Giftedness: An Exceptionality Examined

Annual Review of Psychology

Volumn 49, Issue , 1998, Pages 117-139

  Robinson, Ann ^a   Clinkenbeard, Pamela R ^b  

^a UNIVERSITY OF ARKANSAS AT LITTLE ROCK   (United States)

^b UNIVERSITY OF WISCONSIN WHITEWATER   (United States)

Author keywords

Gifted children; Gifted education; Recommended practices; Talent development

Indexed keywords

CHILD; CLASSIFICATION; EDUCATION; GIFTED CHILD; HUMAN; PSYCHOLOGICAL ASPECT; REVIEW; SOCIAL ADAPTATION; STANDARD;

CHILD; CHILD, GIFTED; EDUCATION, SPECIAL; HUMANS; SOCIAL ADJUSTMENT;

EID: 0031607152     PISSN: 00664308     EISSN: None     Source Type: Book Series    
DOI: 10.1146/annurev.psych.49.1.117     Document Type: Article

References (83)

1. Alexander J, Carr M, Schwanenflugel P. 1995. Development of metacognition in gifted children: directions for future research. Dev. Rev. 15:1-37
2. Benbow C. 1992. Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? J. Educ. Psychol. 84:51-61
3. Benbow CP, Arjmand O, Walberg HJ. 1991. Educational productivity predictors among mathematically talented students. J. Educ Res. 84:215-23
4. Borland JH, Wright L. 1994. Identifying young, potentially gifted economically disadvantaged students. Gifted Child Q. 38:164-71
5. Butterfield EC, Feretti RP. 1987. Toward a theoretical integration of cognitive hypotheses about intellectual differences among children. In Cognition in Special Children: Comparative Approaches to Retardation, Learning Disabilities, and Giftedness, ed. JG Borkowski, JD Day, pp. 195-233. Norwood, NJ: Ablex. 244 pp.
6. Carr M, Alexander J, Schwanenflugel P. 1996. Where gifted children do and do not excel on metacognitive tasks. Roeper Rev. 18: 212-17
7. Chall J. 1994. What students were reading 100 years ago. Am. Educ. 18(2):26-33
8. Cheng P. 1993. Metacognition and giftedness: the state of the relationship. Gifted Child Q. 37:105-12
9. Clark GA, Zimmerman E. 1983. At the age of six I gave up a magnificent career as a painter: seventy years of research about identifying students with superior abilities in the visual arts. Gifted Child Q. 27: 180-84
10. Colangelo N, Davis GA, eds. 1997. Handbook of Gifted Education. Boston: Allyn & Bacon. 582 pp. 2nd ed.
11. Csikszentmihalyi M, Rathunde K, Whalen S. 1993. Talented Teenagers: The Roots of Success and Failure. Cambridge, UK: Cambridge Univ. Press 307 pp.
12. Csikszentmihalyi M, Robinson RE. 1986. Culture, time and the development of talent. See Sternberg & Davidson 1986, pp. 264-84
13. Daurio SP. 1979. Educational enrichment versus acceleration: a review of the literature. In Educating the Gifted. Acceleration and Enrichment, ed. WC George, SJ Cohn, JC Stanley, pp. 13-63. Baltimore, MD: Johns Hopkins Univ. Press
14. Davidson JE. 1986. The role of insight in giftedness. See Sternberg & Davidson 1986, pp. 201-22
15. Emerick LJ. 1992. Academic underachievement among the gifted: students' perceptions of factors that reverse the pattern. Gifted Child Q. 36:140-46
16. Feldhusen JF. 1986. A conception of giftedness. See Sternberg & Davidson 1986, pp. 112-27
17. Feldhusen JF, Jarwan F. 1993. Identification of gifted and talented youth for educational programs. See Heller et al 1993, pp. 233-51
18. Feldman DH. 1993. Child prodigies: a distinctive form of giftedness. Gifted Child Q. 37:188-93
19. Feldman DH, Goldsmith LT. 1991. Nature's Gambit: Child Prodigies and the Development of Human Potential New York: Teachers College Press
20. Ford DY. 1993. An investigation of the paradox of under achievement among gifted Black students. Roeper Rev. 16:78-84
21. Frasier M, Passow AH. 1994. Toward a New Paradigm for Identifying Talent Potential. Storrs, CT. Natl. Res. Cent. Gifted Talented
22. Gagné F. 1985. Giftedness and talent: reexamining a reexamination of the definitions. Gifted Child Q. 29:103-12
23. Gagné F. 1991. Toward a differentiated model of giftedness and talent. In Handbook of Gifted Education ed. N Colangelo, GA Davis, pp. 65-80. Boston: Allyn & Bacon
24. Gallagher JG, Courtright RD. 1986. The educational definition of giftedness and its policy implications See Sternberg & Davidson 1986, pp. 93-111
