en op onze ervaringen met hoogbegaafde werknemers. We sluiten af met enkele aanbevelingen voor hoogbegaafde managers. | iq | adults | ||
| 3 | 2010 | Perrone, K. M. / Ksiazak, T. M. / Wright, S. L. / Vannatter, A. / Crane, A. L. / Tanney, A. | Multigenerational Giftedness: Perceptions of Giftedness across Three Generations | The focus of this study was on gifted adults’ perceptions of multigenerational giftedness in their families. Participants have been surveyed annually since their high school graduation in 1988. The purpose of the longitudinal study is to gain insight into the career and life development of gifted individuals post-high school. For the present follow-up study, data were collected via the Internet and mailed surveys and analyzed by a 5-member research team. Participants reported their perceptions of whether or not their parents and children were gifted and the areas of giftedness. The number of participants who perceived both parents to be gifted was roughly equal to those stating that neither parent was gifted. Areas of perceived giftedness differed between mothers and fathers. The majority of participants identified at least one of their children as gifted. Specific areas of giftedness perceived in participants’ children and parents are described. Implications of the findings are discussed. | high-achieving | adults | Journal for the Education of the Gifted | 10.1177/016235321003300407 |
| 4 | 2010 | Wai, Jonathan / Cacchio, Megan / Putallaz, Martha / Makel, Matthew C. | Sex differences in the right tail of cognitive abilities: A 30 year examination | One factor in the debate surrounding the underrepresentation of women in science technology, engineering and mathematics (STEM) involves male–female mathematical ability differences in the extreme right tail (top 1% in ability). The present study provides male–female ability ratios from over 1.6 million 7th grade students in the right tail (top 5% in ability) across 30 years (1981–2010) using multiple measures of math, verbal, and writing ability and science reasoning from the SAT and ACT. Male–female ratios in mathematical reasoning are substantially lower than 30 years ago, but have been stable over the last 20 years and still favor males. Over the last two decades males showed a stable or slightly increasing advantage in science reasoning. However, more females scored in the extreme right tail of verbal reasoning and writing ability tests. The potential role of sociocultural factors on changes in the male–female ability ratios is discussed and the introduction of science reasoning as a potential new factor in the debate is proposed. The implications of continued sex differences in math and science reasoning is discussed within the context of the many important interlocking factors surrounding the debate on the underrepresentation of women in STEM. | iq | adolescent | Intelligence | 10.1016/j.intell.2010.04.006 |
| 4 | 2009 | Schroth, Stephen T. / Helfer, Jason A. | Practitioners’ conceptions of academic talent and giftedness: Essential factors in deciding classroom and school composition | Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best “fit” their particular conception of giftedness. Educators’ perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators’ beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accepted some of the more recently conceived, and more inclusive, conceptions of academic talent or giftedness. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with academically talented and gifted students, as well as to those who are concerned with the factors influencing school or classroom composition. | other | youth-general | Journal of Advanced Academics | 10.1177/1932202X0902000302 |
| 2 | 2011 | Subotnik, Rena F. / Olszewski-Kubilius, Paula / Worrell, Frank C. | Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science | For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one’s talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student’s talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the “gifted” label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of giftedness from the giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges. In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully—whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education. In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent—opportunity and motivation—and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not. Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity. | other | unspecified | Psychological Science in the Public Interest | 10.1177/1529100611418056 |
| 1 | 2012 | Renzulli, Joseph S. | Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach | Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people’s opportunities for self-fulfillment and increase society’s reservoir of creative problem solvers and producers of knowledge, then it would seem wise that programming and services enhance students’ capacity for creative productivity, not just content acquisition. This general theory for the development of human potential is discussed through an exploration of four research-based subtheories: the Three-Ring Conception of Giftedness, the Enrichment Triad Model, Operation Houndstooth, and Executive Functions. In this article, a reexamination of current gifted and talented programming is intended to generate future research, extend dialogue among scholars, and inspire continued support for programming based on theory and related research. | other | youth-general | Gifted Child Quarterly | |
| 4 | 2003 | Pfeiffer, Steven I. | Challenges and opportunities for students who are gifted: What the experts say | Five questions were answered by 64 authorities in the gifted field: (a) What do you see as the three greatest identification, assessment, and/or definitional issues in the gifted field? (b) What do you see as the three greatest curricula, instruction, and/or program issues for the gifted student? (c) What are the three most pressing unanswered questions in the gifted field? (d) What have been the three most important research findings in the last 5 years in the gifted field? (e) What are the three most significant developments or innovations in gifted education in the last 5 years? Responses were coded and sorted according to an analytic strategy that permitted the descriptive data to be grouped into a small number of categories. Most frequent categories included a need for consensus on how to define, conceptualize, and identify giftedness; new procedures to increase the under-representation of gifted minority students; and the importance of translating research on educational innovations into practice. Research and practice implications for the gifted field are provided. | unspecified | unspecified | Gifted Child Quarterly | 10.1177/001698620304700207 |
| 3 | 2001 | Parker, Wayne D. / Portesová, Sarka / Stumpf, Heinrich | Perfectionism in mathematically gifted and typical Czech students | The Multidimensional Perfectionism Scale (MPS; Frost, Marten, Lahart, & Rosenblate, 1990) was administered to 219 youth in the Czech Republic. The sample was composed of both mathematically gifted and typical students. As previously found in U.S. samples, two distinct orthogonal constructs of perfectionism were identified, indicating that healthy and unhealthy perfectionism are not opposite poles on a single continuum but, instead, are independent constructs. In this sample, perfectionism was more problematic among the typical than among the gifted students. The relationship between perfectionism and parent-reported adjustment problems and psychosomatic conditions was fairly weak. Asthma was related to parental pressures, and depression was related to concerns over making mistakes; but the magnitude of the relationship was quite modest. The strongest and most consistent result was found in migraine headaches, with the migraines negatively related to high personal standards and a healthy pursuit of excellence. | high-achieving | adolescent | Journal for the Education of the Gifted | 10.1177/016235320102500203 |
| 3 | 2008 | Rinn, Anne N. / McQueen, Kand S. / Clark, Gina L. / Rumsey, Jessica L. | Gender differences in gifted adolescents' math/verbal self-concepts and math/verbal achievement: Implications for the STEM fields | The current study investigated the gender differences of gifted adolescents' math/verbal self-concept and math/verbal ability by examining the Internal/External Frame of Reference Model (I/E model; Marsh, 1986). The sample consisted of 181 gifted adolescents, ranging in age from 12 to 16 years old. Gifted adolescents' math/verbal ability was measured using their SAT/ACT scores, and math/verbal self-concepts were measured by the Mathematics and Verbal subscales of the Self Description Questionnaire II (SDQ II; Marsh, 1990). Using path analysis, results partially support the I/E model, although no gender differences with regard to the I/E model were found. Implications with regard to the STEM fields are discussed. | iq | adolescent | Journal for the Education of the Gifted | |
| 4 | 2008 | Park, Gregory / Lubinski, David / Benbow, Camilla P. | Ability Differences Among People Who Have Commensurate Degrees Matter for Scientific Creativity | A sample of 1,586 intellectually talented adolescents (top 1%) were assessed on the math portion of the SAT by age 13 and tracked for more than 25 years. Patents and scientific publications were used as criteria for scientific and technological accomplishment. Participants were categorized according to whether their terminal degree was a bachelor's, master's, or doctorate degree, and within these degree groupings, the proportion of participants with at least one patent or scientific publication in adulthood increased as a function of this early SAT assessment. Information about individual differences in cognitive ability (even when measured in early adolescence) can predict differential creative potential in science and technology within populations that have advanced educational degrees. | iq | youth-general | Psychological Science | 10.1111/j.1467-9280.2008.02182.x |
| 2 | 2003 | Muratori, Michelle / Colangelo, Nicholas / Assouline, Susan | Early-entrance students: Impressions of their first semester of college | Although the long-term impact of early entrance to college has been examined, one issue that has received inadequate attention in the gifted education literature is how students enrolled in early-entrance programs adjust during their first semester of college, which is arguably the most critical juncture for them in terms of their transition from high school. The purpose of this study was to identify the unique academic, social, family, and transition issues that challenged the inaugural class of the National Academy of Arts, Sciences, and Engineering (NAASE), an early-entrance program at the University of Iowa. Through the use of in-depth interviews, behavioral observations, and student and parent surveys, a rich picture of the students' satisfaction and challenges with their first-semester college experiences emerged. While the primary aim of this research was to examine the NAASE students' first-semester adjustment, the study also served to evaluate the effectiveness of the NAASE program from the students' perspectives. | other | young-adults | Gifted Child Quarterly | 10.1177/001698620304700306 |
| 2 | 1986 | Delisle, James R. | Death with Honors: Suicide Among Gifted Adolescents | The incidence of suicide and suicide attempts among adolescents has increased markedly during the past two decades. Gifted adolescents, often perceived by others as being immune from problems of depression and emotional upheaval because of their high intelligence, have also shown increases in suicidal behaviors. On the basis of current research, the author contends that gifted young people are especially susceptible to suicide attempts. The author suggests intervention strategies to assist caregivers who notice signs of depression in adolescents. [ABSTRACT FROM AUTHOR] | unspecified | adolescent | Journal of Counseling & Development | 10.1002/j.1556-6676.1986.tb01202.x |
| 2 | 2009 | Mate, Yolanda Benito | What are Extraordinary Gifted Children Like (Equal to or above 189 IQ)? a Study of 10 Cases | After a short introduction about previous studies on extraordinarily gifted children with an IQ of over 170, this article refers to the descriptive characteristics of ten children with IQ of over 189. After this, the developmental and learning characteristics of these children are described and finally empirical research about aspects that describe the personal, social and scholar adaptation of these highly gifted children is discussed. | iq | children | Gifted and Talented International | 10.1080/15332276.2009.11673532 |
| 2 | 2010 | Morisano, Dominique / Shore, Bruce M. | Can Personal Goal Setting Tap the Potential of the Gifted Underachiever? | Although underachieving gifted students have been largely ignored in empirical research, there has been a modest surge of interest in describing and “treating” this population in recent years. It is estimated that nearly half of gifted youth achieve significantly below their potential. In the realm of school psychology, gifted children have special needs that must be addressed. In this article, gifted underachievement is briefly reviewed, and personal goal setting is explored as a possible intervention. Goal setting's applicability is reviewed in light of recent expressive writing, neuropsychology, and goal-theory literature. Although personal goal-setting exercises are often reserved for young adults, the reported heightened metacognitive capabilities of gifted children indicate that they might benefit from this type of focus much earlier. | other | unspecified | Roeper Review | 10.1080/02783193.2010.508156 |
| 2 | 2002 | Moon, Sidney M. / Swift, Melanie / Shallenberger, Ann | Perceptions of a Self-Contained Cass for Fourth and Fith-Grade Students With High to Extreme Levels of Intellectual Giftedness | This qualitative case study was designed to investigate the effectiveness of a new self-contained classroom with curriculum that was differentiated for highly intellectually gifted students. The special class was investigated throughout its first year of operation in a school district. Participating students were fourth and fifth graders with IQ scores on the Slosson Intelligence Test Revised ranging from 148 to 193. Data were collected using observations, interviews, comparison essays, and a goal-attainment scale.Qualitative data were analyzed using the techniques of open, axial, and selective coding, data displays, and peer debriefing; quantitative data were analyzed with descriptive statistics. The results suggested that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes fo-r specific students at different times during the school year. The results suggest that gifted and talented programming can have differential effects on individual students and that future program evaluation research should attempt to investigate the etiology of these differential effects. | iq | children | Gifted Child Quarterly | 10.1177/001698620204600106 |
| 3 | 2015 | Masden, Catherine A. / Leung, Olivia N. / Shore, Bruce M. / Schneider, Barry H. / Udvari, Stephen J. | Social-perspective coordination and gifted adolescents’ friendship quality | This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents’ friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective coordination (an indicator of psychosocial maturity) in multiple regression analyses. Social-perspective coordination, perceptions (self-concept) of ability to make and keep friends, academic ability, sex, and grade predicted perceptions of the overall quality of friendships. Being a female, seventh grader, or adolescent not identified as gifted, significantly predicted higher friendship quality. Social-perspective coordination and self-concept based on having a close friend predicted higher levels of friendship quality for the gifted participants. | unspecified | adolescent | High Ability Studies | 10.1080/13598139.2015.1028613 |
| 4 | 2008 | Hoard, Mary K. / Geary, David C. / Byrd-Craven, Jennifer / Nugent, Lara | Mathematical Cognition in Intellectually Precocious First Graders | Forty-six intellectually precocious (M age = 74 months) and 250 intellectually typical (M age = 75 months) children were administered a standardized working memory battery, speed of processing measures, and tasks that assessed skill at number line estimation and strategies used to solve simple and complex addition problems. Precocious children had an advantage over same-age peers for all components of working memory, and used a more mature mix of strategies to solve addition problems and to make number line estimates; there were no group differences for speed of processing. Many of the advantages of the precocious children on the number line and addition strategy tasks were significantly reduced or eliminated when group differences in working memory were controlled. Individual differences analyses revealed that each of the three components of working memory contributed to different aspects of skilled performance on the mathematics tasks. | iq | children | Developmental Neuropsychology | 10.1080/87565640801982338 |
| 4 | 2012 | Makel, Matthew C. / Lee, Seon-Young / Olszewki-Kubilius, Paula / Putallaz, Martha | Changing the pond, not the fish: Following high-ability students across different educational environments. | Big-fish-little-pond effect (BFLPE) research (e.g., Marsh & Parker, 1984) has found that perceptions of academic ability are generally positively related to individual ability and negatively related to classroom and school average ability. However, BFLPE research typically relies on environmental differences as a between-subjects factor. Unlike most previous BFLPE research, the current study used group average ability as a within-subject variable by measuring student self-concept before and after high-ability students left their regular school environment to participate in a supplemental academic summer program. Results revealed that academic self-concept (ASC) and educational aspirations did not undergo significant declines when students were in the relatively higher ability environment. Even with ceiling effects limiting potential increases in ASC, participants were more than 2 times as likely to increase or maintain their ASC as they were to report declines in ASC. Further, several boosts were found in nonacademic self-concepts. Such findings indicate that BFLPEs are not necessarily associated with supplemental educational environments. | iq | adolescent | Journal of Educational Psychology | 10.1037/a0027558 |
| 4 | 2011 | Makel, Matthew C. / Li, Yan / Putallaz, Martha / Wai, Jonathan | High-ability students’ time spent outside the classroom | This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development. | iq | adolescent | Journal of Advanced Academics | 10.1177/1932202X11424880 |
| 4 | 2016 | Stevens, J. G. J. | Specifieke patronen op de WISC-IIINL bij hoogbegaafde kinderen | The current study is focused on specific patterns on the WISC-IIINL with gifted children. For this study, the results of 323 gifted and 4487 average intelligent children were analyzed. The intellectually gifted group contained 222 males (68.7%) and 101 emales (31.3%) ranging from 6 to 17 years of age. The average intelligent group contained 2579 males (57.5%) and 1908 females (42.5%) ranging from 6 to 18 years of age. An independent samples t-test shows the subtest scatter of the highly intellectual group being higher than the average intelligent group. At the same time, highly intellectual children display a profile of relatively high and low subtest scores combined. They scored relatively high on Similarities, Information, Vocabulary, Comprehension, Arithmetic and Block Patterns and relatively low on Picture Arrangement, Digit Span, Coding, Picture Completion and Mazes. Subsequently, a Hierarchic Cluster Analysis has been conducted showing two clusters with children. The analysis resulted in cluster 1 having a higher subtest average (M = 14.34, SD = 0.89) than cluster 2 (M = 13.84, SD = 0.61) and cluster 2 subtest scores being more dispersed. A MANOVA showed that intellectually gifted children from cluster 1 scored significantly higher on verbal subtests and the subtest Digit Span. The children from cluster 2 scored significantly higher on all performance subtests. It can be concluded that a heterogenic group of intellectually gifted children exists. This group possesses a unique set of strengths and weaknesses and clearly displays a great dispersion of subtest scores. Therefore, caution is required interpreting the TIQ, because this gives no specific information or insight. | iq | youth-general | ||
| 3 | 2015 | Muammar, Omar M. | The differences between intellectually gifted and average students on a set of leadership competencies | The current study investigates differences in the leadership skills between intellectually gifted and average students and explores the relationship between intelligence and lead-ership potential. Participants in this study were 176 students (57 males and 120 females) from an Eastern Province University in Saudi Arabia. Students were selected on a voluntary basis and asked to complete the Leadership Inventory (LI); data were also collected about their General Ability Test (GAT) scores. The Spearman Rho correlation formula was calculated and then the sample was divided into two groups based on their GAT scores – intellectually gifted and average students – and a subsequent t-test was performed. The LI consists of four subscales: leading self and others; problem solving skills; effective com-munication; and planning skills. LI internal consistency was a ¼ .94. No significant corre-lations were found between leadership and intelligence (r ¼ .077, P >.05). The mean of gifted students only in planning skills (M ¼ 26.16) was significantly higher than the mean of average students (M ¼ 24.747, t ¼ –2.069, P ¼ .04, df ¼ 174, Cohen's d ¼ .31). No other significant means differences among all other variables were found. Intellectually gifted students lacked essential skills to prevail in the global competitive economy. Recommendations, implications, and limitations of the study are discussed. | iq | young-adults | Gifted Education International | 10.1177/0261429413498007 |
