We systematically review the concept and main characteristics of everyday creativity. First, we highlight the fact that a comprehensive definition of everyday creativity is still missing. The evidence reveals that the lack of a single approach for assessing everyday creative outcomes has led to an ambiguous understanding of this concept.…

A rationale for the multidimensional approach to giftedness is presented, and creativity in the multidimensional model is examined. Several conclusions about the assessment of creative talent are made, along with thirteen specific recommendations. Some continuing problems in the area are discussed, along with needed research. (DLS)

In the first study of the term "genius", 349 undergraduates nominated three geniuses in 1984, 1991, 1993, 1994, and 1997. Einstein was regarded as a stereotypical genius, while other nominees were subjective and transitory. In the second study, nominated geniuses were agreed to on only 26.2 percent of possible occasions. (Contains…

The paper describes methods of identifying giftedness, instruments for assessing creativity, and the need for a single measure of many different kinds of talent. Development of the Khatena-Morse Multitalent Perception Inventory, which identifies talent in the areas of art, music, leadership, and creativity, is discussed. (JDD)

This article highlights studies conducted before 1950 that attempted to provide insights into varying aspects of human ability such as genius and giftedness. Particular attention is given to a 1767 publication on the qualities of original genius written by William Duff and the relevance of Duff's thoughts to the current examination of creativity.…

Briefly discussed are several issues and studies associated with the identification of culturally different gifted students. (DLS)

Discusses the different characteristics that are often lumped together under the multidimensional term "giftedness." The origins of the term, the contributions of individual psychologists and others in identifying gifted students, and the life outcomes of mathematically and/or verbally precocious youth identified by talent searches are examined.…

Comments on "Varieties of Intellectual Talent" (Julian C. Stanley), that discusses characteristics of giftedness and ways of identifying gifted students. Topics explored include the five different forms of giftedness, the roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, and potential…

A Likert style questionnaire consisting of 60 adjectives was administered to 451 undergraduates from Beijing, Guangzhou, Taipei, and Hong Kong. Results show the core characteristics of creativity that were identical in all the samples are originality, innovativeness, thinking and observation skills, flexibility, willingness to try, self…

A reanalysis of data from three previously published studies on whether creativity is content general or content specific suggest that, contrary to the results of recent research, a content-general factor may explain 40-50% of the variance in creativity checklist scores. Results are analyzed in light of other studies. (Author/CR)