Theories about giftedness have been extensively applied in understanding academic and talent development of gifted and high-ability students in academic-related and other co-curricular domains of performance. However, there is limited literature on the application of such theories in musically talented students and adults. This review addresses…

This scoping review examines the literature on infant and toddler giftedness from 1982 to 2024, exploring characteristics, early identifiers, and interactive strategies that support giftedness in infancy. The review highlights the complexity of defining and researching early giftedness, along with the influence of various paradigms and the…

Discusses definitions of giftedness, including the use of talent as a more effective term for giftedness. Argues that the concept of giftedness is closely linked to general intelligence and is of limited usefulness in understanding and educating youth with special abilities, while talents represent special aptitudes that can be individually…

This paper examines issues in identifying visually gifted children, including artistic talent and its relationship to visual giftedness; the contexts in which visual giftedness represents a specific type of intelligence; the ability of classroom teachers to identify the visually gifted; resources that may help classroom teachers identify the…

Studies regarding the development of talent and unusually successful learning indicate that a "qualitative transformation" frequently occurs in which these individuals grow in their understanding of learning, recognizing the importance of commitment to learning through mutual encouragement and support. (CB)

Discusses the use of competitions to motivate scientifically gifted students to further develop their abilities. Before scheduling a competition, teachers are urged to consider the type of project, ability to work at home or at school, curriculum fit, and individual pace and style. Seven science competitions are profiled. (CR)

The nature of giftedness, talent, and creativity is examined, and implications for teaching are given. Problems with using IQ as a precondition for identification are considered, especially for creative individuals. Typical obstacles to creative thinking are outlined, including classroom atmospheres that do not welcome new ideas. The importance of…

This paper calls for reconsideration of gifted education practices to expand acceptable definitions of "success" and allow students additional avenues to demonstrate their abilities. Suggestions for cultivating emotional talents in students including self-reflection, philosophy and its applications, and global perspectives on current events are…

Compares and contrasts the early years of the great polymath Henri Poincare (1854-1912) and the icon of 20th-century science, Albert Einstein (1879-1955). Similarities and dissimilarities are discussed in how both men related to their educational systems, and lessons are drawn for identification and support of gifted children. (CR)

This article explores the inner and outer forces that energized the lives of Charlotte Bronte and Virginia Woolf and influenced their talent development. Similarities in their lives, including adversity, autodidactism, practice of the writing craft, search for a mother figure, influence of place, loneliness, emotional support, and a philosophy of…

Discusses the importance of mentoring programs for children, particularly for especially creative gifted children from economically disadvantaged backgrounds. It describes characteristics for a successful mentor relationship and ways mentors can help in the expression and development of positive creativity in children. (CR)

Various perspectives on scientific giftedness are analyzed that lead to a framework for understanding it. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science…

An examination of major Indian gifted programs demonstrates that the programs, devoid of any serious psychological theory or conceptualization and unaware of the unparalleled features of the Indian sociocultural context, are carried out in a mechanical and oppressive fashion leading to the identification and sustenance of mediocrity. (Contains…

The two main approaches used to educate the gifted, enrichment and acceleration, have not been sufficiently evaluated to inform policy-makers. Future studies of giftedness should focus on understanding the intellectual, social, and personality processes involved, and on developing and evaluating appropriate educational programs. (Author/VM)

The role of psychologist and educator Leta Hollingworth (1886-1939) in studying the development of artistic talent in gifted individuals is examined in context of her research and current research related to general intellectual and special abilities and the appropriate education of students talented in the visual arts. (DB)