| 3 | 2017 | van Viersen, Sietske | The only way is up: Risk factors, protective factors, and compensation in dyslexia | Dyslexia is a specific learning disability that affects approximately 4-7% of primary school children and around 12% of secondary school students. Over the years, knowledge about identification, diagnosis, and intervention of dyslexia has become more advanced. Recent models of developmental disorders assume that dyslexia results from a complex interplay between risk and protective factors. However, research has so far mainly focused on risk factors for dyslexia. Important issues still exist regarding risk factors, specifically concerning the role of family risk in relation to dyslexia and early identification of risk factors. Also, not much is known about protective factors; existence of cognitive strengths in presence of underlying deficits, their interaction with risk factors, possible compensation, and consequences for diagnostic assessment. These issues were the main focus of this dissertation. This dissertation contains studies on two specific populations of children; children with a family risk of dyslexia and gifted children with dyslexia. The main focus was on the role of early oral language and the influence of having a family risk of dyslexia on literacy outcomes. In addition, the potential impact of giftedness-related protective factors on literacy development was investigated to gain more insight in possibilities for compensation. Findings on both populations are connected to add to theories on dyslexia and are discussed in relation to diagnostic practice. Special attention was paid to correct application and limitations of criteria for diagnosis and intervention of dyslexia in gifted children. | iq | youth-general | ||
| 4 | 1967 | Terman, Lewis Madison / Oden, Melita H. | The gifted group at mid-life: thirty-five years' follow-up of the superior child | The 35 years' followup of the Terman investigation on the gifted child is presented. In order to describe the gifted group of mid-life, a general information blank was mailed in 1950 (1,437 subjects) and in 1955 (1,424 subjects). The field study, completed in 1952, included personal interviews, the Concept Mastery Test, supplementary questionnaires of subject and spouse, and testing of offspring. Results for 97.5% of the subjects include the following: intelligence increased significantly from 1939 to 1952 (p .001); 85% of the group went to college and nearly 70% graduated; two-thirds of the men and three-fifths of the women did graduate work; on the Minnesota Occupational Scale, all subjects were in the first five of the seven groups and 86% were in the first two (professional and executive); and one-half of the women were housewives but many contributed to community and civic activities. The marriage rate and personal adjustment were average for the population. Other results are given for mortality, health, avocational interests, political and social attitudes, marriage, divorce, income, and offspring. Sixty-one tables are provided. The appendixes include the forms used and a 45-item bibliography. | iq | adults | 978-0-8047-0013-9 | |
| 3 | 1983 | Tomlinson-Keasey, C. / Smith-Winberry, Cheryl | Educational strategies and personality outcomes of gifted and nongifted college students | 63 male and 61 female college students who had been identified as gifted during their elementary and secondary education were classified as intensively involved in gifted curriculum (all day classes for the gifted), modestly involved (special enrichment programs, honors courses, and activities), or little involved (only honors classes at the high school level). 41 females and 27 males not identified as gifted served as controls. Ss completed the California Psychological Inventory (CPI) to assess personal adjustment, and their College Board Scholastic Aptitude Test scores were examined. The gifted females were better adjusted than their control counterparts. However, control males scored higher than gifted males on Self-Acceptance, Well-Being, Social Presence, and Responsibility. Differential expectations for males and females are cited in explanation of this finding. The different educational histories of the gifted Ss were not related to significant differences in the intellectual variables assessed, and these groups did not differ on a global analysis of CPI responses. A motivational variable, career aspirations, did, however, differentiate between the 3 groups. Gifted females who had been intensively involved had significantly higher career aspirations than other Ss. Gifted males who received no educational intervention had the lowest self-acceptance scores. | iq | young-adults | Gifted Child Quarterly | 10.1177/001698628302700106 |
| 3 | 2010 | Campbell, James Reed / Feng, Annie Xuemei | Comparing Adult Productivity of American Mathematics, Chemistry, and Physics Olympians With Terman's Longitudinal Study | In the 1950s, Terman summarized the results of his longitudinal study of the gifted and compared the “life success” of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most successful (Group A) and least successful (Group C) American Academic Olympians (N = 190). The most successful adult Olympians were not hampered by a lack of motivation because they had parents who supplied a conducive home atmosphere when they were growing up. We present implications of this study for today's schools and for parents of the gifted. | high-achieving | adults | Roeper Review | 10.1080/02783193.2011.530203 |
| 1 | 2016 | Friedrichs, Terry / Nauta, Arnolda P. / Fiedler, Ellen | Recognizing and Nurturing Giftedness in Gifted Elders | Many gifted elders have spent a lifetime excelling in various human endeavors and, given the opportunity, are highly capable of continuing their achievements, sharing their skills, and offering social and emotional support to others. Gifted elders—those who are both gifted and senior citizens—are one of the world’s greatest untapped and unrecognized resources. Their needs are too-often neglected in today’s world. Spending time with a gifted grandparent, or with a retired teacher, coach, or mentor, can be a win-win for all. However, that time can be even more productive if seniors’ gifts are clearly recognized, if their social-emotional needs are addressed, and if families actively get involved with the senior's giftedness | unspecified | seniors | Parenting for High Potential | |
| 2 | 2015 | Jen, Enyi / Moon, Sidney M. | Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM | This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school’s gifted program completed a confidential survey and participated in one-on-one interviews. The participants identified the most valuable learning experience as the independent study course; they reported that the independent study course influenced their choice of college major and positively affected their studies in their senior year of college. Most participants valued their overall academic experience in the self-contained program, although a few reported that they were unable to learn so many science-related subjects simultaneously at such a fast pace, suggesting that this type of program needs to be differentiated. The social impacts of the program varied. Implications of the findings for educators as well as suggestions for future research are discussed. | other | adolescent | Gifted Child Quarterly | 10.1177/0016986215598001 |
| 3 | 2001 | Lubinski, David / Benbow, Camilla Persson / Shea, Daniel L. / Eftekhari-Sanjani, Hossain / Halvorson, Marcy BJ | Men and women at promise for scientific excellence: Similarity not dissimilarity | U.S. math-science graduate students possessing world-class talent (368 males, 346 females) were assessed on psychological attributes and personal experiences in order to examine how their talents emerged and developed. Comparisons were made, using similar assessments, with mathematically talented students (528 males, 228 females) identified around age 13 and tracked into adulthood by the Study of Mathematically Precocious Youth (SMPY). Well before college, both samples were academically distinguished; however, the graduate students could be identified during adolescence as a subset of mathematically talented youths based on their nonintellectual attributes. Their profiles corresponded to what earlier psychological studies found to characterize distinguished (and exclusively male) scientists: exceptional quantitative reasoning abilities, relatively stronger quantitative than verbal reasoning ability, salient scientific interests and values, and, finally, persistence in seeking out opportunities to study scientific topics and develop scientific skills. On these attributes, sex differences were minimal for the graduate students (but not for the SMPY comparison groups). Developing exceptional scientific expertise apparently requires special educational experiences, but these necessary experiences are similar for the two sexes. | high-achieving | young-adults | Psychological Science | |
| 3 | 2013 | Jung, Jae Yup | The Cognitive Processes Associated with Occupational/Career Indecision: A Model for Gifted Adolescents | This study developed and tested a new model of the cognitive processes associated with occupational/career indecision for gifted adolescents. A survey instrument with rigorous psychometric properties, developed from a number of existing instruments, was administered to a sample of 687 adolescents attending three academically selective high schools in Sydney, Australia. The collected data were analyzed using structural equation modeling and related procedures. The findings suggested that three cognitive process pathways may be associated with occupational indecision for gifted adolescents, all of which incorporated amotivation with the occupational decision. Within these pathways, both idiocentric orientations toward the future and social influences from the family were identified as negative predictors of occupational amotivation, while perfectionism (which was itself negatively predicted by multipotentiality) appeared to be a positive predictor of occupational amotivation. Educators, psychologists, and counselors may be able to use the findings to reassess their career guidance to gifted adolescents. | high-achieving | adolescent | Journal for the Education of the Gifted | 10.1177/0162353213506067 |
| 5 | 2008 | Jolly, Jennifer L. / Kettler, Todd | Gifted education research 1994–2003: A disconnect between priorities and practice | This research project employs a historical methodology to analyze and characterize the growth of the knowledge base in gifted education following the U.S. Department of Education's (1993) report, National Excellence: A Case for Developing America's Talent. Topical priorities and descriptors of inquiry are compared against the recommendations of the National Excellence report. During the 10-year period from 1994 to 2003, a disconnect is evidenced between recommendations and actual research priorities and practices. | unspecified | youth-general | Journal for the Education of the Gifted | 10.4219/jeg-2008-792 |
| 1 | 2000 | Gallagher, James J. | Unthinkable thoughts: Education of gifted students | The advent of a new millenium is an appropriate time to consider some “unthinkable thoughts,” those thoughts that make us so uncomfortable that most professionals prefer to ignore them. Yet, if progress is to be made, such challenges to our professional roles must be confronted. Four such ugly questions are considered for gifted education, together with suggested actions to cope with them. 1. Is there really such an entity as a gifted child? 2. Is there such an entity as gifted education? 3. Is there such an entity as special personnel preparation for teachers of gifted students? 4. Is the application of special services for gifted students sufficient in scope and intensity to make a difference in the classroom? We should recognize that, however we choose to cope with these issues, our status quo, business as usual, is hardly a viable choice for the 21st century. | unspecified | youth-general | Gifted Child Quarterly | 10.1177/001698620004400102 |
| 3 | 2010 | Rinn, Anne N. / Mendaglio, Sal / Moritz Rudasill, Kathleen / McQueen, Kand S. | Examining the Relationship Between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis | The purpose of this study was to explore the relationship between gifted adolescents’ forms of overexcitabilities and self-concepts. Clusters of adolescents were formed on the basis of their overexcitabilities, and these clusters of adolescents were then compared with regard to their self-concept scores. Gender differences were also examined. The sample consisted of 379 gifted adolescents, ranging in age from 11 to 16 years of age. Forms of overexcitabilities were measured using the Overexcitabilities Questionnaire—II, and various facets of self-concept were measured using the Self-Description Questionnaire—II. Using cluster analysis, multivariate analysis of variance, and chi-square analysis, results suggested a distinct four-cluster solution, as well as differences between clusters in self-concept and gender. | other | adolescent | Gifted Child Quarterly | 10.1177/0016986209352682 |
| 4 | 2008 | Schroth, Stephen T. / Helfer, Jason A. | Identifying gifted students: Educator beliefs regarding various policies, processes, and procedures | Issues regarding the identification of gifted students have perplexed the field almost since its inception. How one identifies gifted students has tremendous ramifications for a gifted education program's size, curriculum, instructional methods, and administration. Little is known, however, regarding educator beliefs regarding gifted identification methods. The current national study surveyed 900 public school educators regarding which identification methods they supported. The educators believed that standardized tests, portfolios of student work, and teacher nominations were valid means of identification but did not support parent or peer nominations. Statistically significant differences existed between administrators and gifted education specialists, on the one hand, and regular classroom teachers, on the other hand, regarding the usefulness of standardized test scores and teacher nominations as methods of identifying students for gifted programs. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with gifted students. | unspecified | youth-general | Journal for the Education of the Gifted | |
| 3 | 2008 | Cross, Tracy L. / Cassady, Jerrell C. / Dixon, Felicia A. / Adams, Cheryll M. | The Psychology of Gifted Adolescents as Measured by the MMPI-A | The focus of this study is an examination of gifted students' responses on the Minnesota Multiphasic Personality Inventory—Adolescent (MMPI-A) in relation to the adolescent norming sample. The comparisons on clinical, content, and Harris—Lingoes scales provide evidence that gifted adolescent boys' and girls' responses do not differ from one another significantly. Furthermore, the data reveal that the assumption held by many that gifted adolescents are more prone to experience heightened rates of neuroticism or personality difficulties is unsupported by the empirical data. Analyses of MMPI-A scores reveal that gifted students' scores are equivalent to or lower than the general population in all areas. The results are discussed as continued empirical evidence that gifted adolescents do not demonstrate abnormal levels of psychological or personality deviance because of their elevated cognitive abilities. | high-achieving | adolescent | Gifted Child Quarterly | 10.1177/0016986208321810 |
| 3 | 2006 | Cassady, Jerrell C. / Cross, Tracy L. | A factorial representation of suicidal ideation among academically gifted adolescents | Suicidal ideation assessment has been employed as an early screening method for identifying adolescents who are at risk for engaging in suicidal behaviors. While recent evidence has emerged that gifted adolescents do not have a higher rate of suicidal ideation, research on the psychological and personality characteristics of gifted youth have demonstrated that they differ from nongifted students in their mental representations of self. Therefore, this study examined the factorial representation for suicidal ideation among an academically gifted population. The results reveal the structure of suicidal ideation for the gifted sample in this study differs from the established normal sample. Further, the factorial representation outlined for suicidal ideation in the gifted sample supported the suicide trajectory model (Stillion & McDowell, 1996), providing a theoretical base for future intervention and refined assessment. | high-achieving | adolescent | Journal for the Education of the Gifted | 10.1177/016235320602900303 |
| 4 | 2014 | Meier, Elisabeth / Vogl, Katharina / Preckel, Franzis | Motivational characteristics of students in gifted classes: The pivotal role of need for cognition | We contrasted different motivational variables related to learning and achievement in order to identify which types of academic motivation predict students' attendance of a special class for the gifted (full-time ability grouping). We drew on a sample of 5th grade students in special classes for gifted and compared them to students in regular classes (N= 921; 31% in gifted classes) while controlling for confounding factors - that is, students' cognitive ability, academic achievement, sex, and parental level of education. Logistic regression analysis revealed that need for cognition (NFC) best predicted attendance of special classes for the gifted as compared to academic self-concepts, academic interests, or mastery and performance goals. Thus, it might be useful to explore NFC as an indicator for students' need for advancement options. In addition, our findings might stimulate the discussion on whether students high in NFC would benefit from being included in gifted programs. © 2014 Elsevier Inc. | other | children | Learning and Individual Differences | 10.1016/j.lindif.2014.04.006 |
| 3 | 2015 | Zygouris, N.C. / Dermitzaki, I / Karapetsas, A.V. | Differences in brain activity of children with higher mental abilities. An Event Related Potentials study using the latency of P300 and N100 waveforms | This study examines CC abnormalities in a large sample of medication naive OCD patients in comparison to matched healthy controls (HC). Methods: We examined mid-sagittal area of CC in medication-naïve OCD patients (N = 49) in comparison with age-, sex-, and handedness-matched HC (N = 38). The sub-regions of CC – namely – genu, body, isthmus and splenium were measured based on Witel-son's method with good inter-rater reliability. Results: The area of body of the CC (F = 4.6; p = 0.03) and total CC area (F = 3.9, p = 0.04) were significantly larger in OCD patients in comparison to healthy subjects after controlling for age, sex and intracranial area. Y-BOCS compulsion score had a significant negative correlation with the areas of isthmus (r = −0.35; p = 0.01) and splenium (r = −0.34; p = 0.01) of CC in addition to the total CC area (r = −0.36, p = 0.01). Conclusions: The region specific differences in the body of CC and region specific association of severity score with posterior regions of CC might be indicative of the involvement of additional areas like dorsolateral prefrontal cortex (DLPFC), posterior parietal areas, occipital and association cortices in OCD providing further clues in favor of models outside the conventional orbito-fronto-striatal circuitry. Differences in brain activity of children with higher mental abilities. An Event Related Potentials study using the latency of P300 and N100 waveforms (PDF Download Available). Available from: https://www.researchgate.net/publication/284085945_Differences_in_brain_activity_of_children_with_higher_mental_abilities_An_Event_Related_Potentials_study_using_the_latency_of_P300_and_N100_waveforms [accessed Jun 18, 2017]. | iq | children | International Journal of Developmental Neuroscience | 10.1016/j.ijdevneu.2015.04.318 |
| 2 | 2016 | Burger-Veltmeijer, Agnes E. J. / Minnaert, Alexander E. M. G. / Van den Bosch, Els J. | Intellectually gifted students with possible characteristics of ASD: a multiple case study of psycho-educational assessment practices | The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and intervention indications. The current study is the second in the validation process of the S&W Heuristic. An in-depth analysis of three assessment dossiers of Dutch IG-students with possible characteristics of ASD is focused upon. The core question is whether the S&W Heuristic is of added value to diminish bias in any direction and increase systematicity. The results indicate that bias, mainly directed at Strengths, as well as unsystematicity were present in different stages of two assessment dossiers. The conclusion is that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG + ASD. | iq | children | European Journal of Special Needs Education | 10.1080/08856257.2015.1087147 |
| 2 | 2017 | Emans, Bruno | Hulpverlening schiet vaak tekort | Niet met alle hoogbegaafden gaat het goed. Er zijn zelfs aanwijzingen dat hoogbegaafden meer dan gemiddeld in aanraking komen met de geestelijke gezondheidszorg (GGz). Maar hierover zijn geen eenduidige cijfers beschikbaar. Het Instituut Hoogbegaafdheid Volwassenen (IHBV) voerde daarom een korte inventarisatie uit, waarin dit vermoeden ruimschoots lijkt te worden bevestigd. Dit artikel beschrijft de uitkomsten van de inventarisatie, waarbij speciaal wordt ingezoomd op de jongere respondenten tot 25 jaar. In het artikel worden ook tips gegeven hoe hiermee om te gaan. Tekst: | unspecified | youth-general | Talent Magazine | |
| 3 | 1985 | Piechowski, Michael M. / Silverman, Linda K. / Falk, R. Frank | Comparison of intellectually and artistically gifted on five dimensions of mental functioning | Two talented groups (artists and intellectually gifted) and one comparison group (graduate students from various disciplines) were examined on five dimensions of mental functioning: psychomotor, sensual, intellectual, imaginational, and emotional. These dimensions constitute a model of developmental potential representing, respectively, the personal level of energy, sensual aliveness, the pursuit of knowledge and truth, imagination, and the life of feeling. According to this model, the strength, richness, and depth of talent are a function of the strength of these five dimensions, measured on an open-ended questionnaire. Analysis showed that intellectual talent tends to be associated with high scores on three dimensions (intellectual, imaginational, and emotional), while artistic talent tends to be associated with high scores on all five dimensions (especially strong on imaginational and emotional). In contrast, the graduate students had lower scores on all five dimensions. | other | adults | Perceptual and Motor Skills | 10.2466/pms.1985.60.2.539 |
| 4 | 1994 | Czeschlik, Tatiana / Rost, Detlef H. | Socio‐emotional adjustment in elementary school boys and girls: Does giftedness make a difference? | Fifty 10‐year‐old gifted children were matched with 50 pupils of average intelligence on the variables ‘gender’ and ‘socio‐economic status’. Three data sources (children, parents, and teachers) on the children's personality and socio‐emotional behavior were used. | iq | children | Roeper Review | 10.1080/02783199409553603 |
