Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child's development. The purpose of this exploratory study was to examine caregivers' perceptions of the social and emotional characteristics of gifted children in grades K-3.…

Some terms of Dabrowski's theory are misleading. The construct of level and the concepts of integration and disintegration mean different things. The concept of primary integration as a starting point for personality development is untenable in light of research on child development. In its place, Level I as a type of development that is…

Six personality types are characteristic of gifted children: the perfectionist, the child/adult (with a need to be in charge), the winner of the competition, the exception, the self-critic, and finally, the well-integrated child. The gifted child's emotional development should be considered in his/her education. (CL)

Seven profiles of extremely gifted children under the age of four are presented. Examination of the cognitive, social, and emotional profiles of these children suggests that no singular pattern characterizes their functioning. (DB)

A model is presented that proposes environmental conditions for creative producers which result in responses that include the development of several key personality characteristics, such as a preference for time alone, an ability to cope with anxiety, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs.…

This article demonstrates that the cognitive complexity and personality traits of gifted children create unique experiences and awarenesses that separate them from others. A central feature of children's gifted experience is their moral sensitivity and the asynchronous development of their inner world, which need to be understood and nurtured.…

This article examines a definition of giftedness that emphasizes asynchronous development and analyzes archival data collected on 535 high-IQ children in Australia. It found five patterns of behavior that provide evidence of asynchronous development: anxious; self-critical; overly sensitive; easily upset; and easily frustrated; with depression…

This study of five gifted female adolescents examined their male-female relationships, independence, perceptions of ability and expectations for success, overreliance on social manipulation, motivation, ethic of caring, superwoman syndrome, and familial influences. The study found positive examples of the use of problem-solving strategies; it also…

This study identified early conditions of successful adults, via a historical analysis of psychological traits and childhood environments of 38 notable 20th-century American women writers. The study rated multiple traits and conditions representing cognitive, affective, familial, and educational aspects. Results focus on the degree of persistence…

The study, with 89 gifted girls in grades 1-12, found decreased self-regard, self-confidence, inner courage, and self-assurance with increased age. Levels of perfectionism, hopelessness, discouragement, and emotional vulnerability rose with increasing age. Findings suggest the need for strong identity information and models and the encouragement…