HIQ-Database

Background: Being gifted with a very high IQ (\textgreater 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 \textgreater 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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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)

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.

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.

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.

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.

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.

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.

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) \textgreater 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.

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.

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.

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.

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:

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.

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.

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.

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.

Background: An increasing number of clinicians point to similar clinical features between some children with High Intellectual Potential (HIP or “Giftedness” = Total IQ \textgreater 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.

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.

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.

A long-running study of exceptional children reveals what it takes to produce the scientists who will lead the twenty-first century

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.

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.

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.

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.

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.

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 \textgreaterr 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.

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.

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.

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.

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.

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.

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)

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.

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.

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.

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.

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.

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.

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.

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.

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 (\textasciitilde 80%). Unsuitable job contexts may lead to the desire to change jobs (\textasciitilde 70%) and bore outs (\textasciitilde 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.

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.

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.

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).

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.

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.

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.

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.

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:

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.

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.

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

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].

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.

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 \textgreater 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents (d < \textbar0.1\textbar). 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.

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.

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

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.

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)

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.

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.

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.

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 \textgreater.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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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)

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 \textgreater 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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 \textgreater 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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

- 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.

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.

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.

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.

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.

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.

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).

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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 \textgreater 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.)

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.

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.

Aandacht voor hoogbegaafde volwassenen is er slechts mondjesmaat. Over wat hoogbegaafdheid op latere leeftijd met mensen doet‚ over wat hoogbegaafd- heid betekent voor hun leven‚ hun loopbaan‚ hun relaties en hun welbevinden‚ is opvallend weinig bekend. Het lijkt wel alsof hoogbegaafdheid wordt gezien als een jeugdprobleem‚ waar je in de loop der jaren als het ware ‘overheen groeit’. Wij geloven daar niets van. Wij zijn ervan overtuigd - want wij zien het in de prak- tijk - dat hoogbegaafdheid ook op latere leeftijd het leven van mensen ingrijpend beïnvloedt en dat lang niet altijd op een positieve manier. Wij constateren dat vol- wassen hoogbegaafden betrekkelijk vaak in de knel komen en dat de samenleving hun talenten te weinig waardeert en benut. Graag gaan wij met u in gesprek over het boek dat wij publiceerden - ‘Hoogbe- gaafd. Dat zie je zó! Over zelfbeeld en imago van hoogbegaafden’. Over de conclu- sies die daaruit te trekken zijn en de manieren waarop aandacht voor hoogbegaafde volwassenen vormgegeven kan worden.

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.

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.

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.

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.

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.

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.

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.

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.

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?

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.

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.

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

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.

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

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.

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.)

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!

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.

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.

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.

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.

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.

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.

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

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.

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 \textgreater/= 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 \textgreater/= 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.

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.

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.

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.

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.

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.

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.

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

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.

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

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.

Selecting instruments to identify gifted students is difficult and problematic‚ especially when it comes to young‚ gifted children as they are growing fast physically and cognitively‚ making identification even more challenging. Although some states require that local school districts have a plan for identifying gifted children early‚ there are no Federal legislative mandates that actual educational services be provided. This leaves young‚ gifted children unlikely to receive gifted education services in their preschool or kindergarten years. This paper focuses on two types of identification instruments standardized tests and teacher rating scales‚ with a detailed analysis of characteristics of existing instruments‚ a summary of their strengths and weaknesses‚ and suggestions for their use. Findings from the analysis are discussed with implications for practices

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.

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.

\textasciitilde 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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

Chapter built on reasearch by Amabile focuses on Creativity in Children

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.

Proefschrift van Lianne Hoogeveen over de sociaal-emotionele gevolgen van versnelling voor (hoog)begaafde leerlingen

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.

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.

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.

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.

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

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).

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.

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.

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.

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.

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.

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.