| 4 | 1996 | Gottfried, Adele Eskeles / Gottfried, Allen W. | A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence | Academic intrinsic motivation of intellectually gifted children and a comparison group was examined in the Fullerton Longitudinal Study. Children at ages 9 through 13 years were administered the Children's Academic Intrinsic Motivation Inventory which assesses intrinsic motivation for school learning in reading, math, social studies, science, and for school in general. Analyses showed that across the ages, relative to a peer comparison, gifted children had significantly higher academic intrinsic motivation across all subject areas and school in general. It is suggested that: Children who become intellectually gifted enjoy the process of learning to a greater extent; intrinsic motivation is important for potentiation of giftedness; Assessment of academic intrinsic motivation be included in selection of children for gifted programs. | iq | adolescent | Gifted Child Quarterly | 10.1177/001698629604000402 |
| 4 | 2011 | Wirthwein, Linda / Becker, Carolin V. / Loehr, Eva-Maria / Rost, Detlef H. | Overexcitabilities in gifted and non-gifted adults: does sex matter? | Studies have shown sex differences regarding ‘overexcitabilities’: women score higher than men in emotional and sensual overexcitability whereas men tend to excel in intellectual as well as in psychomotor overexcitability. Some studies even found no sex differences at all. Many studies comprised gifted/talented subjects. Taking into account the few studies that simultaneously examined the factors ‘giftedness’ and ‘sex’ in relation to overexcitability and that yielded conflicting results, our study attempts to clear these heterogeneous findings by investigating a German sample. Our study comprised intellectually gifted (n = 96) and averagely intelligent (n = 91) adults who filled out the ‘Overexcitability Questionnaire-Two’. We found no statistically significant interaction of ‘giftedness × sex’. Women (regardless of their intellectual status) scored statistically significantly higher than gifted and non-gifted men on emotional as well as sensual overexcitability. With regard to the factor ‘giftedness’, gifted individuals displayed a statistically significantly higher intellectual overexcitability. | iq | young-adults | High Ability Studies | 10.1080/13598139.2011.622944 |
| 3 | 2004 | Abelman, Robert | TV Literacy and academic/artistic giftedness: Understanding time leaps and time lags | This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device—temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school‐labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps,” “flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective. | other | children | Roeper Review | 10.1080/02783190409554247 |
| 4 | 2007 | Webb, Rose Mary / Lubinski, David / Benbow, Camilla Persson | Spatial ability: A neglected dimension in talent searches for intellectually precocious youth. | Students identified by talent search programs were studied to determine whether spatial ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that spatial ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting math-science criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which spatial ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding spatial ability to talent search identification procedures (currently restricted to mathematical and verbal ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth. | iq | adolescent | Journal of Educational Psychology | 10.1037/0022-0663.99.2.397 |
| 4 | 2013 | Park, Gregory / Lubinski, David / Benbow, Camilla P. | When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents. | Using data from a 40-year longitudinal study, the authors examined 3 related hypotheses about the effects of grade skipping on future educational and occupational outcomes in science, technology, engineering, and mathematics (STEM). From a combined sample of 3,467 mathematically precocious students (top 1%), a combination of exact and propensity score matching was used to create balanced comparison groups of 363 grade skippers and 657 matched controls. Results suggest that grade skippers (a) were more likely to pursue advanced degrees in STEM and author peer-reviewed publications in STEM, (b) earned their degrees and authored their 1st publication earlier, and (c) accrued more total citations and highly cited publications by age 50 years. These patterns were consistent among male participants but less so among female participants (who had a greater tendency to pursue advanced degrees in medicine or law). Findings suggest that grade skipping may enhance STEM accomplishments among the mathematically talented. | iq | youth-general | Journal of Educational Psychology | 10.1037/a0029481 |
| 2 | 2012 | Peterson, Jean Sunde | The Asset–Burden Paradox of Giftedness: A 15-Year Phenomenological, Longitudinal Case Study | A 15-year phenomenological case study of an exceptional female from age 15 through 30 was focused on exploring the subjective experience of development during adolescence and young adulthood, with attention to how giftedness and context interacted. The main focus became her response to trauma, which was revealed early in the study. Data, including recollected childhood experiences, were gathered through letters, e-mail, face-to-face interaction, and journals and essays from her troubled adolescence. The central phenomenon that emerged is given particular attention: that giftedness was both an asset and a vulnerability throughout these years, certainly as she struggled in the aftermath of trauma and developed strategies for surviving and healing. The struggles of the subject included dealing with posttraumatic stress disorder (PTSD). The concepts of overexcitability and positive disintegration are used to frame some findings | unspecified | youth-general | Roeper Review | 10.1080/02783193.2012.715336 |
| 4 | 2009 | Wai, Jonathan / Lubinski, David / Benbow, Camilla P. | Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. | The importance of spatial ability in educational pursuits and the world of work was examined, with particular attention devoted to STEM (science, technology, engineering, and mathematics) domains. Participants were drawn from a stratified random sample of U.S. high schools (Grades 9–12, N = 400,000) and were tracked for 11+ years; their longitudinal findings were aligned with pre-1957 findings and with contemporary data from the Graduate Record Examination and the Study of Mathematically Precocious Youth. For decades, spatial ability assessed during adolescence has surfaced as a salient psychological attribute among those adolescents who subsequently go on to achieve advanced educational credentials and occupations in STEM. Results solidify the generalization that spatial ability plays a critical role in developing expertise in STEM and suggest, among other things, that including spatial ability in modern talent searches would identify many adolescents with potential for STEM who are currently being missed | iq | youth-general | Journal of Educational Psychology | 10.1037/a0016127 |
| 3 | 2015 | Cross, Jennifer Riedl / O'Reilly, Colm / Kim, Mihyeon / Mammadov, Sakhavat / Cross, Tracy L. | Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study | Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one's giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one's peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract) | other | youth-general | High Ability Studies | 10.1080/13598139.2015.1031881 |
| 4 | 2014 | Lubinski, David / Benbow, Camilla P. / Kell, Harrison J. | Life Paths and Accomplishments of Mathematically Precocious Males and Females Four Decades Later | Two cohorts of intellectually talented 13-year-olds were identified in the 1970s (1972–1974 and 1976–1978) as being in the top 1% of mathematical reasoning ability (1,037 males, 613 females). About four decades later, data on their careers, accomplishments, psychological well-being, families, and life preferences and priorities were collected. Their accomplishments far exceeded base-rate expectations: Across the two cohorts, 4.1% had earned tenure at a major research university, 2.3% were top executives at “name brand” or Fortune 500 companies, and 2.4% were attorneys at major firms or organizations; participants had published 85 books and 7,572 refereed articles, secured 681 patents, and amassed $358 million in grants. For both males and females, mathematical precocity early in life predicts later creative contributions and leadership in critical occupational roles. On average, males had incomes much greater than their spouses’, whereas females had incomes slightly lower than their spouses’. Salient sex differences that paralleled the differential career outcomes of the male and female participants were found in lifestyle preferences and priorities and in time allocation. | iq | adults | Psychological Science | 10.1177/0956797614551371 |
| 4 | 2015 | Bergold, Sebastian / Wirthwein, Linda / Rost, Detlef H. / Steinmayr, Ricarda | Are gifted adolescents more satisfied with their lives than their non-gifted peers? | Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students (n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents (d < \|0.1\|). Girls reported somewhat lower life satisfaction scores than boys (d = 0.24). However, this result was not specific to giftedness but was instead found across the entire sample. Thus, gifted girls were not found to be especially unsatisfied with their lives. Our findings support previous research showing that giftedness is not a risk factor for impaired psycho-social well-being of boys or girls. | iq | adolescent | Frontiers in Psychology | 10.3389/fpsyg.2015.01623 |
| 3 | 2009 | Peterson, J. / Duncan, N. / Canady, K. | A Longitudinal Study of Negative Life Events, Stress, and School Experiences of Gifted Youth | An 11-year mixed-methods, cross-sectional longitudinal study began with a group of 121 children, identified as gifted, and followed them until high-school graduation. Parents annually identified negative life events experienced by child and family, and, at graduation, students completed an open-ended retrospective questionnaire, focusing on events, impact of events, supports, and hindrances during the school years. As a result of attrition, participants became increasingly homogeneous over time. School data were available for 59 students (of 63 family units who sustained involvement) at the end. The students had experienced many negative events and situations during the school years. However, they usually cited academic challenges, school transitions, peer relationships, and overcommitment as their most challenging experiences, not life events. Almost without exception, they maintained high achievement | unspecified | youth-general | Gifted Child Quarterly | 10.1177/0016986208326553 |
| 4 | 1983 | Busby, K. / Pivik, R. T. | Sleep patterns in children of superior intelligence | To examine the relationship between superior intellectual functioning and physiological patterns and events during sleep, male children (8-12 years old) of superior (mean IQ: 133.3) and average (means IQ: 111.0) intelligence were recorded for five consecutive nights using standard electrographic measures. Compared to normal controls, superior IQ subjects had greater amounts of TST, stage 2, stage 3, total NREM sleep, a longer average NREM cycle length and significantly less average REM density. In addition, significant negative relationships were obtained between full-scale IQ and REM density, and between verbal IQ and REM density. The results suggest that patterns and amounts of sleep stages in superior IQ children do not differ in any dramatic fashion from those of children with average IQ. However, the negative correlations between IQ measures and eye movement density during REM sleep are consonant with previous notions relating eye movement density to waking information processing strategies and suggest a carry-over of such strategies from wakefulness to sleep. | iq | children | Journal of Child Psychology and Psychiatry, and Allied Disciplines | 10.1111/j.1469-7610.1983.tb00134.x |
| 3 | 2011 | Stalnacke, Jannica / Smedler, Ann-Charlotte | Psychosocial experiences and adjustment among adult Swedes with superior general mental ability | In Sweden, special needs of high-ability individuals have received little attention. For this purpose, adult Swedes with superior general mental ability (GMA; N = 302), defined by an IQ score > 130 on tests of abstract reasoning, answered a questionnaire regarding their views of themselves and their giftedness. The participants also rated their self-theory of intelligence and completed the Sense of Coherence Scale (SOC-13). At large, the participants experienced being differen but felt little need to downplay their giftedness to gain social acceptance. Most participants encompassed an entity self-theory of intelligence, while also recognizing that it takes effort to develop one’s ability. The group scored lower (p < .001) than Swedes in general on the SOC, which may be a reflection of social difficulties associated with being gifted in an egalitarian society. However, it may also indicate that the SOC carries a different meaning for those with superior GMA. | iq | adults | Journal for the Education of the Gifted | 10.1177/0162353211424988 |
| 3 | 2007 | Persson, Roland S. | The Myth of the Antisocial Genius: A Survey Study of the Socio-Emotional Aspects of High-IQ Individuals | The research on the social and socio-emotional aspects of intellectual giftedness is relatively scarce and somewhat confl icting in results. The current study therefore addressed some of these issues exploring personality traits, societal involvement, crime rates, empathy and personal relationships comparing these over different levels of intelligence (IQ). In all, 287 Mensa members (216 men, 71 women), constituting one research population, volunteered to participate (100 scoring at the 98th percentile, 167 at the 99th percentile and 20 at 100th percentile) in a survey-designed study operationalized as an Internet-based questionnaire using the SPSS Dimensions software. Data were mainly dealt with as average requencies in the absence of normally distributed norms for comparison. Results defl ate myths peculiar to the extremely gifted as being psychiatrically morbid. Participants were highly empathic, responsible citizens who tended to possess a fl air for societal involvement and a strong interest in societal development. They also share most of the personality characteristics generally ascribed to a gifted population. However, some concerns are raised about the wellbeing of the extremely gifted, e.g., the potential negative affect of frequent social exclusion at all levels of society, which, overtime, is bound to impact anyone - gifted or not | iq | adults | Gifted and Talented International | 10.1080/15332276.2007.11673492 |
| 4 | 2017 | Antonakis, John / House, Robert J. / Simonton, Dean Keith | Can Super Smart Leaders Suffer From too Much of a Good Thing? The Curvilinear Effect of Intelligence on Perceived Leadership Behavior. | Although researchers predominately test for linear relationships between variables, at times there may be theoretical and even empirical reasons for expecting nonlinear functions. We examined if the relation between intelligence (IQ) and perceived leadership might be more accurately described by a curvilinear single-peaked function. Following Simonton’s (1985) theory, we tested a specific model, indicating that the optimal IQ for perceived leadership will appear at about 1.2 standard deviations above the mean IQ of the group membership. The sample consisted of midlevel leaders from multinational private-sector companies. We used the leaders’ scores on the Wonderlic Personnel Test (WPT)—a measure of IQ—to predict how they would be perceived on prototypically effective leadership (i.e., transformational and instrumental leadership). Accounting for the effects of leader personality, gender, age, as well as company, country, and time fixed effects, analyses indicated that perceptions of leadership followed a curvilinear inverted-U function of intelligence. The peak of this function was at an IQ score of about 120, which did not depart significantly from the value predicted by the theory. As the first direct empirical test of a precise curvilinear model of the intelligence-leadership relation, the results have important implications for future research on how leaders are perceived in the workplace. | iq | adults | Journal of Applied Psychology | 10.1037/apl0000221 |
| 3 | 2017 | Fernández, Estrella / García, Trinidad / Arias-Gundín, Olga / Vázquez, Almudena / Rodríguez, Celestino | Identifying Gifted Children: Congruence among Different IQ Measures | This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students. | iq | children | Frontiers in Psychology | 10.3389/fpsyg.2017.01239 |
| 2 | 2000 | Robinson, Nancy M. / Zigler, Edward / Gallagher, James J. | Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness. | Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve | iq | youth-general | American Psychologist | 10.1037//0003-066X.55.12.1413 |
| 5 | 2016 | Steenbergen-Hu, Saiying / Makel, Matthew C. / Olszewski-Kubilius, Paula | What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses | Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement (g = 0.42). | unspecified | youth-general | Review of Educational Research | 10.3102/0034654316675417 |
| 3 | 2011 | Cordeiro, Mara L. / Farias, Antonio C. / Cunha, Alexandre / Benko, Cássia R. / Farias, Lucilene G. / Costa, Maria T. / Martins, Leandra F. / McCracken, James T. | Co-Occurrence of ADHD and High IQ: A Case Series Empirical Study | OBJECTIVE: The validity of a diagnosis of ADHD in children with a high intelligence quotient (IQ) remains controversial. Using a multidisciplinary approach, rigorous diagnostic criteria, and worldwide-validated psychometric instruments, we identified a group of children attending public schools in southern Brazil for co-occurrence of high IQ and ADHD. METHOD: Students attending public schools, in the first to fifth grades, were referred to our Research Center for behavioral and/or learning difficulties. These children completed clinical, psychiatric, psychological, and pedagogical evaluations for assessment of IQ, ADHD, learning, and other emotional or behavioral disorders. RESULTS: Fifteen of the participants were identified to have a full-scale IQ ≥ 120. Data show that 10 of these high-IQ children met the DSM-IV criteria diagnosis for ADHD combined type, 5 met criteria for current oppositional-defiant disorder, 2 had current major depression, and 2 had a learning disorder. Here we present the results as a case series. CONCLUSION: Our data support the hypothesis that ADHD is a valid diagnosis in children with high IQs. | iq | children | Journal of Attention Disorders | 10.1177/1087054710370569 |
| 4 | 1992 | Lubinski, David / Humphreys, Lloyd G. | Some bodily and medical correlates of mathematical giftedness and commensurate levels of socioeconomic status | Four groups of 10th-grade students were selected from the upper tails of four distributions based on a stratified random sample of the nation's high schools (N = 95,650): Two groups consisted of mathematically gifted subjects (boys n = 497, girls n = 508); the remaining two groups comprised environmentally privileged students (boys n = 647, girls n = 485). The former represented approximately the top 1% on a standard measure of quantitative ability, whereas the latter represented approximately the upper 1% of a conventional SES index. These four gifted/privileged groups were then compared to one another, by gender, and to their gender equivalent normative cohorts on 43 indices of medical and physical well-being. Although higher levels of physical health are found in both gifted and privileged groups (relative to the norm), medical and physical well-being appears to be more highly associated with mathematical giftedness than extreme levels of socioeconomic privilege. To the extent that these findings may be linked to the construct general intelligence, they confirm and extend the view that the nomothetic span (network of correlates) of general intelligence permeates a variety of important and valued nonintellectual domains (cf. Brand, 1987). | other | adolescent | Intelligence | 10.1016/0160-2896(92)90027-O |
| 4 | 1985 | Holahan, Carole K. | The Relationship between Life Goals at Thirty and Perceptions of Goal Attainment and Life Satisfaction at Seventy for Gifted Men and Women | This article examines the relationship between life goals at thirty and perceptions of goal attainment, happiness, and life satisfaction at seventy for gifted men and women. Respondents were members of the Terman Study of the Gifted. Men and women differed in life goals at age thirty, with men predominantly oriented toward occupational pursuit, and women predominantly oriented toward home and family life. Results showed a significant sex difference in feelings of goal attainment at age seventy, with men reporting greater attainment. Women with occupational goals at age thirty reported lower feelings of goal attainment at age seventy than women without such goals. For men, a positive relationship was found between satisfaction and happiness at age seventy and feelings of goal attainment. For women, these relationships varied according to life goals at age thirty. The implications of these results are discussed. | iq | seniors | The International Journal of Aging and Human Development | 10.2190/EPUV-2GL0-008P-L0C8 |
| 4 | 1988 | Holahan, Carole K. | Relation of life goals at age 70 to activity participation and health and psychological well-being among Terman's gifted men and women. | In this study I investigated the relation of life goals to activity participation and health and psychological well-being for men and women in Terman's Study of the Gifted. The subjects were between the ages of 65 and 75 years (M = 70.2 years) when they responded to a mail-out survey in 1982. The study included three goals scales-Autonomy, Involvement, and Achievement Motivation-as well as measures of activity participation and health and psychological well-being. Multiple regression analyses in which the three goals scales were used to predict health and psychological well-being were both significant. Path analyses demonstrated both a direct and an indirect contribution, through activity participation, of life goals to health and well-being. In most cases, the indirect effect of life goals on health and well-being accounted for more than one half of the total effect. Implications of the results for life satisfaction in aging are discussed. | iq | seniors | Psychology and Aging | 10.1037/0882-7974.3.3.286 |
