In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study…

The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented…

Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…

The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper "Helsingin Sanomat" and the teachers'…

Although it is important to include creative potential in the criteria for gifted programs, a review of the literature reveals creativity testing for this purpose to be a controversial topic. As creativity is a complex, multifaceted construct difficult to measure and operationalize, instruments purporting to measure creative abilities may lead to…

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…

The document on characteristics and identification, is the first book in a multimedia program "Educating the Gifted and Talented," a series designed to provide background information, supplementary materials, workshop activities, and discussion questions for individuals and teachers who work or are preparing to work with gifted and…

Research is reviewed on the characteristics of highly gifted children, notably nonintellective factors such as creative/productive behavior cited by J. Renzulli and the traits of child prodigies in studies by D. Feldman. (CL)

Teacher rating scales have been used widely throughout the United States as part of a comprehensive plan for identifying potentially gifted and talented students. The Scales for Rating the Behavioral Characteristics for Superior Students (SRBCSS) are among the most frequently used teacher rating scales to assess the characteristics of and nominate…

IN ORDER TO ASSESS THE QUALITY OF CREATIVE PRODUCTS IN ART, MUSIC, WRITING, SOCIAL STUDIES, AND SCIENCE, CHILDREN ATTENDING GRADES 3 TO 6 OF THE UNIVERSITY ELEMENTARY SCHOOL OF THE UNIVERSITY OF CALIFORNIA, LOS ANGELES, WERE DIVIDED INTO TWO GROUPS ON THE BASIS OF INTELLIGENCE. THE HIGHER GROUP (49 PUPILS, IQ OF 130 OR MORE) AND THE LOW GROUP (57…

To clear up some of the existing confusion in gifted education terminology, the paper suggests several alternative ways of looking at the terms talented, creative, and gifted, with particular emphasis on the last two. Noted among distinctions are that the gifted have a global intellectual ability, the creative have the ability to produce…

The pattern of abilities of a gifted fifth grade student is analyzed according to Guilford's Structure of Intellect model. (CL)

The article argues that, when judged on the basis of the strength of its research base, J. Renzulli's three-ring conception of giftedness is of questionable validity. Research on all three bases of the definition (above average general ability, task commitment, creativity) is reviewed. (Author/DB)

The general and creative characteristics of scientifically prone gifted youth are outlined and the importance of self concept and fostering scientific behaviors is stressed. Among characteristics identified are curiosity about what makes things work and fluency of thought. (PHR)

Briefly defines six gifted and talented areas, to make the point that academic talent is not the only form of giftedness. Lists some exemplary educational strategies for the psychosocially, underachieving, and culturally different gifted. (SJL)