| 2 | 2014 | Garrett, Lynda / Davies, Christine | Talented tertiary students: A largely `forgotten` group within the tertiary sector? | The small-scale study reported here sought to ascertain the experiences of talented undergraduate students across four faculties within one university in New Zealand. Thirty-eight undergraduate participants from the four faculties were identified by 16 staff participants based on criteria used by the academic staff in their respective faculty, department, or school. Staff and students participated in separate focus groups so that their perceptions of talented students could be gained. Participant understandings of current identification methods and provision options for talented undergraduate students within the university environment were also sought. Talented undergraduate students identified existing practices that had enhanced, or in some instances had proved detrimental to, their learning. Students also shared ideas that they believed could be implemented to further enhance their experiences and learning. The implications of these findings are discussed with the intent of further enriching the future experiences of talented undergraduate students in the tertiary environment. | other | young-adults | International Journal of Teaching and Learning in Higher Education | 18129129 |
| 3 | 2009 | Lassig, Carly | Teachers' Attitudes Towards the Gifted: The Importance of Professional Development and School Culture | Given that teachers have one of the most significant influences on the educational development of gifted students, reports of negative attitudes and beliefs in popular myths about giftedness are cause for concern. It is important to understand teachers’ attitudes and beliefs to implement effective training and educational practices to improve education for gifted students. This study explored the attitudes of Australian primary school teachers (N = 126) towards intellectually gifted children and their education at eight schools. These schools could be categorised into four different classifications in regards to their involvement in gifted education. Key findings include significant associations between teachers’ attitudes and their school classifications (p < .001), and their participation in gifted and talented education inservice training (p < .001). Findings from this study suggest that further teacher training and school-wide involvement in gifted education may assist in improving attitudes towards intellectually gifted children and their education. | unspecified | youth-general | Australian Journal of Gifted Education | |
| 3 | 1963 | Karnes, Merle B. / McCoy, George / Zehrbach, Richard Reid / Wollersheim, Janet P. / Clarizio, Harvey F. | The Efficacy of Two Organizational Plans for Underachieving Intellectually Gifted Children | Studies investigating the level of achievement of intellectually gifted underachieving pupils in the elementary school were made between two groups of underachievers. One group was placed in a class of high achievers (homogeneous) while the other group was placed in a heterogeneous class. It was hypothesized that underachievers in the homogeneous class would be stimulated to raise their level of achievement, would become more creative, and would perceive their peers and parents as being more accepting of them. Intellectually gifted children in grades two through five were selected on the basis of teacher referrals, group achievement and intelligence tests, and the vocabulary scale of the 1937 stanford-binet test. These children were involved in the experiment for 2 or 3 years. Nothing was added to the regular curriculum for either group. The measuring services used were the California achievement tests. The perceived parent attitude scale, the California test of personality, and two creative ability tests from guilford. Results showed that the underachieving gifted pupils placed in homogeneous classes made significant gains in approaching their expected level of academic performance. However, higher gains in creativity were only partially supported. Also the hypothesis that these pupils in homogeneous classes would be better accepted by their peers was not supported. | iq | children | Exceptional Children | 10.1177/001440296302900904 |
| 3 | 1988 | Mijares-Colmenares, Brizeida E. / Masten, William G. / Underwood, Joe R. | Effects of the Scamper Technique on Anxiety and Creative Thinking of Intellectually Gifted Students | This study assessed the effect of the Scamper technique on creative thinking and trait-anxiety of 27 junior high students. Effect size was large for flexibility and medium for trait anxiety which suggests Scamper may be useful to improve flexibility and reduce trait-anxiety. | iq | adolescent | Psychological Reports | 10.2466/pr0.1988.63.2.495 |
| 4 | 2002 | Ma, Xin | Early acceleration of mathematics students and its effect on growth in self-esteem: A longitudinal study | The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students. | high-achieving | adolescent | International review of education | 10.1023/A%3A1021334707732 |
| 2 | 2003 | Kerr, Barbara / Sodano, Sandro | Career Assessment with Intellectually Gifted Students | Career counseling with the intellectually gifted poses unique challenges to counselors. Development of competent practices with this population requires the career counselor to be aware of several issues specific to the intellectually gifted in general, along with specific issues that may differentially affect gifted males, females, and minorities. Traditional career counseling is insufficient to meet the needs of this population. Therefore, the article reviews trends and improvements to counseling the intellectually gifted, controversies, and multicultural issues and suggests an expanded role for career counselors of the intellectually gifted. | other | young-adults | Journal of Career Assessment | 10.1177/1069072703011002004 |
| 3 | 1987 | Karnes, Frances A. / D'Ilio, Victor R. | Correlations of Scores on Verbal and Nonverbal Measures of Intelligence for Intellectually Gifted Students | For 80 intellectually gifted students, intelligent quotients and percentiles from the WISC—R, Stanford-Binet, Standard Progressive Matrices, and the Culture-Fair Intelligence Test were correlated. Pearson correlations were larger among the nonverbal measures of intelligence than between the nonverbal and verbal measures. | iq | children | Perceptual and Motor Skills | 10.2466/pms.1987.64.1.101 |
| 3 | 1995 | Heiss, Rachel Harriet | Personality and interests of gifted adolescents: Differences by gender and domain | The dissertation includes two papers. The first is a review of the literature relating to personality characteristics of intellectually-gifted individuals. Special attention is given to differences relating to gender and domain. The second paper is an empirical study of the personality and interests of intellectually-gifted adolescents, focusing on differences related to gender and domain. The following describes and summarizes findings from the empirical study;Personality characteristics of intellectually gifted adolescents were examined to determine whether this population substantially differs from the general population, differs by gender, and manifests characteristics related to talent domain. The Adjective Check List, Study of Values, Multidimensional Personality Questionnaire, and Strong Interest Inventory were used to make comparisons. As a group the subjects demonstrated a highly-developed thirst for knowledge. They had a higher than average sense of alienation, but also demonstrated high self-confidence. Intellectually-gifted girls were more interested in people and aesthetic pursuits than the boys and also demonstrated more interest in religion. Verbally-gifted adolescents were less sociable, but more inclined to push the limits than their mathematically-gifted peers. | other | adolescent | ||
| 3 | 1969 | Granzin, Kent L. / Granzin, Wilma J. | Peer Group Choice as a Device for Screening Intellectually Gifted Children | No abstract | iq | children | Gifted Child Quarterly | 10.1177/001698626901300312 |
| 4 | 2014 | Bergman, Lars R. / Corovic, Jelena / Ferrer-Wreder, Laura / Modig, Karin | High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study | To what extent do intellectually talented adolescents pursue educational and vocational careers that match their intellectual resources? Career outcomes were compared between groups within different IQ ranges with a focus on comparing those with high IQ (top 10%IQ > 119) to those with average IQ. Data were analyzed from the longitudinal Swedish IDA study (N = 1,326) with career outcomes measured in midlife (age 43–47). To obtain at least a master’s degree was almost 10 times more common for those of high IQ than for those of average IQ. Stillthe proportion of high-IQ adolescents who did this was not high (13% of females 34% of males) and as much as 20% of them did not even graduate from 3-year high school. For men onlythere was a graded raise in income by IQ group. Within the high-IQ group there was no significant relationship between parents’ socioeconomic status and income. For menhigh IQ predicted a strongly increased income/vocational level in midlife beyond what was predicted from a linear model of the IQ-outcome relationship. | iq | adolescent | Research in Human Development | 10.1080/15427609.2014.936261 |
| 3 | 1959 | Chambers, Jack A. | Preliminary Screening Methods in the Identification of Intellectually Superior Children | No abstract available | iq | children | Exceptional Children | 10.1177/001440295902600306 |
| 2 | 1961 | Davis, Frederick B. | The Intellectually Gifted | Human talent expresses itself in an enormously wide variety of forms. It is logical to describe anyone who excels in one of these forms of expression as gifted. One may arbitrarily stipulate that in any mode of expressing talent the top I per cent of the human population represented by all Americans at any specified age level are to be described as gifted. The most able performers on musical instruments and in various psychomotor skills, such as hitting home runs, throwing forward passes, and figure skating, are as truly gifted as are the intellectually superior in the sense that they surpass in their modes of expression the performances of as large a proportion of the population as do the intellectually gifted in theirs. | other | youth-general | Journal of Teacher Education | 10.1177/002248716101200423 |
| 3 | 2010 | Fouladchang, Mahboobeh / Kohgard, Akram / Salah, Vahideh | A study of psychological health among students of gifted and nongifted high schools | Purpose of Study The purpose of the study was to investigate the relationship between depression, anxiety, stress and life satisfaction among gifted and nongifted high school students. Methods The participants of this study were 670 students (349 girls and 321 boys) selected by random cluster sampling. They completed The Multidimensional Students’ Life Satisfaction Scale and 21-item version of the Depression, Anxiety and Stress Scales (DASS). Findings and Results There was a significant negative relationship between depression, anxiety, stress and life satisfaction. The results of two-way ANOVA showed that girls had the better life satisfaction than boys. According to the results, nongifted students had the higher level of life satisfaction than gifted ones. On the other hand, the results of two-way ANOVA showed that girls had higher scores in anxiety and stress indexes than boys. Furthermore, the results showed that gifted students had the lower level of anxiety and a higher level of stress than no gifted ones. Conclusions These findings provide some evidence for the existence of a negative relationship between depression, anxiety, Stress and life satisfaction. | unspecified | adolescent | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2010.07.264 |
| 3 | 2013 | Dai, David Yun / Rinn, Anne N. / Tan, Xiaoyuan | When the big fish turns small: Effects of participating in gifted summer programs on academic self-concepts | The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated. | iq | adolescent | Journal of Advanced Academics | 10.1177/1932202X12473425 |
| 3 | 2012 | Arizaga, Maria P. Gomez | Factors influencing gifted students' transition, adaptation, and persistence in college | The popular belief that has been held for many years has been that students who have been identified as gifted would succeed academically in college because of their previous success in high school. However, in countries with a disadvantaged and unequal school system, one that is stratified according to groups’ socioeconomic status, such as Chile, this statement could be questioned. Using quantitative and qualitative methodologies, the three studies presented in this dissertation have provided evidence confirming that gifted students had difficulties related to the transition to and persistence in college. Some of these difficulties were related to gifted students’ initial academic performance in college and could be explained by their high school academic preparedness. Students who attended public schools had lower scores on the college entrance test (PSU) and had a lower academic performance in college than their gifted counterparts from voucher (charter) schools, as found in studies I and II. However, despite several academic difficulties, such as failing courses and falling behind their classmates, all students showed high levels of commitment, motivation, and a strong overall desire for continuing their higher education studies, as shown in studies II and III. Other difficulties were related to initial problems regarding social adaptation to college, as shown in study II. Implications for research and practice were discussed in all three studies, and include suggestions such as the creation of pre-college and within-college support programs for college gifted students who have not been provided with challenging and/or highlevel opportunities to meet college academic expectations. | iq | young-adults | ||
| 3 | 2004 | Bessou, A / Tyrrell, J / Yziquel, M | Educational and career pathways of 28 gifted adults - Parcours scolaire et professionnel de 28 adultes dits surdoués | Intellectual precocity concerns 2% of the general population, according to the international classification standards. The goal of this study was to review and describe the schooling and professional pathways of a sample of 28 older intellectually gifted adults (aged 65 years or more) recruited through the French Mensa association (members must have achieved IQ test scores greater than 132). We compared these indicators with existing data from the international literature on gifted people, and with data from the general French population (INSEE census data from 1999). Our data indicates that the educational pathways of gifted people were similar to those described in the literature (chronological age of learning to read, skipping classes, school failure, behavioural issues). However, the data concerning the educational level of gifted people were different to those found in the general population in the INSEE census; specifically, more than 70% of the Mensa members attained a university-level education, and 10% primary school level. Furthermore, these gifted people had higher than average socio-economic status, and this may explain their relatively high levels of life satisfaction reported in a previous study. | iq | adults | Neuropsychiatrie de l'Enfance et de l'Adolescence | 10.1016/j.neurenf.2004.01.008 |
| 4 | 1997 | Rost, Detlef H. / Hanses, Petra | Not achieving - not gifted? About the identification of gifted underachievers by teacher-ratings | This study investigates the teacher's ability to identify highly gifted primary school children independent of their scholastic achievement. Head teachers rated the intelligence of more than 7000 third graders. Results show that the effectiveness of the identification of gifted children (IQ ≥126) depends heavily on the children's grades: The worse the grades, the worse the identification rate. Setting the nomination rate at 24 % as an example, more than 2/3 of the highly gifted underachievers (intelligence: PR ≥ 96, grades: PR ≥ 50) are not identified as being gifted Wer nichts leistet, ist nicht begabt? Zur Identifikation hochbegabter Underachiever durch Lehrkräfte. [Not achieving - not gifted? About the identification of gifted underachievers by teacher-ratings.]. Available from: https://www.researchgate.net/publication/279497409_Wer_nichts_leistet_ist_nicht_begabt_Zur_Identifikation_hochbegabter_Underachiever_durch_Lehrkrafte_Not_achieving_-_not_gifted_About_the_identification_of_gifted_underachievers_by_teacher-ratings [accessed Sep 8, 2017]. | iq | children | Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | |
| 3 | 2017 | Lang, Margherita / Matta, Michael / Parolin, Laura / Morrone, Cristina / Pezzuti, Lina | Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale | The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood. | iq | adults | Assessment | 10.1177/1073191117733547 |
| 2 | 1982 | Dowdall, Cynthia B. / Colangelo, Nicholas | Underachieving gifted students: Review and implications | Reviews and analyses research and educational programs in the area of underachieving gifted (UAG) children over the past 20 yrs. Definitions, identification, causes, characteristics, and interventions are described. It is suggested that the last 20 yrs of research on UAG children has produced confusion, and the programs reviewed are consistent in reporting the ineffectiveness of interventions. Educators must realize that if improvement is the goal, then there must be a comprehensive and long-term commitment. Since underachievement with gifted students is a phenomenon that typically begins in the elementary school years, most interventions that begin at the junior and senior high school level have little impact. Programs should be initiated in the early primary grades and sould focus on early identification, family involvement, and long-term commitment | other | youth-general | Gifted Child Quarterly | 10.1177/001698628202600406 |
| 3 | 2017 | Heyder, Anke / Bergold, Sebastian / Steinmayr, Ricarda | Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates | Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers’ knowledge about intellectual giftedness defined as an intellectual capacity significantly above average, the identification of giftedness, and characteristics of gifted students; and (b) inspect some correlates of teachers’ performance on a knowledge test. The final version of the test comprised 38 items and a true–false–do-not-know response format. Sixty-three German secondary school teachers completed the test. On average, teachers answered 26.8% of the items correctly, 34.7% incorrectly, and 38.1% with “do not know.” The higher teachers’ rate of misconceptions, the more negative was their attitude toward fostering gifted students. Personal contact with the gifted was correlated with subjective knowledge but not with assessed knowledge. The results stress the importance of intellectual giftedness as a psychological topic to be addressed during teacher education. | iq | adolescent | Psychology Learning & Teaching | 10.1177/1475725717725493 |
| 2 | 2013 | Mendaglio, Sal | Gifted students’ transition to university | The transition from school to university presents novel demands for all students. Although this educational milestone has been addressed by scholars, particularly those interested in the study of higher education, there is a dearth of literature regarding gifted students’ experience of their handling demands of first-year university. In the absence of research on the topic, the article explores two themes that emerged from counselling experience with gifted students who were unsuccessful in making the transition, namely lack of knowledge of the reality of first-year university and factors unique to giftedness. | unspecified | young-adults | Gifted Education International | 10.1177/0261429412440646 |
| 3 | 2006 | Baslanti, Ugur / McCoach, D. Betsy | Factors related to the underachievement of university students in Turkey | The study aims to elucidate the characteristics of gifted underachievers at the university level and the reasons for their underachievement. The sample consisted of students from Bogazici University in Istanbul. The School Attitude Assessment Survey‐Revised (SAAS‐R) instrument was administered to 91 underachievers and a comparison group of 74 university students. The instrument employed five subscales: academic self‐perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self‐regulation. Findings indicated that the comparison students and the underachieving students differed on all five subscales of the SAAS‐R. In addition, the instrument correctly classified almost 80% of the students in the present sample as either underachievers or comparison students. Among the five subscales, the motivation/self‐regulation subscale was most predictive of underachievement status. | high-achieving | young-adults | Roeper Review | 10.1080/02783190609554366 |
| 3 | 1965 | Siegel, Max | Group psychotherapy with gifted underachieving college students | The author conducted an experimental pilot study of a group of nine students at Brooklyn College, all of whom were identified as “gifted underachievers.” Each student was selected on a random basis, in consecutive order of referral, and was tested psychologically before and after 22 weekly group therapy sessions. Every member of the group demonstrated signficant gains in intellectual functioning, as well as positive personality changes. The value of short-term group psychotherapy seemed to be evidenced. The manner in which a community mental health center could collaborate with a local college or university was illustrated. | other | young-adults | Community Mental Health Journal | 10.1007/BF01435210 |
| 2 | 2014 | Blaas, Sabrina | The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students | Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves (Neihard, Reis, Robinson, & Moon, 2002). As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students (Australian Council for Educational Research, 2010; Queensland Government, 2013). While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article aims to critically analyse the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students. | unspecified | youth-general | Australian Journal of Guidance and Counselling | 10.1017/jgc.2014.1 |
| 3 | 2012 | Figg, Stephanie D. / Rogers, Karen B. / McCormick, John / Low, Renae | Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students | The study aimed to empirically verify findings from qualitative studies that showed selective consumers could be distinguished from underachievers with regard to academic self-perception and thinking style preference. Participants, gifted males from an independent secondary boys’ school in Sydney, Australia, were categorized as achieving, underachieving, or selective consuming and administered the School Attitude Assessment Survey–Revised and the Thinking Style Inventory to assess academic self-perception and thinking style preference. A multivariate analysis (MANOVA) with a Bonferroni-adjusted alpha level to control for Type I errors showed a statistically significant difference in academic self-perception between achievers and underachievers only. Selective consumers could not statistically be distinguished from achievers or underachievers. Results, although not statistically significant, supported the trend currently reported in the literature that selective consumers differ qualitatively from underachievers | iq | adolescent | Journal of Advanced Academics | 10.1177/1932202X11430000 |
| 2 | 2015 | Horssen-Sollie, Janet Van | Levensloopontwikkelingen in het zelfbeeld van hoogbegaafden | Zelfbeeldvorming is een levenslang proces en vindt plaats in de sociale context. Het zelfbeeld wordt gevormd op basis van zelfreflectie en sociale vergelijking en staat onder invloed van verschillende factoren. Het zelfbeeld is belangrijk voor de zelfregulatie en heeft invloed op het psychologisch welzijn. Door een asynchrone ontwikkeling wijkt de ontwikkeling van hoogbegaafden af van de gangbare patronen. Hoewel wordt gedacht dat hierdoor een adequate en positieve zelfbeeldvorming problematisch is, is hiernaar nauwelijks onderzoek gedaan. Dit kwalitatieve onderzoek is een eerste verkenning naar levensloopontwikkelingen in het zelfbeeld van personen die op volwassen leeftijd als hoogbegaafd zijn geïdentificeerd. De ontwikkelingen worden daarnaast in verband gebracht met het psychologisch welzijn. Hiertoe werden acht personen, die op volwassen leeftijd als hoogbegaafd zijn geïdentificeerd, tijdens een diepte-interview uitgenodigd hun levensverhaal te vertellen. De levensverhalen werden geanalyseerd volgens een narratieve analysemethode. | iq | adults | ||
| 2 | 1936 | Lorge, Irving / Hollingworth, Leta S. | Adult Status of Highly Intelligent Children | The present study originated in the attempt of the Institute of Educational Research, at Teachers College, to establish 'tops' for tests of adult intelligence and of mental work. In persuit of this aim, in May, 1934, the cooperation was secured of two boys who in childhood has tested at 190+ IQ and 188 IQ, respectively, by Stanford-Binet (in neither case having been fully measured, however, because of having gone 'through the top' of Stanford-Binet when first tested at the age of nine years). These boys are recorded as Child 1 and Child 2, in table 1 of this study | iq | children | The Pedagogical Seminary and Journal of Genetic Psychology | 10.1080/08856559.1936.10533759 |
| 4 | 2006 | Shaw, P. / Greenstein, D. / Lerch, J. / Clasen, L. / Lenroot, R. / Gogtay, N. / Evans, A. / Rapoport, J. / Giedd, J. | Intellectual ability and cortical development in children and adolescents | Children who are adept at any one of the three academic 'R's (reading, writing and arithmetic) tend to be good at the others, and grow into adults who are similarly skilled at diverse intellectually demanding activities. Determining the neuroanatomical correlates of this relatively stable individual trait of general intelligence has proved difficult, particularly in the rapidly developing brains of children and adolescents. Here we demonstrate that the trajectory of change in the thickness of the cerebral cortex, rather than cortical thickness itself, is most closely related to level of intelligence. Using a longitudinal design, we find a marked developmental shift from a predominantly negative correlation between intelligence and cortical thickness in early childhood to a positive correlation in late childhood and beyond. Additionally, level of intelligence is associated with the trajectory of cortical development, primarily in frontal regions implicated in the maturation of intelligent activity. More intelligent children demonstrate a particularly plastic cortex, with an initial accelerated and prolonged phase of cortical increase, which yields to equally vigorous cortical thinning by early adolescence. This study indicates that the neuroanatomical expression of intelligence in children is dynamic. | iq | adolescent | Nature | 10.1038/nature04513 |
| 2 | 2021 | Brown, Maggie | Research with gifted adults: Mapping the territory using a socially just process. | Despite decades of study with gifted children, the topic of gifted adults remains underexamined. This thesis aims to contribute to the advancement of the study of gifted adults by shedding new light on what is currently driving researchers’ interests in the topic and what various stakeholders think needs to happen to build knowledge in the field. To do this, a qualitative multi-method research design was employed within a social-justice informed framework. Research consisted of a literature survey and three studies: a Delphi study, Questionnaire study and Focus Group study, each contributing the voices of specific stakeholders. Participants in the Delphi and Questionnaire studies were 76 multidisciplinary, international experts currently studying and working with gifted adults. The three-round Delphi method explored the views of the group, whereas the Questionnaire examined the individual views of those experts. Four focus groups added the voices of 15 gifted adults to the conversation. The thesis compares and integrates the findings from each study so that overall, the results reflect the combination of voices. The results show that participants are interested in a wide range of topics about gifted adults, including factors related to achievement, and mental health and well-being. There is interest in the subjective experiences of gifted adults, but this interest is under-represented in published studies. The results reveal disciplinary influences on experts’ areas of interest and the methods and concepts used, including strong influences from child-focussed fields. In contrast, the gifted adults are not so interested in achievement-related factors. Many of their views challenge popular stereotypes and historical approaches to research on the topic. In terms of future research, the results include descriptions of key obstacles and priorities identified by the experts and gifted adults, and six recommendations from the Delphi Panel. More generally, the results show that, while there is interest in the topic, the study of gifted adults appears to be theoretically ungrounded and methodologically muddled or both, and is dominated by Western views. The thesis proposes that this is a sign of an emerging field, and also a reflection of problems inherited from other gifted-related fields, and offers considerations for moving forward. | unspecified | adults | ||
| 2 | 2020 | Brown, Maggie / Peterson, Elizabeth R. / Rawlinson, Catherine | Research With Gifted Adults: What International Experts Think Needs to Happen to Move the Field Forward | Interest in understanding gifted adults is growing amongst health professionals, researchers, educators, and gifted adults themselves. This study brings together international experts studying and working with gifted adults to find out what they think about the state of research in the area, and what is needed to move the field forward. Three rounds of a Delphi study involving 76 experts from 14 countries identified nine themes related to obstacles, priorities and actions, and six key recommendations. General agreement was found on the need for cross-disciplinary research and a multicultural approach. A range of views was expressed about how to move forward with different and potentially conflicting conceptual definitions. The multidisciplinary panel broadly supported six recommendations, with important differences of opinion in relation to methodological preferences and conceptual definitions. Implications for further work are discussed. | unspecified | adults | Roeper Review | 10.1080/02783193.2020.1728797 |
| 2 | 2021 | van Casteren, Patricia A.J. / Meerman, Jan / Brouwers, Evelien P.M. / van Dam, Arno / van der Klink, Jac J.L. | How can wellbeing at work and sustainable employability of gifted workers be enhanced? A qualitative study from a capability approach perspective | Background: Being gifted with a very high IQ (> 98 percentile) can provide an advantage in the occupational context but can also come with its` own specific challenges. Where some studies found higher than average levels of wellbeing at work and successful careers amongst the gifted, other studies report boredom and less job satisfaction. This poses the question what gifted people value in work, and which factors are associated with the achievement of valued work related outcomes, wellbeing and sustainable employability. In this study these questions were explored using the value driven capability approach as a theoretical framework. Method: A qualitative approach was chosen and 16 in-depth semi-structured interviews with gifted workers (IQ > 130) were conducted. The transcripts were analysed using a reflexive thematic analysis aimed at identifying the work related outcomes participants aspired to achieve and the contextual and personal factors that affected the actualisation of these outcomes. Results: Participants placed great value on the opportunity to learn, to use their knowledge and skills, and tended to have high ethical standards. If realized, these values contributed to wellbeing whereas if not fulfilled, this often resulted in frustration and sadness. The most important personal factors associated with wellbeing at work and sustainable employability were the level of organizational awareness, self-knowledge, a willingness to compromise, and fear of stigmatisation. Contextually a facilitating leadership style of managers was important, allowing the worker autonomy and decision latitude. Socially, participants enjoyed others as sparring partners but often had an aversion to small talk which could lead to social avoidance and loneliness. Conclusions: If gifted workers managed (to get) what they valued in work, this was associated with wellbeing and sustainable employment Coaching aimed at improving organizational awareness, specific social skills (e.g. small talk, adaptability) and understanding their own cognitive processes could be valuable. The application of an autonomy supporting facilitative leadership style by supervisors would be beneficial. Further research should try to confirm the findings using quantitative methods and needs to examine more closely the impact of stigmatisation and leadership styles. | iq | adults | BMC Public Health | 10.1186/s12889-021-10413-8 |
| 2 | 2019 | Friedrichs, Terry / Nauta, Noks | Elders with dementia and high intelligence - two case studies | Gifted elders with dementia are a new research focus. Despite rich investigations of bright elders with intact intellect (e.g., Fiedler, 2015), there has been mostly observational research on gifted seniors with dementia (Friedrichs, 2018; Friedrichs, Nauta, & Fiedler, 2016). | unspecified | seniors | Mensa World Journal | |
| 1 | 2020 | Fiedler, Ellen / Nauta, Noks | Bore-out: A Challenge for Unchallenged Gifted (young) Adults. | Recognizing bore-out and overcoming it is a significant challenge for many gifted people too many of whom find themselves in tedious, unstimulating situations, feeling as if time is barely dragging by and as if their day-to-day lives have no purpose. | unspecified | adults | SENG | |
| 4 | 1919 | Terman, Lewis M. / The Library of Congress | The intelligence of school children: how children differ in ability, the use of mental tests in school grading and the proper education of exceptional children | iq | youth-general | |||
| 2 | 1926 | Hollingworth, Leta S. | Gifted children: Their nature and nurture. | The subject that is treated in this volume has engaged a large part of the attention, not only of psychologists and educationists but also of laymen. It is argued that if nature really endows some children intellectually much more generously than she does others--and the data presented in this volume will convince any fair-minded person that this is the case--the fact is of importance to those who are interested in social advancement as well as to those teachers and parents who are striving to do the best they can for each individual committed to their care. A large amount of scientific material is included in this book; but it is presented in a straightforward, clear, interesting manner; and it may be predicted that this volume will be read easily and with complete comprehension by parents, teachers, and laymen as well as by students of human development and of education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) | iq | youth-general | ||
| 4 | 1986 | Brody, Linda E. / Benbow, Camilla Persson | Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning | Perceptions of self-esteem, locus of control, popularity, depression (or unhappiness), and discipline problems as indices of social and emotional adjustment were investigated in highly verbally or mathematically talented adolescents. Compared to a group of students who are much less gifted, the highly gifted students perceive themselves as less popular, but no differences were found in self-esteem, depression, or the incidence of discipline problems. The gifted students reported greater internal locus of control. Comparisons between the highly mathematically talented students and the highly verbally talented students suggested that the students in the latter group perceive themselves as less popular. Within both the gifted and comparison groups, there were also slight indications that higher verbal ability may be related to some social and emotional problems. | iq | adolescent | Journal of Youth and Adolescence | 10.1007/BF02140780 |
| 3 | 2019 | Vötter, Bernadette | Crisis of Meaning and Subjective Well-Being: The Mediating Role of Resilience and Self-Control among Gifted Adults | Meaning in life is positively associated with mental and physical health, while a crisis of meaning is a painful existential state that is defined as a perceived lack of meaning. An earlier study has shown that academically high-achieving adults mostly experience existential fulfilment, while intellectually gifted adults have a disproportionally high risk of suffering from a crisis of meaning, which can weaken their potential fulfilment in life. To uncover the underlying mechanisms of how an existential crisis affects gifted adults’ mental health, this study examines the longitudinal relationship between crisis of meaning and subjective well-being via two mediators: self-control and resilience. A multiple mediation model was tested with longitudinal data (two times of measurement) of two gifted groups: intellectually gifted adults (HIQ; N = 100; 55% female) and academically high-achieving adults (HAA; N = 52; 29% female). Results suggest group differences: HIQ had higher crisis of meaning and lower self-control than the HAA. HIQ’s resilience (but not their self-control) and HAA’s self-control (but not their resilience) mediated the relationship between crisis of meaning and subjective well-being. These findings give initial insights about the distinct psychological needs of gifted adults and their different paths toward subjective well-being. These insights can be applied in future giftedness research, talent development programs, or counseling to support gifted individuals in living up to their potential. Thus, HIQ could benefit particularly from supporting their ability to cope with adversity, while HAA could benefit particularly from strengthening their willpower to modify undesired emotions, behaviors, and desires. | high-achieving | adults | Behavioral Sciences | 10.3390/bs10010015 |
| 5 | 2011 | Litster, Kristin / Roberts, Jillian | The self-concepts and perceived competencies of gifted and non-gifted students: a meta-analysis | The current meta-analysis compares the selfconcepts and perceived competencies of gifted and non-gifted students. Using meta-analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non-gifted students on measures of academic and behavioural perceived competence, as well as global self-concept. Gifted students scored significantly lower than non-gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non-gifted students’ scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students’ appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive. | iq | adolescent | Journal of Research in Special Educational Needs | 10.1111/j.1471-3802.2010.01166.x |
| 3 | 2019 | van Weerdenburg, Marjolijn / Emans, Bruno / Kabki, Mirjam / Poelman, Mariska | De uitstroom van het Centrum voor Creatief Leren (CCL): Met vallen en opstaan; Een retrospectief verkennend onderzoek | Deze studie had ten doel inzicht te krijgen in de problematiek van schooluitval onder (hoog)begaafde leerlingen en aanwijzingen te vinden voor mogelijke effectieve kenmerken van interventie. Dit is gedaan door oud-leerlingen van het Centrum voor Creatief Leren (CCL) te bevragen. Het CCL is in 2000 opgericht als een zorginstelling waar ook onderwijs gegeven werd. Tot 2014 heeft deze instelling (hoog)begaafde kinderen en jongeren opgevangen die uit het onderwijssysteem waren geraakt. Aan dit retrospectieve onderzoek hebben 47 oud-leerlingen deelgenomen. Uit de resultaten bleek dat zij voor aanvang van de CCL-periode een opeenstapeling van problemen hadden. Er was sprake van schoolwisselingen, thuiszitten en verschillende, soms dubbele diagnoses die achteraf vaak misdiagnoses bleken te zijn. De belangrijkste factoren voor schooluitval waren de mismatch tussen de behoeften van de leerling en de mogelijkheden van de onderwijssetting. Er waren veel ernstige psychiatrische problemen zoals depressie en suïcidaliteit. Tijdens de periode op het CCL konden de respondenten zichzelf zijn, voelden ze zich begrepen, vonden ze steun en verbeterde hun kwaliteit van leven. Factoren binnen het CCL die hieraan bijdroegen waren de omgeving, edeleerlingen, begeleiders en creatieve activiteiten. Factoren buiten het CCL waren familie en vrienden, het benutten van talenten en ontplooien van hobby’s. Na het CCL heeft ongeveer 80% van de respondenten echter wel één of zelfs meerdere terugvallen gehad. Over het algemeen ging het op het moment van invulling van de vragenlijst in 2018 met het merendeel van de toenmalige schooluitvallers goed: zij waren bezig met studie of werk en gaven een voldoende voor de kwaliteit van hun leven. Met een deel van de (hoog)begaafde respondenten ging het echter niet goed. Zij hadden geen werk of diploma, ontvingen een uitkering en/of waren (zeer) ongelukkig. Adviezen om voortijdige schooluitval tegen te gaan bij (hoog)begaafde leerlingen betreffen het voorkómen van deze mismatch tussen hun behoeften en het onderwijs, zodat ook zij het passende onderwijs krijgen waar ze recht op hebben. Daarvoor is vergroting van kennis nodig over hun kenmerken en behoeften en over de positieve effecten van versnelling in het onderwijs. Geboden professionele hulp dient effectief te zijn en niet gebaseerd op misdiagnoses. Eenduidigheid is nodig in beleid, criteria en protocollen ten aanzien van inzet van extra middelen. Ten slotte is meer onderzoek nodig naar de mechanismen die ten grondslag liggen aan het tot stand komen van deze mismatch en naar (hoog)begaafde volwassen. De weg richting volwassenheid van (hoog)begaafde kinderen en jongeren blijkt ingewikkeld en het Nederlandse schoolsysteem blijkt daarbij dus lang niet altijd ondersteunend en soms zelfs belemmerend te zijn. | other | young-adults | ||
| 4 | 2014 | Pieters, Ciska / Roelants, Mathieu / Leeuwen, Karla Van / Desoete, Annemie / Hoppenbrouwers, Karel | JOnG! Talent - Studie naar het welbevinden van kinderen en jongeren in Vlaanderen in relatie tot hun vaardigheden en schools functioneren | De studie JOnG! Talent kwam tot stand met de financiële steun van het Fonds Ga Voor Geluk, en is gebaseerd op onderzoeksgegevens van het S teunpunt Welzijn, Volksgezondheid en Gezin. ACHTERGROND Deskundigen in de eerstelijnszorg voor kinderen en jongeren worden steeds vaker geconfronteerd met vragen van ouders over het welbevinden van hun (hoog-)begaafd kind. Omwille van tegenstrijdige resultaten in de literatuur en een schaarste aan epidemiologische data, is er momenteel geen consensus over de aanwezigheid van eventuele specifieke zorgbehoeften van deze groep kinderen en jongeren in Vlaanderen. DOELSTELLING Meten en vergelijken van de mentale gezondheid, het welbevinden en de zorgen, behoefte aan hulp en gebruik van hulp bij kinderen en jongeren met en zonder signalen van (intellectuele) begaafdheid. METHODE In het kader van dit onderzoek werd gebruik gemaakt van data over de gezondheid, ontwikkeling, gedrag, opvoeding en zorg van 1891 6-jarigen (geboren in 2002) en 1499 12-jarigen (geboren in 1996), die door middel van vragenlijsten in de studie JOnG! werden verzameld. De studie JOnG! is onderdeel van het meerjarenprogramma van het Steunpunt Welzijn, Volksgezondheid en Gezin dat in opdracht van de Vlaamse minister beleidsondersteunend onderzoek verricht. Deze dataset werd aangevuld met gelijkaardige gegevens over 232 leeftijdsgenoten die cliënt zijn van het Centrum voor Begaafdheidsonderzoek Antwerpen (CBO). | iq | children | ||
| 5 | 2016 | Kim, Mihyeon | A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students | Although descriptions of enrichment programs are valuable for practitioners, practices, and services for gifted students, they must be backed by evidence, derived through a synthesis of research. This study examined research on enrichment programs serving gifted students and synthesized the current studies between 1985 and 2014 on the effects of enrichment programs. A total of 26 studies were included in this meta-analysis, and the findings show that enrichment programs had a positive impact on both gifted students’ academic achievement (g = 0.96, 95% CI [0.64, 1.30], under a random-effects model) and socioemotional development (g = 0.55, 95% CI [0.32, 0.79], under a random-effects model). Regarding moderators of the effects, types of programs, and grade levels influenced both effect sizes of academic achievement and socioemotional development. The largest effect size was observed for summer residential programs in terms of academic achievement and for a combination of summer and academic year program in terms of socioemotional development. | unspecified | youth-general | Gifted Child Quarterly | 10.1177/0016986216630607 |
| 3 | 2019 | van den Bosch, Ralph / Taris, Toon W. / Schaufeli, Wilmar B. / Peeters, Maria C. W. / Reijseger, Gaby | Authenticity at Work: A Matter of Fit? | Authenticity at work refers to the extent to which a worker feels in touch with their true self while at work. At first sight this concept seems to overlap with the concept of person-environment (P-E) fit, that is, the degree to which an individual experiences good fit with their work environment. Drawing on a sample of 867 Dutch gifted workers, structural equation modeling was used to investigate (i) whether authenticity at work and P-E fit can be distinguished, and (ii) how authenticity at work and P-E fit were associated with employee well-being. As expected, confirmatory factor analysis revealed that authenticity at work and P-E fit were distinct from each other. Moreover, the mediated effect of authenticity at work was stronger for two negative forms of well-being (burnout and boredom) than for two positive forms of well-being (work engagement and job satisfaction). The theoretical and practical implications of these findings are discussed, especially focusing on the distinction between authenticity and P-E fit. | other | adults | The Journal of Psychology | 10.1080/00223980.2018.1516185 |
| 3 | 2016 | Vreys, Carla / Venderickx, Kathleen / Kieboom, Tessa | The Strengths, Needs and Vulnerabilities of Gifted Employees | The abilities of gifted employees are extremely valuable in a knowledge based economy. However, research on the functioning of gifted adults in the workplace is relatively scarce. In this study we focus on the strengths and needs of gifted employees and investigate how well these fit with their current job. We also explore which barriers may hinder gifted adults at work. The results are based on two online surveys (N = 48 and 35 respondents respectively) and biographical data. This study shows that gifted employees stand out because of their high cognitive abilities, strong willpower and creative drive. They are eager to solve complex problems and would like to allocate nearly 85% of their time to non-routine tasks. However, in reality many feel bored and experience a big gap between their intrinsic capabilities and the current requirements of their job (~ 80%). Unsuitable job contexts may lead to the desire to change jobs (~ 70%) and bore outs (~ 50%). On the other hand, gifted workers are also prone to workaholic behavior and burn-outs (1/3 respondents), because of the very high standards they set for themselves (and others). They may also suffer from emotional distress because of the ‘intellectual disconnect’ they experience with colleagues. | other | adults | International Journal for Talent Development and Creativity | |
| 4 | 2018 | Lavrijsen, Jeroen / Verschueren, Karine / Leuven, KU | Betrokkenheid en motivatie van cognitief sterke leerlingen: eerste resultaten van de TALENT-studie | Dagen Vlaamse scholen de cognitief sterkste leerlingen wel genoeg uit? Vervelen begaafde leerlingen zich niet in de klas? En hoe stimulerend vinden ze hun schoolwerk? Dit zijn enkele belangrijke vragen waarop het project TALENT een antwoord wil bieden. In dit artikel vatten we de eerste bevindingen samen van een grootschalig onderzoek dat we momenteel uitvoeren bij 3.400 leerlingen in 27 Vlaamse scholen (eerste graad secundair onderwijs). De eerste resultaten geven aan dat cognitief begaafde leerlingen (d.w.z. leerlingen met een IQ hoger dan 120, waarmee ze behoren tot de 10% sterkste leerlingen qua cognitieve vaardigheden) zich over het algemeen sterk inzetten voor school en zich goed voelen in de klas. Toch zijn er ook aanwijzingen dat het onderwijs niet altijd voldoende is afgestemd op hun behoeften. In het bijzonder de hoogbegaafde leerlingen (d.w.z. leerlingen met een IQ hoger dan 130) beoordelen de lessen als minder uitdagend. Hieraan gerelateerd zijn deze leerlingen minder autonoom gemotiveerd om voor school te werken en gaan ze minder op in hun schoolwerk. In de komende maanden zal verder onderzocht worden welke kenmerken van klas, school en leerkracht ervoor kunnen zorgen dat ook de meest begaafde leerlingen in Vlaanderen voldoende aan hun trekken komen op school. | iq | adolescent | ||
| 4 | 2019 | Lavrijsen, Jeroen / Verschueren, Karine | Begaafde jongeren, moeilijke gevallen? Het belang van systematisch onderzoek naar het functioneren van cognitief sterke jongeren | In de media wordt hoogbegaafdheid wel eens op een stereotype, negatieve manier voorgesteld. Films zoals Good Will Hunting of A Beautiful Mind portretteren hoogbegaafden als personen die in de knoop liggen met zichzelf, niet in staat te functioneren in een wereld die hen niet begrijpt. Een Duits onderzoek liet recent nog zien dat mensen hoogbegaafdheid inderdaad vaak in verband brengen met emotionele moeilijkheden en onbevredigende sociale relaties Nochtans lijkt er weinig wetenschappelijke evidentie te bestaan om dit negatieve beeld van het psychisch functioneren van hoogbegaafde jongeren te staven. Een recente internationale review van 18 studies concludeerde dat hoogbegaafde jongeren helemaal niet vatbaarder zijn voor psychische problemen, en dat ze integendeel vaak zelfs minder gedrags- en emotionele problemen vertonen. Maar hoe zit dat in Vlaanderen? Tot nog toe ontbraken systematische gegevens over het psychisch functioneren van cognitief begaafde Vlaamse jongeren. Met de TALENT-studie, een grootschalig onderzoek bij 3.400 jongeren in 27 Vlaamse scholen, beschikken we nu voor het eerst over een representatief onderzoek naar de ontwikkeling van cognitief begaafde jongeren. In dit artikel gaan we na wat deze gegevens ons vertellen over psychische problematiek van deze jongeren. | iq | adolescent | ||
| 4 | 1981 | Holahan, C. K. | Lifetime Achievement Patterns, Retirement and Life Satisfaction of Gifted Aged Women | The relationship of lifetime achievement patterns and retirement to life satisfaction for gifted aging women was investigated. Participants were 352 women in Terman's study of the gifted who were surveyed in 1977 at a mean age of 66. Lifetime achievement pattern was defined by either homemaker, job, or career work history. Dependent variables included health, happiness, life satisfaction, work attitudes, ambitions and aspirations, and participation in leisure activities. Results showed variations on life satisfaction measures as a function of lifetime career, with job holders generally less satisfied. There was a significant interaction between marital status and work pattern on overall life satisfaction suggesting an additive negative effect on the older woman of loss of spouse and a work history of working for income alone. Activity involvement varied as a function of retirement status and was differentially related to life satisfaction as a function of retirement status and career pattern. | iq | seniors | Journal of Gerontology | 10.1093/geronj/36.6.741 |
| 3 | 2017 | Müller-Martin, Nina | Irgendwie anders - oder doch nicht? Hochbegabung in der Ehe-, Familien- und Lebensberatung | Wenige Forschungen im deutschsprachigen Raum beschäftigen sich damit, was aus intellektuell hochbegabten Kindern und Jugendlichen wird, wenn sie erwachsen werden. Zudem liegt der Forschungsschwerpunkt häufig auf der Frage, wie Hochbegabte zu beruflich erfolgreichen Menschen werden, die der Wirtschaft und Gesellschaft nützlich sein können. Geht man aber davon aus, dass intellektuelle Hochbegabung viele Aspekte des Lebens und damit auch die ganz privaten Themen beeinflusst, so stellt sich die Frage, was dies für hochbegabte Erwachsene insgesamt bedeutet. Und welche Konsequenzen ergeben sich wiederum, wenn diese Erwachsenen Hilfe in einer Beratungsstelle suchen? Geleitet wird deshalb diese Masterarbeit von der Frage, welche Besonderheiten sich aufgrund einer intellektuellen Hochbegabung bei erwachsenen Klientinnen und Klienten in der Ehe-, Familien- und Lebensberatung ergeben. Um die unterschiedlichen Facetten dieses Themas zu strukturieren, werden zuerst wissenschaftliche Forschungsergebnisse zu individuellen Besonderheiten und psychosozialem Erleben aufgeführt. Dann wird beschrieben, welche Dynamiken sich in Familien und welche in Paarbeziehungen zeigen. Ergänzend dienen Aspekte aus der populärwissenschaftlichen Literatur, weil sie vor allem im deutschsprachigen Raum Beraterinnen und Beratern, die sich zum Thema hochbegabte Erwachsene informieren möchten, eher zur Verfügung steht, als wissenschaftliche Forschungsergebnisse. Anschließend wird erläutert, wie Hochbegabte in der psychosozialen Beratung erkannt werden könnten und worin sich besondere Schwierigkeiten zeigen. In den abschließenden Folgerungen wird eine grundsätzliche Idee zum Umgang mit Hochbegabung in Beratungsprozessen vorgestellt. Im empirischen Teil dieser Arbeit fließen die Ergebnisse der Literaturanalyse und sich daraus ergebende Forschungsdesiderata in einen Fragebogen ein. Die durchgeführte Online- Befragung von hochbegabten Erwachsenen wird detailliert erläutert und analysiert, wieder in Bezug auf die Relevanz des Themas Hochbegabung in der Beratung, sowohl mit dem Blick auf die Seite der Klientinnen und Klienten als auch mit dem Blick auf die Seite der Beraterinnen und Berater. Die Auswertung der Online-Befragung wird diskutiert und trägt auch dazu bei zukünftige Forschungsanliegen aufzuzeigen, die zur weiteren Klärung beitragen, ob im beraterischen Umgang mit Hochbegabung Beachtung oder Normalisierung notwendig ist, ob Hochbegabte irgendwie anders sind, oder doch nicht. | iq | adults | ||
| 4 | 2009 | Robertson, Kimberley Ferriman / Lubinski, David / Benbow, Camilla P. | Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood. | Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers’ priorities changed. In Study 2, gender differences in the graduate students’ life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time- intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences. | high-achieving | adults | Journal of Personality and Social Psychology | 10.1037/a0016030 |
| 2 | 2018 | Hulshof, Mario | An inductive qualitative research on the assessment center experiences of gifted adults | Prior research on giftedness points out that gifted adults can be of great value for organizations as their typical characteristics allow them to provide unique and significant contribution to innovation in organizations (Nauta & Ronner, 2008; Corten, Nauta & Ronner, 2006). It therefore is important for organizations to properly recognize the characteristics and talents of gifted adults during a personnel selection process. Despite the growing popularity of the assessment center (AC) method, no prior studies have investigated how gifted adults experience an AC or whether an AC is a valid method for the selection of gifted job applicants. The present study provides insight in what and how typical characteristics of gifted adults influence the way gifted adults perform in, and experience, an AC. Data was collected through semi-structured interviews with nine gifted adults, after which the obtained data was analyzed and coded using an inductive analysis approach (Thomas, 2006). The inductive data analysis of the transcripts resulted in the following five categories that influence the way gifted adults perform in, and experience, an AC: ‘artificial/role play’, ‘need for authenticity’, ‘need for autonomy’, ‘different way of thinking’, and ‘not being understood’. The present study contributes to the existing literature in two ways. First, the present study contributes to the research on personnel selection methods by adopting an applicant/participant perspective on a popular personnel selection method (i.e., the AC). Second, the present study contributes to research on giftedness and research on gifted individuals without work (Emans, Visscher & Nauta, 2017) by examining how gifted adults experience an AC | other | adults | ||
| 3 | 2018 | Karpinski, Ruth I. / Kolb, Audrey M. Kinase / Tetreault, Nicole. A / Borowski, Thomas B. | High intelligence: A risk factor for psychological and physiological overexcitabilities | High intelligence is touted as being predictive of positive outcomes including educational success and income level. However, little is known about the difficulties experienced among this population. Specifically, those with a high intellectual capacity (hyper brain) possess overexcitabilities in various domains that may predispose them to certain psychological disorders as well as physiological conditions involving elevated sensory, and altered immune and inflammatory responses (hyper body). The present study surveyed members of American Mensa, Ltd. (n = 3715) in order to explore psychoneuroimmunological (PNI) processes among those at or above the 98th percentile of intelligence. Participants were asked to self-report prevalence of both diagnosed and/or suspected mood and anxiety disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and physiological diseases that include environmental and food allergies, asthma, and autoimmune disease. High statistical significance and a remarkably high relative risk ratio of diagnoses for all examined conditions were confirmed among the Mensa group 2015 data when compared to the national average statistics. This implicates high IQ as being a potential risk factor for affective disorders, ADHD, ASD, and for increased incidence of disease related to immune dysregulation. Preliminary findings strongly support a hyper brain/hyper body association which may have substantial individual and societal implications and warrants further investigation to best identify and serve this at-risk population. | iq | adults | Intelligence | 10.1016/j.intell.2017.09.001 |
| 1 | 1922 | Seashore, C. E. | The Gifted Student and Research | Like the evolution and development of society, the development of the individual is inversely proportial to his initiative, natural gifts and creative power. Morons are cared for; Delinquent students are sorted and served each according to his individual need; the average student follows a routine. But what about the intellectually gifted students? Ordinarily he is held in a leash. Let me enter a play for the emancipation of the gifted student, giving him a realization of his powers and responsibilities, the freedom to soar unhampered above the levels of mediocrity, and to live at his highest level of achievement, weaving early his bonds of friendship with scholars. Instead of whipping him into line, let us whip him out of line. | unspecified | adults | Science | 10.1126/science.56.1458.641 |
| 4 | 1991 | Heller, Kurt A. | The Nature and Development of Giftedness: A Longitudinal Study | Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed. | other | youth-general | European Journal of High Ability | 10.1080/0937445910020207 |
| 1 | 2009 | Charlton, Bruce G. | Why are modern scientists so dull? How science selects for perseverance and sociability at the expense of intelligence and creativity. | QUESTION why are so many leading modern scientists so dull and lacking in scientific ambition? ANSWER because the science selection process ruthlessly weeds-out interesting and imaginative people. At each level in education, training and career progression there is a tendency to exclude smart and creative people by preferring Conscientious and Agreeable people. The progressive lengthening of scientific training and the reduced independence of career scientists have tended to deter vocational 'revolutionary' scientists in favour of industrious and socially adept individuals better suited to incremental 'normal' science. High general intelligence (IQ) is required for revolutionary science. But educational attainment depends on a combination of intelligence and the personality trait of Conscientiousness; and these attributes do not correlate closely. Therefore elite scientific institutions seeking potential revolutionary scientists need to use IQ tests as well as examination results to pick-out high IQ 'under-achievers'. As well as high IQ, revolutionary science requires high creativity. Creativity is probably associated with moderately high levels of Eysenck's personality trait of 'Psychoticism'. Psychoticism combines qualities such as selfishness, independence from group norms, impulsivity and sensation-seeking; with a style of cognition that involves fluent, associative and rapid production of many ideas. But modern science selects for high Conscientiousness and high Agreeableness; therefore it enforces low Psychoticism and low creativity. Yet my counter-proposal to select elite revolutionary scientists on the basis of high IQ and moderately high Psychoticism may sound like a recipe for disaster, since resembles a formula for choosing gifted charlatans and confidence tricksters. A further vital ingredient is therefore necessary: devotion to the transcendental value of Truth. Elite revolutionary science should therefore be a place that welcomes brilliant, impulsive, inspired, antisocial oddballs - so long as they are also dedicated truth-seekers. | iq | adults | Medical hypotheses | 10.1016/j.mehy.2008.11.020 |
| 1 | 2010 | Sternberg, Robert J. / Jarvin, Linda / Grigorenko, Elena L. | Explorations in Giftedness | This book is a scholarly overview of the modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume may be used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. | other | unspecified | 978-0-511-77804-9 | |
| 1 | 2012 | Korucu, Agah Tugrul / Alkan, Ayse | Comparative Study Models Used in the Education of the Gifted Children | A Comparative Study of Models Used In The education of Highly Talented Children Probability of a countries potential student to be highly talented is likely to be around % 2-3. If highly talented for society and problematic individuals are high. This will be apparent if the lives of historic figures like Beethoven, Tolstoy, Walt Disney, Abraham Lincoln, Winston Churchill, Albert Einstein, Newton, Edison, and Werner Von Braun, who are high or special talents, were to be studied. Models are prepared and implemented for the training - education of highly talented students. Some of these often mentioned in literature are; Renzulli's Enrichment Triad Model, Feldhusen and Kollff's Three-Stage Model, Treffinger‘s Self-Initiated Learning Model, Betts and Kercher's Autonomus Learner Model. In this study models used in the training -education of highly talented individuals will be discussed. | unspecified | children | Procedia - Social and Behavioral Sciences | 10.1016/j.sbspro.2012.06.218 |
| 3 | 2012 | Perrone-McGovern, Kristin M. / Boo, Jenelle N. / Vannatter, Aarika | Marital and Life Satisfaction Among Gifted Adults | Spousal giftedness, dual-career status, and gender were studied in relation to marital and life satisfaction among gifted adults. The data for the present study were collected twice over a 5-year period in order to examine the stability of the findings over time. Results indicated that marital satisfaction was significantly related to life satisfaction at both episodes of data collection. However, differences were found between the first and second data collection period regarding spousal giftedness and dual-career status. No gender differences were found in marital or life satisfaction at either data collection period. Further, qualitative data were collected regarding areas of spousal giftedness. The most commonly identified areas were math and science, interpersonal skills, creativity, and general intelligence. Example responses were provided for each of the identified areas. | unspecified | adults | Roeper Review | 10.1080/02783193.2012.627552 |
| 5 | 2016 | Francis, Rosanna / Hawes, David J. / Abbott, Maree | Intellectual Giftedness and Psychopathology in Children and Adolescents: A Systematic Literature Review | Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies met the inclusion criteria: compared gifted (IQ ≥ 125) and nongifted (IQ = 90–110) peers or used IQ as a continuous variable (IQ = 90–125+) and used empirically validated psychopathology measures. Overall, results indicated that gifted children demonstrate superior socio-emotional adjustment and fewer behavioral difficulties than their typically developing peers. Issues that may bias the findings in this direction are highlighted, including the tendency to select participants from gifted programs. Some socio-emotional and behavioral difficulties associated with giftedness were found when dimensions such as levels of giftedness and ethnicity were considered. Recommendations for future research include the use of adequate sample size, longitudinal studies, individually administered cognitive abilities tests, and specific age-appropriate psychopathology measures; and testing interaction effects between variables, such as age, ethnicity, and gender. | iq | youth-general | Exceptional Children | 10.1177/0014402915598779 |
| 1 | 2016 | Warne, R. T. | Five Reasons to Put the g Back Into Giftedness: An Argument for Applying the Cattell-Horn-Carroll Theory of Intelligence to Gifted Education Research and Practice | Human intelligence (also called general intelligence, g, or Spearman's g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and practitioners to reincorporate modern human intelligence theory (as expressed in Cattell–Horn–Carroll, or CHC, theory) and research into their work on gifted children. There are five reasons to make intelligence part of gifted education research: (a) intelligence is one of the best studied constructs in psychology; (b) educators know more about how to adjust educational plans in response to intelligence than many other traits; (c) grounding research in CHC theory strengthens the links between gifted education and psychology, making gifted education more relevant to 'outsiders'; (d) intelligence is an excellent predictor of long-term general life outcomes; and (e) many issues in gifted education (such as curriculum planning and underidentification) are best understood if considered in relation to intelligence and related cognitive abilities. The article ends with some caveats that gifted education researchers should keep in mind when integrating human intelligence research and CHC theory into their work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) | iq | youth-general | Gifted Child Quarterly | 10.1177/0016986215605360 |
| 4 | 2016 | Kroesbergen, E. H. / van Hooijdonk, M. / Van Viersen, S. / Middel-Lalleman, M. M. N. / Reijnders, J. J. W. | The Psychological Well-Being of Early Identified Gifted Children | This study examined the psychological well-being of gifted primary school children. From a screening sample of 233 children in Grades 1 and 2 across five schools in the Netherlands, 35 children achieving high scores on two out of three selection criteria (teacher nomination, creativity, and nonverbal reasoning ability) and 34 typically developing children were selected to participate in the study. Combinations of grouping criteria were used to create different subsamples within the gifted sample. In general, the differences in well-being between the gifted and the comparison group were relatively small, although the gifted children experienced lower self-worth and social acceptance. In contrast, within the sample of gifted children, some differences were found between selected subgroups. Highly creative gifted children experienced lower feelings of well-being than less creative gifted children, while the reverse was true for children who were nominated by their teacher. Additionally, high-performing gifted children showed higher psychological well-being than underachievers. | other | children | Gifted Child Quarterly | 10.1177/0016986215609113 |
| 2 | 2017 | Apistola, Martin | Suicidality and Giftedness: A Literature Review | This paper is the result of a literature study in 2015 and 2016 concerning suicide among gifted and the status quo of suicide research. The literature on suicide among the gifted is overviewed, in depth with regard to: - the occurrence of suicide among the gifted, - an increase in suicidality among the gifted, - the background of these gifted, - their attempts and suicide methods, - research methodologies mostly applied to study giftedness and suicidality, - signals of suicidality among the gifted , - possible interventions for suicidal gifted. What is apparent from our review is that the literature with regard to suicide among the gifted is filled with little empirically sound research. But research does indicate that suicide occurs among the gifted population. It is also apparent that suicide is occurring among the gifted at a rate, which necessitates future research to have (1) the ability to recognize risks and (2) to deploy the most efficient and effective suicide prevention methods. | other | unspecified | SSRN Electronic Journal | 10.2139/ssrn.2947880 |
| 1 | 1939 | Terman, Lewis M. | Educational Suggestions from Follow-Up Studies of Intellectually Gifted Children | Numerous facts pertaining to the later lives of gifted children, obtained through follow-up studies of Terman's group originally tested while attending elementary and high schools in 1922, are reviewed. Comparisons of the 150 most successful and the 150 least successful boys in the group appear to illustrate the significance of emotional and adjustment difficulties, 'sometimes traceable to personality faults but more often to an unsuitable educational regime.' Loss of enthusiasm for school is often due to the continued placement of a child in grades below his ability. Attention to and provision for gifted individuals are urged. 'Although the school can accomplish very little in the way of manufacturing high IQ's, there are limitless possibilities in the direction of making those provided by nature more fruitful of achievement.' (PsycINFO Database Record (c) 2016 APA, all rights reserved) | iq | youth-general | Journal of Educational Sociology | 10.2307/2262071 |
| 4 | 2004 | Bleske-Rechek, A. / Lubinski, D. / Benbow, C. P. | Meeting the Educational Needs of Special Populations: Advanced Placement's Role in Developing Exceptional Human Capital | We evaluated the Advanced Placement (AP) program from the point of view of intellectually precocious youth and their subsequent educational-vocational outcomes, analyzing normative and idiographic longitudinal data collected across 30 years from 3,937 participants. Most took AP courses in high school, and those who did frequently nominated an AP course as their favorite. Students who took AP courses, compared with their intellectual peers who did not, appeared more satisfied with the intellectual caliber of their high school experience and, ultimately, achieved more. Overall, this special population placed a premium on intellectual challenge in high school and found the lack of such challenge distressing. These findings can inform contemporary educational policy debates regarding the AP program; they also have general implications for designing and evaluating educational interventions for students with special needs. | iq | adolescent | Psychological Science | 10.1111/j.0956-7976.2004.00655.x |
| 4 | 2002 | Webb, Rose Mary / Lubinski, David / Benbow, Camilla Persson | Mathematically facile adolescents with math-science aspirations: New perspectives on their educational and vocational development. | This longitudinal study tracked 1,110 adolescents identified as mathematically precocious at Age 13 (top 1%) with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed undergraduate degrees outside math-science, but many individuals who completed nonmath-nonscience degrees ultimately chose math-science occupations (and vice versa). At Age 33, the 2 degree groups reported commensurate and uniformly high levels of career satisfaction, success, and life satisfaction. Assessing individual differences is critical for modeling talent development and life satisfaction; it reveals that equal male-female representation across disciplines may not be as simple to accomplish as many policy discussions imply. | iq | adolescent | Journal of Educational Psychology | 10.1037//0022-0663.94.4.785 |
| 4 | 2001 | L. Shea, Daniel / Lubinski, David / P. Benbow, Camilla | Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year Longitudinal Study | At age 13, 393 boys and 170 girls scoring at the top 0.5% in general intelligence completed the Scholastic Assessment Test Mathematics (SAT-M) and Verbal (SAT-V) subtests and the Differential Aptitude Test (DAT) Space Relations (SR) and Mechanical Reasoning (MR) subtests. Longitudinal data were collected through follow-up questionnaires completed at ages 18, 23, and 33. Multivariate statistical methods were employed using the SAT-M, SAT-V, and a DAT (SR + MR) composite to predict a series of developmentally sequenced educational-vocational outcomes: (a) favorite and least favorite high school class, (b) undergraduate degree field, (e) graduate degree field, and (d) occupation at age 33. Spatial ability added incremental validity to SAT-M and SAT-V assessments in predicting educational-vocational outcomes over these successive time frames. It appears that spatial ability assessments can complement contemporary talent search procedures. The amount of lost potential for artistic, scientific, and technical disciplines that results from neglecting this critical dimension of nonverbal ideation is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | iq | adolescent | Journal of Educational Psychology | 10.1037/0022-0663.93.3.604 |
| 4 | 1999 | A. Achter, John / Lubinski, David / P. Benbow, Camilla / Eftekhari-Sanjani, Hossain | Assessing Vocational Preferences among Gifted Adolescents Adds Incremental Validity to Abilities: A Discriminant Analysis of Educational Outcomes over a 10-Year Interval | The researchers used the theory of work adjustment (R. V. Dawis & L. H. Lofquist, 1984; L. H. Lofquist & R. V. Dawis, 1991) and C. P. Snow's (1959) conceptualization of two cultures as theoretical frameworks to analyze the incremental validity of above-level preference assessment (relative to abilities) in predicting humanities, math-science, and other college majors completed 10 years later by intellectually gifted adolescents. Scholastic Aptitude Tests and Study of Values assessments of 432 intellectually gifted adolescents (age 13) provided unique and valuable information for predicting the type of college major completed 10 years after initial assessment. These positive findings add to growing support for the applied utility of teaming preference assessments among the gifted with above-level assessments of ability. For intellectually gifted adolescents, these assessments could facilitate educational planning (and counseling). (PsycINFO Database Record (c) 2012 APA, all rights reserved) | iq | adolescent | Journal of Educational Psychology | 10.1037/0022-0663.91.4.777 |
| 4 | 1998 | B. Schmidt, David / Lubinski, David / Persson Benbow, Camilla | Validity of Assessing Educational-Vocational Preference Dimensions among Intellectually Talented 13-Year-Olds | Study 1 examined the construct validity of the Strong Interest Inventory and the Study of Values for 695 intellectually talented 13-year-olds. Study 2 consisted of a generalization probe to 695 graduate students enrolled in select universities. This analysis manifested an impressive degree of adolescence-to-adult cross-validation. Well-known preference questionnaires appear to assess meaningful individual differences among intellectually talented young adolescents. How preference assessments may complement routine ability assessments of gifted adolescents and how counselors may use such information to encourage students to take a more active role in their personal development are discussed. The authors also present a methodological application, responsive to R. V. Dawis's (1992) concern about the amount of redundancy in psychological measuring tools. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | iq | adolescent | Journal of Counseling Psychology | 10.1037/0022-0167.45.4.436 |
| 4 | 2014 | Burhan, Nik Ahmad Sufian / Mohamad, Mohd Rosli / Kurniawan, Yohan / Sidek, Abdul Halim | The impact of low, average, and high IQ on economic growth and technological progress: Do all individuals contribute equally? | Individuals that reside in the highest social stratum of intelligence (i.e., those that have a high IQ) have been shown to generate relatively more national income and are more innovative, with those that have the lowest levels of IQ being less influential on economic development. However, the degree to which all levels of IQ influence economic growth and technological innovation remains unclear. By assuming that the IQ of a population is modeled based on a bell curve, we arrange IQ into three strata, namely intellectual class, average ability citizens, and non-intellectual class, which are represented by the 95th, 50th, and 5th percentiles of cognitive ability, respectively. Our multiple hierarchical regression analysis of a sample of over 60 countries shows that the intellectual class has the greatest impact on economic growth followed by average ability citizens and the non-intellectual class in that order. Moreover, we find evidence that the impact of the intellectual class on technological progress is exceptionally more significant than even the number of professional researchers engaged in R&D activities, with average ability citizens and the non-intellectual class not significant. These findings allow us to suggest that the government and private institutions should not only employ professionals with good experiences and high academic credentials, but also those who has excellent IQ levels to work in their R&D sectors. However, in order to foster economic growth, governments should invest in facilities that benefit all societal groups of intelligence level, with highest priority given to the intellectual class, followed by the average ability citizens and the non-intellectual class respectively. | iq | adults | Intelligence | 10.1016/j.intell.2014.04.006 |
| 4 | 1915 | Terman, Lewis M. | The Mental Hygiene of Exceptional Children | iq | youth-general | The Pedagogical Seminary | 10.1080/08919402.1915.10533983 | |
| 3 | 1995 | O'Boyle, Michael W. / Benbow, Camilla Persson / Alexander, Joel E. | Sex differences, hemispheric laterality, and associated brain activity in the intellectually gifted | Benbow (1986) proposed that enhanced development of the right cerebral hemisphere may be associated with extreme intellectual giftedness. Here we report on a series of studies conducted to evaluate the viability of this hypothesis, using several neurop‐sychological methods (e.g., dichotic listening, concurrent finger‐tapping, chimeric face, and word processing). Also presented are new data from electroencepha‐lographic recordings of brain activity taken from precocious and average‐ability male and female adolescents while they performed two of the aforementioned tasks. These experiments provide convergent lines of evidence suggesting that enhanced right‐hemisphere involvement during basic information processing, as well as superior coordination and allocation of cortical resources within and between the hemispheres, are unique characteristics of the gifted brain. The evidence is especially compelling for precocious male adolescents, as gifted female adolescents tend to exhibit a somewhat more bilateral and diffuse state of functional brain organization. | iq | adolescent | Developmental Neuropsychology | 10.1080/87565649509540630 |
| 4 | 1994 | O'Boyle, M.W. / Gill, H.S. / Benbow, C.P. / Alexander, J.E. | Concurrent Finger-Tapping in Mathematically Gifted Males: Evidence for Enhanced Right Hemisphere Involvement During Linguistic Processing | O'Boyle and Benbow (1990) have suggested that enhanced involvement of the right hemisphere (RH) during basic information processing is a neuropsychological characteristic of the gifted brain. To provide converging evidence for this hypothesis, the present study was conducted using a concurrent finger-tapping paradigm. Specifically, 24 mathematically precocious and 16 average ability adolescent males were required to tap a key as quickly as possible while sitting silently (baseline condition), concurrently reading a paragraph aloud (verbal load), or encoding a random form into memory (spatial load). For average ability subjects, the concurrent verbal load reduced tapping rate for the right but not the left hand, reflecting a division of LH resources between linguistic processing of the paragraph and motor control of the contralateral hand. In contrast, for gifted subjects, both their left- and right-hand tapping reates were significantly reduced, suggesting that both hemispheres were engaged during verbal processing. The concurrent spatial task produced a small but reliable reduction in finger-tapping rate for both the left and right hand in each group. These findings provide additional support for the notion that enhanced reliance on RH functioning is a physiological correlate of mathematical precocity in gifted males. | iq | adolescent | Cortex | 10.1016/S0010-9452(13)80347-4 |
| 4 | 1994 | Dark, Veronica J. / Benbow, Camilla Persson | Type of stimulus mediates the relationship between working-memory performance and type of precocity | The relationship between type of stimulus (numeric and verbal) and type of precocity (mathematical and verbal) was examined in tasks designed to tap three aspects of working memory: encoding, capacity, and manipulation of information. The tasks included semantic categorization, odd-even categorization, recall of five-item lists after semantic categorization, and recall of items in a continuous paired-associates task. Correlations between task performance and the mathematical and verbal portions of the Scholastic Aptitude Test (SAT-M and SAT-V) were computed for gifted youth. There were no sex differences in the performance measures or in the pattern of correlations between performance and SAT scores. The analysis revealed positive relationships between SAT-M scores and numeric categorization latency, recall in the continuous paired-associate task with words and digits, and recall of digit lists. SAT-V scores were related only to word recall in the continuous paired-associate task and recall of word lists. In the working-memory tasks used, mathematical precocity is more strongly related to performance than is verbal precocity. The relationship is especially strong with numeric stimuli, even when the numeric stimuli are simply items to be remembered. The relationship between type of stimulus and type of precocity suggests underlying differences between verbally and mathematically precocious youth in how different types of stimuli are represented in memory. | iq | adolescent | Intelligence | 10.1016/0160-2896(94)90006-X |
| 4 | 1990 | P. Benbow, Camilla / Arjmand, Olya | Predictors of High Academic Achievement in Mathematics and Science by Mathematically Talented Students: A Longitudinal Study | Educational experiences of a cohort of 1,247 mathematically talented youths (initially identified in 7th/8th grade by the Study of Mathematically Precocious Youth) were analyzed after high school and after college to identify factors correlated with high and low academic achievement in math and science in college by students with extremely high ability. Almost all students had achieved highly by conventional standards (e.g., 85% had received bachelor's degrees). Using a quantitative definition of academic achievement in college, we found that 22% were high academic achievers and 8% were low academic achievers in math and science. Variables predictive of high academic achievement (in order of strength) were precollege curricula or experiences in math and sciences, family characteristics and educational support variables, attitudes toward math and science, and differences in aptitude. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | iq | youth-general | Journal of Educational Psychology | 10.1037/0022-0663.82.3.430 |
| 4 | 1991 | Swiatek, Mary A. / Benbow, Camilla P. | Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. | Gifted students identified by the Study of Mathematically Precocious Youth who underwent academic acceleration in their education were longitudinally compared across several domains with a group of equally gifted students who were never accelerated. Groups were matched for gender and ability and were studied for 10 yrs. At age 23 yrs, few significant differences were found between the groups for the individual academic and psychosocial variables studied. Both the accelerates and the nonaccelerates reported impressive academic achievements, as well as high personal satisfaction with school and self. When academic variables are considered as a group, the performance of accelerates is slightly higher than that of nonaccelerates. In both accelerated and unaccelerated groups, male students pursued mathematics/science more vigorously than did female students, but there was no differential response to acceleration on the basis of gender. Findings do not support the common concern that gifted students may be harmed by accelerative experiences | iq | youth-general | Journal of Educational Psychology | 10.1037/0022-0663.83.4.528 |
| 4 | 1991 | Benbow, Camilla Persson / Arjmand, Olya / Walberg, Herbert J. | Educational Productivity Predictors Among Mathematically Talented Students | Walberg (1984) identified nine correlates of the educational achievement displayed by students in the United States and in a dozen other countries and called them "productivity factors." Using data from the Study of Mathematically Precocious Youth's longitudinal survey of its students 10 years after identification, we tested five of the productivity factors for their ability to predict educational achievement and educational and career aspirations of mathematically talented students. We also examined the validity of the prevailing belief that gifted children achieve highly regardless of the educational experiences provided. Thirteen-year-old students (1,247) in the top 10 to 2% nationwide in ability were followed until age 23. Students' acbievements and aspirations were unifonnly high at that time. Nonetheless, the five productivity factors could significantly predict their educational achievements and aspirations. Tbe predictors were, in order of usefulness, quality of instruction, borne environment, motivation, ability, attitudes, and quantity of instruction. Generally, tbe productivity factors appeared to operate similarly for males and females, but had stronger impacts on female aspirations. The results indicate that, even among gifted students, environmental interventions may enhance educational achievement, especially that of females. | iq | adolescent | The Journal of Educational Research | 10.1080/00220671.1991.10886018 |
| 4 | 1990 | Dauber, Susan L. / Benbow, Camilla Persson | Aspects of Personality and Peer Relations of Extremely Talented Adolescents | Exceptionally gifted students may be at risk for problems in social and emotional development. To discover if peer relations are affected by type and/or amount of giftedness, extremely mathematically or verbally talented 13-year-olds (top 1 in 10,000) were compared to modestly gifted students (top 1 in 20) of similar age on measures of popularity and peer acceptance, participation in group activities, and personality traits. The verbally or mathematically talented students were also contrasted on the same measures. Virtually no differences in group activities or personality traits were found. In their ratings of peer perceptions, the modestly gifted group exceeded the extremely gifted, especially the verbally gifted, in being considered athletic and popular, and in social standing. The modestly gifted also rated themselves as more extroverted, socially adept, and uninhibited. Perceptions of peer ratings of importance and acceptance were higher for the mathematically than the verbally gifted. Thus, extremely precocious adolescents, especially the verbally precocious, may be at greater risk for developing problems in peer relations than modestly gifted youth. | iq | adolescent | Gifted Child Quarterly | 10.1177/001698629003400103 |
| 4 | 1991 | Swiatek, Mary Ann / Benbow, Camilla Persson | A 10-Year Longitudinal Follow-up of Participants in a Fast-Paced Mathematics Course | Students who participated in a fast-paced mathematics course for highly mathematically talented students were surveyed 10 years later, at approximately age 23. Areas considered were (a) undergraduate experience, (b) graduate experience, (c) attitudes toward mathematics and science, and (d) self-esteem. Participants attended more prestigious undergraduate colleges than did nonparticipants. Participants were more likely to attend graduate school than were nonparticipants; this finding stemmed from differences among females. Self-esteem ratings, although high for both groups, were found to be higher for students who qualified for the class but did not participate. Attitudes toward math and science were equivalent between the two groups. Overall, participation in the fast-paced mathematics classes of the Study of Mathematically Precocious Youth (SMPY) was associated with stronger undergraduate education for all students and with more advanced education among females. The fast-paced classes caused gifted students no harm. | iq | adolescent | Journal for Research in Mathematics Education | 10.2307/749590 |
| 4 | 1992 | Lubinski, David / Benbow, Camilla Persson | Gender Differences in Abilities and Preferences Among the Gifted: Implications for the Math-Science Pipeline | Reviews gender differences in mathematical reasoning as well as cognitive and noncognitive attributes. Data is presented on abilities and values of gifted students tested through the Study of Mathematically Precocious Youth (SMPY) at Iowa State University from 1988 to 1991. Gender differences in mathematical reasoning ability are consistently observed paralleling findings in other parts of the country. In SAT-Verbal or Advanced Raven scores, there are substantial gender differences in spatial and mechanical reasoning abilities. Males compared with females tend to have ability and preference profiles more congruent with optimal adjustment in math and science careers. Although gifted females have the ability to succeed with distinction in math and science, the majority seem to have stronger competing interests in other areas. | iq | adolescent | Current Directions in Psychological Science | 10.1111/1467-8721.ep11509746 |
| 4 | 2017 | Heer, Willy de | Gelijkheid troef in het Nederlandse basisonderwijs: onderzoek naar het onderwijs voor zeer makkelijk lerenden | In de Nederlandse samenleving wordt bij voortduring gedebatteerd of het onderwijs moet worden aangepast aan de leerbehoeften van hoogbegaafde leerlingen. Dit continue debat en de teneur hiervan druisen in tegen het gestelde in het Internationaal Verdrag inzake de Rechten van het Kind (IVRK), Recommendation 1248 (1994) van de parlementaire vergadering van de Raad van Europa en het advies van het Europees Economisch en Sociaal Comité (EESC) in 2013. In het proefschrift is in kaart gebracht welke factoren bepalend zijn voor de mate waarin wetenschappelijke kennis over het onderwijs aan hoogbegaafde kinderen in het Nederlandse basisonderwijs wordt toegepast.Voor dit onderzoek is eerst hoogbegaafdheid gedefinieerd en is omschreven waarom het onderwijs moet worden aangepast aan leerlingen die van nature zeer makkelijk leren. In het proefschrift wordt in de onderwijsomgeving het begrip zeer makkelijk lerend (zmal) gehanteerd in plaats van het begrip hoogbegaafd. Dit is naar analogie van de pendant zeer moeilijk lerend (zml), een begrip dat in de onderwijsomgeving wordt gehanteerd in plaats van het begrip zwakbegaafd. Uit het onderzoek blijkt dat de problemen van zmal- en zml-leerlingen vergelijkbaar zijn.Nagegaan is in hoeverre onderwijs- en beleidsactoren in het basisonderwijs de in de dissertatie gedefinieerde wetenschappelijke kennis over het onderwijs aan zmal-kinderen in de praktijk toepassen en welke factoren hierbij een doorslaggevende rol spelen. Hiertoe is onderzoek uitgevoerd op achtereenvolgens basisschool-, hogeschool- en samenlevingsniveau. | iq | children | ||
| 3 | 1926 | Terman, Lewis M. | Genetic Studies Of Genius - The Early Mental Traits Of Three Hundred Geniuses | No abstract available | high-achieving | adults | ||
| 3 | 1990 | Tomlinson-Keasey, Carol A / Blurton, Elizabeth J | Similarities and Differences between Contemporary Women and Terman's Gifted Women | The Terman longitudinal data set examined a variety of variables that shaped the personal and professional achievements of 672 gifted women. While the variables identified in this 60-year study started by Lewis Terman in 1921 are provocative, one must ask whether the predictors identified as meaningful for the Terman women would apply to a group of contemporary women. This study compared responses of 485 contemporary women with the responses of the Terman women to a host of questions covering their aspirations, educational and occupational achievement, satisfaction with life, personal adjustment, and their childhood families. Of the contemporary women, 306 were identified as gifted and 179 were identified as being of normal intelligence. Comparisons were made between the Terman gifted women and the contemporary gifted women, between the gifted contemporary women and the normal contemporary women, and between the Terman women who attended college in the 1930s and contemporary women who attended college in the 1960s. Contemporary women, not surprisingly, had surpassed the Terman women in educational and occupational achievements. Despite these clear gains, the contemporary women reported significantly lower levels of satisfaction in all spheres of their lives. (Author/NB) 30 p. Achievement. Adults. Comparative Analysis. Educational Attainment. Employment Level. Females. Gifted. Life Satisfaction. Terman (Lewis M) | iq | adults | ||
| 3 | 2010 | Campbell, James Reed / Feng, Annie Xuemei | Comparing Adult Longitudinal Studies of Productivity for Gifted American from Different Eras (1954 and 2009) | In the 1950s Terman summarized the results of his longitudinal study of the gifted and compared the "life success" of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most successful (Group A) and least successful (Group C) American Academic Olympians (N=190). The most successful adult Olympians were found to have parents that supplied a "Conducive Home Atmosphere" when they were growing up and were not hampered by a lack of motivation. We present implications of this study for today's schools and for parents of the gifted. (Contains 2 figures and 2 tables.) | high-achieving | adults | ||
| 1 | 2002 | International handbook of giftedness and talent | The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world. This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes. | unspecified | youth-general | 978-0-08-043796-5 | ||
| 4 | 2012 | Driel, J.H. / Haaren, van, M.G.P. / Veenman, M.V.J. | Hoogbegaafdheid en Metacognitie van VWO-leerlingen | Metacognitieve vaardigheden spelen naast intelligentie een belangrijke rol bij het behalen van uitzonderlijke leerprestaties, zo blijkt uit onderzoek naar de samenhang tussen hoogbegaafdheid en metacognitie. Metacognitie zou daarom, naast intelligentie, moeten worden opgenomen in de definitie van hoogbegaafdheid. Metacognitie is de kennis en vaardigheden om het eigen denken en handelen te sturen en te controleren. Het gaat daarbij om taakanalyse, voorkennis activeren, doelen stellen, plannen, monitoren, zelf-evaluatie en reflectie. Om in staat te zijn je intelligentie te gebruiken zijn metacognitieve vaardigheden nodig. Je zou kunnen stellen dat metacognitie de bedrijfsleider is van het denken en intelligentie de werknemer, die de cognitieve handelingen uitvoert. Resultaten Aan het onderzoek deden 82 zogenoemde PRE-studenten mee, leerlingen uit de bovenbouw van het VWO die zijn geselecteerd voor Het Pre-University College (PRE), een talentprogramma van de Universiteit Leiden. Hun leerprestaties werden vergeleken met 71 klasgenoten uit 5 VWO. De PRE-studenten bleken significant beter te scoren wat betreft IQ, metacognitieve vaardigheid en leerprestaties. Zoals verwacht bleek metacognitie een deels zelfstandige bijdrage te leveren aan leerprestaties, bovenop intelligentie. Twintig hoogbegaafde leerlingen, met een IQ hoger dan 130, scoorden echter op metacognitie niet hoger dan de andere 133 proefpersonen. Negen van hen scoorden zelfs ondergemiddeld. Een verklaring hiervoor is volgens de onderzoekers dat zij door het voortgezet onderwijs niet voldoende worden uitgedaagd om metacognitieve vaardigheden te ontwikkelen. De leerlingen gebruiken vooral hun intelligentie om goede resultaten te behalen. Dit kan echter problemen opleveren zodra ze wetenschappelijk onderwijs gaan volgen, dat wel een beroep doet op hun metacognitieve vaardigheden. Terwijl zij het in het voortgezet onderwijs goed deden, kunnen ze in het WO alsnog studievertraging oplopen of uitvallen. Het verdient daarom aanbeveling om hun in het voortgezet onderwijs meer uitdaging te bieden. | iq | adolescent | ||
| 3 | 1993 | Arnold, Karen D. | Undergraduate aspirations and career outcomes of academically talented women: A discriminant analysis* | high-achieving | adults | Roeper Review | 10.1080/02783199309553495 | |
| 3 | 2008 | Bankhead I. / MacKay D. N. | Fine motor performance in subjects of subnormal, normal and superior intelligence. i. reaction time and task complexity | iq | youth-general | Journal of Intellectual Disability Research | 10.1111/j.1365-2788.1982.tb00131.x | |
| 3 | 2007 | Jin, Seung-Hyun / Kim, Soo Yong / Park, Kyung Hee / Lee, Kil-Jae | Differences in EEG between gifted and average students: Neural complexity and functional cluster analysis | iq | adolescent | International Journal of Neuroscience | 10.1080/00207450600934655 | |
| 3 | 1995 | Parker, Wayne D. / Adkins, Karen K. | The Incidence of Perfectionism in Honors and Regular College Students | Usingthe Multidimensional PerfectionismScale (Frost,Martin, Lahart, e+ Rosenblate, 1990) measures ofperfectionism in a group of 90 Honors Collegestudents and 95 more typical peers were compared. Honors CoZlegestudents received signijkantly higher scores with a moderate effect size on the subscales of Concern Over Mistakes, Personal Standards, Parental Expectations, and the total score of overallperfectionism. This result is in contrast to recentfindings of no diference in perfectionism scores between gifted and typicalyounger students. It is unclearifthefindingof elevatedperfectionism amongHonors College students is indicative ofpredisposition to maladjustment Or is a healthy component ofthepursuit of academic excellence among the highly able. | high-achieving | young-adults | Journal of Secondary Gifted Education | 10.1177/1932202X9500700103 |
| 4 | 2020 | Lavrijsen, Jeroen / Verschueren, Karine | Student characteristics affecting the recognition of high cognitive ability by teachers and peers | Accurate teacher judgments of student cognitive ability are crucial to effective instruction. Building on a large survey among 7th graders and their teachers, this study considers which student characteristics affect teacher and peer recognition of high ability students. High ability judgments by teachers were found to depend more on everyday school achievement (GPA) than on cognitive ability (IQ) itself, even when teachers were urged to distinguish between achievement and ability. Girls were less likely to be perceived as highly able than boys with similar levels of ability. Parental educational level affected high ability judgment, but only through its relation with school achievement. Both the most engaged and the most bored students were more frequently selected as highly able students. Similarly, peer judgments of highly able classmates depended, net of cognitive ability, on everyday school achievement, perceived engagement and disengagement, and gender, with girls being less likely to be judged as highly able. | unspecified | adolescent | Learning and Individual Differences | 10.1016/j.lindif.2019.101820 |
| 4 | 2021 | Ramos, Alicia / Lavrijsen, Jeroen / Soenens, Bart / Vansteenkiste, Maarten / Sypré, Sabine / Verschueren, Karine | Profiles of maladaptive school motivation among high-ability adolescents: A person-centered exploration of the motivational Pathways to Underachievement model | Introduction The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able students. This framework was developed to clear up inconclusive findings from variable-centered underachievement research, but has not been previously empirically tested. Methods The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥ 120) beginning secondary school in Flanders, Belgium (N = 403, Mage = 12.2 years, 60.5% males) and (b) whether these profiles relate to students’ (dis)engagement from and (under)achievement in school, as assessed by the students, their parents and teachers, and school grades. Latent profile analysis was performed on five motivational dimensions: academic self-concept, self-worth contingency, task value beliefs, entity beliefs, and attainment/utility value, and outcomes were compared across profiles using the BCH method. Results Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct profiles theorized by the PUM. Furthermore, profile differences in (dis)engagement and (under)achievement outcomes generally corresponded with the predictions of the PUM across multiple perspectives. Conclusion This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different types of high-ability underachievers, which supports the Pathways to Underachievement model and gives momentum to person-oriented analysis within underachievement research. | iq | adolescent | Journal of Adolescence | 10.1016/j.adolescence.2021.03.001 |
| 4 | 2023 | Lavrijsen, Jeroen / Verschueren, Karine | High Cognitive Ability and Mental Health: Findings from a Large Community Sample of Adolescents | Whereas it has sometimes been asserted that the intellectually gifted would be more prone to develop mental health problems, empirical studies generally do not seem to support such claims. However, much of the available research has relied on preselected samples, introducing risks for sample selection bias. This study scrutinized the relationship between intellectual giftedness (defined as high cognitive ability) and mental health in a large, non-selective sample of early adolescents (n = 3409; 49.6% boys; Mage = 12.5 years). Using a standardized intelligence test (CoVaT-CHC) to identify participants with a high cognitive ability (IQ ≥ 120; n = 403), we compared self- and parent-reported levels of emotional problems, conduct problems, hyperactivity/inattention, and self-reported worry and global self-esteem between high and average ability adolescents. Findings indicated that adolescents with a high cognitive ability were not at increased risk of psychological maladjustment; if any, differences were in favor of the high ability group. However, adolescents who had been formally identified as gifted (i.e., who had received a gifted label) did report worse adjustment for a number of outcomes. | iq | adolescent | Journal of Intelligence | 10.3390/jintelligence11020038 |
| 4 | 2021 | Lavrijsen, Jeroen / Soenens, Bart / Vansteenkiste, Maarten / Verschueren, Karine | Is intelligence related to perfectionism? Multidimensional perfectionism and parental antecedents among adolescents across varying levels of cognitive ability | Objective Although intellectually gifted individuals are often portrayed as perfectionists, evidence for an association between cognitive ability and perfectionism is inconclusive. This study investigates the relations between cognitive ability and two distinct dimensions of perfectionism and addresses the role of parental antecedents of perfectionism in adolescents at different levels of cognitive ability. Method In a community sample of 3,168 adolescents and their parents, cognitive ability was assessed and perfectionism levels and parenting practices were surveyed. Results Adolescents higher in cognitive ability reported higher levels of Personal Standards (i.e., setting ambitious objectives) but lower levels of Concern over Mistakes (i.e., worrying excessively about mistakes). Parental criticism, high parental expectations, and conditionally regarding parenting were associated positively with Concern over Mistakes, and high parental expectations were related positively to Personal Standards. These associations were generally independent of adolescents' cognitive ability. Parents of adolescents higher in cognitive ability relied less on parenting practices associated with the development of perfectionism. Conclusion Cognitive ability is related to a higher pursuit of personal standards, yet does not constitute a risk factor for excessive concerns about mistakes. Parental antecedents were related similarly and in theoretically meaningful ways to adolescent perfectionism across different levels of cognitive ability. | iq | adolescent | Journal of Personality | 10.1111/jopy.12606 |
| 1 | 2017 | Eckert, Rebecca D. / Robins, Jennifer H. / National Association for Gifted Children (U.S.) | Designing services and programs for high-ability learners: a guidebook for gifted education | other | youth-general | 978-1-4833-8702-4 | ||
| 4 | 2016 | Peels, L. J. | De Relatie tussen Intelligentie, Creativiteit en Schoolprestaties: Hoe Verschillen Hoogbegaafde Leerlingen van Niet-hoogbegaafde Leerlingen? | iq | children | |||
| 3 | 2015 | Altun, Fatma / Yazici, Hikmet | Gifted and Nongifted Students’ Perfectionism, School Motivation, Learning Styles and Academic Achievement | The main aim of this study was to investigate whether predictors such as perfectionism, school motivation, learning styles and academic achievement could distinguish gifted students from non-gifted students. The sample consisted of 386 (Female=164, Male=222) gifted and 410 (Female=209, Male=201) non-gifted upper primary school students. Information Gathering Form, Positive-Negative Perfectionism, School Motivation and Learning Styles Scales were used as data gathering tools. Independent t-test, Pearson’s coefficient and discriminant analysis were used to analyse data. Classification results show that the model correctly predicted 98.4% of gifted students and 81% of non-gifted students. This was also discussed in the light of the current literature. | other | children | Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje | 10.15516/cje.v16i4.559 |
| 3 | 2013 | Guénolé, F. / Louis, J. / Creveuil, C. / Montlahuc, C. / Baleyte, J.-M. / Fourneret, P. / Revol, O. | [A cross-sectional study of trait-anxiety in a group of 111 intellectually gifted children] | INTRODUCTION: Intellectually gifted children are often thought to display a high risk for psychopathology. However, this assertion has received only few direct arguments to date, and there is in fact a lack of knowledge on this subject. The aim of this study was to compare trait-anxiety - which is considered as a sensitive and early indicator of psychoaffective difficulties in children - in intellectually gifted children to the norm. METHODS: One hundred and eleven children aged 8 to 12 and with an intellectual quotient (IQ) higher than 129 participated in the study. They were recruited in a hospital department of child and adolescent psychiatry and through psychologists' private practice, where they attended consultation because of academic underachievement and/or social maladjustment. All the children were examined by trained psychiatrists and psychologists: none had a present or past medical or psychiatric condition and, additionally, none had an elevated score on the French version of the Children's Depressive Rating Scale Revised (Moor & Mack, 1982). Parents filled in a questionnaire for the collection of socio-demographic data and children answered the French version of the Revised-Children's Manifest Anxiety Scale (R-CMAS; Reynolds, 1999), a 37-items self-assessment of trait-anxiety, the psychometric properties of which have been validated in children with high IQ. DATA ANALYSIS: Mean scores and subscores on the R-CMAS in the whole studied group and as a function of gender and age were compared to French normative data (Reynolds, 1999) by calculation of 95% confidence intervals; subgroups were compared using Student's t-tests. Proportions of children who's score and subscores exceeded anxiety cut-off norms were compared to normative data using chi-square tests. Statistical significance was considered at the P<0.05 level. RESULTS: The studied group comprised mainly boys, and members of a sibling. Parents mainly lived as man and wife, had high academic levels, and had a professional activity. The confidence intervals of the R-CMAS scores and subscores all comprised their normative value, which denotes that no difference was statistically significant. Comparisons for age and gender showed no significant difference. Proportions of results exceeding the cut-off scores and subscores did not significantly differ from the norms. DISCUSSION: General and dimensional trait-anxiety levels in the studied group were comparable to normative data. These results are in accordance with previous studies of trait-anxiety in children and adolescents with high IQ, which all showed normal or decreased levels. These findings do not corroborate the hypothesis that intellectual giftedness constitutes a risk factor for psychopathology. LIMITS: The studied group was a clinical one, which could limit the generalisation of the results. However, mental disorders were ruled out, and the psychometric and socio-demographic characteristics of the group were in keeping with those described for the general population of gifted children. Moreover, considering that participant children displayed academic underachievement and/or social maladjustment, it can be supposed that their anxiety levels were not lower than those in the general population of gifted children. Secondly, the potentially confusing effect of socio-demographic variables (underrepresentation of low socio-economic levels and single-parent families) could not be statistically taken into account, due to the absence of a specific control group. CONCLUSION: Intellectually gifted children seem not to display increased trait-anxiety. However, further studies are necessary to investigate psychological functioning in gifted children and their risk for psychopathology. | iq | children | L'Encephale | 10.1016/j.encep.2013.02.001 |
| 3 | 2012 | Rinn, Anne N. / Reynolds, Marilyn J. | Overexcitabilities and ADHD in the Gifted: An Examination | unspecified | adolescent | Roeper Review | 10.1080/02783193.2012.627551 | |
| 3 | 2010 | Siu, Angela F.Y. | Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: does culture make a difference? | other | children | Asia Pacific Journal of Education | 10.1080/02188790903503601 | |
| 4 | 2009 | Sparfeldt, Jörn R. / Wirthwein, Linda / Rost, Detlef H. | Hochbegabt und einfallslos?: Zur Kreativität intellektuell hochbegabter Kinder und Jugendlicher | The few existing studies regarding the creativity of intellectually gifted childr_e_n and adolescents revealed controv_e_rsial results. Within the scope of the «Marburg Giftedness Project», the figural creativity of gifted (IQ = 135, n = 144) and nongifted (IQ = 102, n = 1_2_8) elementary school children (grade 4) w_as_ measured with an incomplete figure task. Five years later, subsamples of «stable gifted» (IQ = 136, n = 103) and «stable nongifted» (IQ = 102, n = 104) adolescents were identified. Creativity was assessed in the same way as in grade 4. The observer agreement was good (at both measurement points: weighted κ per category ≥ .83). In cross-sectional comparisons, gifted students showed higher creativity than nongifted students in grade 4 (d = 0.40) and in grade 9 (d = 0.46). The stability (five years) of the creativity values was r = .33. Longitudinal analyses revealed no substantial changes of the mean creativity scores over time. The relevance of the results regarding the identification of intellectually gifted children and adolescents is discussed. | iq | youth-general | Zeitschrift für Pädagogische Psychologie | 10.1024/1010-0652.23.1.31 |
| 4 | 2007 | Guldemond, Henk / Bosker, Roel / Kuyper, Hans / van der Werf, Greetje | Do Highly Gifted Students Really Have Problems? | iq | adolescent | Educational Research and Evaluation | 10.1080/13803610701786038 | |
| 4 | 2006 | Yakmaci‐Guzel, Buket / Akarsu, Fusun | Comparing overexcitabilities of gifted and non‐gifted 10th grade students in Turkey | iq | adolescent | High Ability Studies | 10.1080/13598130600947002 | |
| 4 | 2001 | Freeman, Joan / Internet Archive | Gifted children grown up | viii, 248 pages ; 25 cm; Includes bibliographical references (pages 241-244) and index | iq | youth-general | ||
| 4 | 1995 | Holahan, Carole K. / Sears, Robert R. / Cronbach, Lee J. | The gifted group in later maturity | iq | seniors | 978-0-8047-2407-4 |
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