25. Gross M. 1994. The highly gifted: their nature and needs. In Talent Development: Theories and Practice, ed. JB Hansen, SB Hoover, pp. 257-80. Dubuque, IA: Kendall/ Hunt. 338 pp.
26. Harris JJ, Ford DY. 1991. Identifying and nurturing the promise of gifted Black American children. J. Negro Educ 60(1):3-18
27. Harter S. 1985. Manual for the Self-Perception Scale for Children Unpublished manuscript.
28. Heller KA, Monks FJ, Passow AH, eds. 1993. International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon. 964 pp.
29. Henry NB, ed. 1958. Education of the Gifted. (The 57th Yearbook of the National Society for the Study of Education, Part II.) Chicago: Univ. Chicago Press
30. Hoge RD, McSheffrey R. 1991. An investigation of self-concept in gifted children. Except. Child. 57:238-45
31. Jackson NE, Butterfield EC. 1986. A conception of giftedness designed to promote research. See Sternberg & Davidson 1986, pp. 151-81
32. Janos PM, Robinson NM. 1985. Psychosocial development in intellectually gifted children. In The Gifted and Talented: Developmental Perspectives, ed. FD Horowitz, M O'Brien, pp. 149-95. Washington, DC: Am. Psychol. Assoc. 477 pp.
33. Kenny DA, Archambault FX Jr, Hallmark BW. 1994. The Effects of Group Composition on Gifted and Nongifted Elementary Students in Cooperative Learning Groups. Rep. 94108. Storrs, CT: Univ. Conn. Natl. Res. Cent. Gifted Talented
34. Kline BE, Short EB. 1991a. Changes in emotional resilience: gifted adolescent boys. Roeper Rev 13:184-87
35. Kline BE, Short EB. 1991b. Changes in emotional resilience: gifted adolescent females. Roeper Rev. 13:11821
36. Kulik JA, Kulik CC. 1984. Effects of accelerated instruction on students. Rev. Educ. Res. 54:409-25
37. Kunkel MA, Chapa B. Patterson G, Walling DD. 1995. The experience of giftedness: a concept map. Gifted Child Q. 39:126-34
38. Lando BZ, Schneider BH. 1997. Intellectual contributions and mutual support among developmentally advanced children in homogeneous and heterogeneous work/discussion groups. Gifted Child Q. 42:44-57
39. Lou Y, Abrami PC, Spence J, Paulsen C, Chambers B, d'Apollonia S. 1996. Withinclass grouping: a meta-analysis. Rev. Educ Res. 66:423-58
40. Lovecky DV. 1994. Exceptionally different children: different minds. Roeper Rev. 17: 116-20
41. Luthar SS, Zigler E, Goldstein D. 1992. Psychosocial adjustment among intellectually gifted adolescents: the role of cognitive-developmental and experiential factors. J. Child Psychol. Psychiatry 33: 361-73
42. Madden N, Slavin R. 1983. Effects of cooperative learning on the social acceptance of mainstreamed academically handicapped students. J Spec. Educ. 17:171-83
43. Maker CJ. 1996. Identification of gifted minority students: a national problem, needed changes and a promising solution. Gifted Child Q. 40:41-50
44. Marland SP. 1971. Education of the Gifted and Talented. US Congr. Rep. 72-5020. Washington, DC: US Off. Educ.
45. Martin CE, Cramond B. 1983. Creative reading: Is it being taught to the gifted in elementary schools? J. Educ. Gifted 5:34-43
46. Mayseless O. 1993. Gifted adolescents and intimacy in close same-sex relationships. J. Youth Adolesc. 22:135-46
47. McCormick S, Swassing RH. 1982. Reading instruction for the gifted: a survey of programs. J. Educ Gifted 5:34-43
48. Mills CJ, Tissot SL. 1995. Identifying academic potential in students from underrepresented populations: Is using the Ravens Progressive Matrices a good idea? Gifted Child Q. 39:209-17
49. Mulryan CM. 1992. Student passivity during cooperative small groups in mathematics. J. Educ. Res. 85:261-73
50. Olszewski-Kubilius PM, Kulieke MJ, Krasney N. 1988. Personality dimensions of gifted adolescents: a review of the empirical literature. Gifted Child Q. 32:347-52
51. Pollins LD. 1983. The effects of acceleration on the social and emotional development of gifted students. In Academic Precocity, ed. CP Benbow, JC Stanley, pp. 160-78. Baltimore, MD: Johns Hopkins Univ. Press
52. Pyryt MC, Mendaglio S. 1994. The multidimensional self-concept; a comparison of gifted and average-ability adolescents. J. Educ Gifted 17:299-305
53. Reis SM, Westberg KL, Kulikovich J, Rogers JB, Smist JM. 1993. Why Not Let High Ability Students Start School in January? Storrs, CT: Natl. Res Cent. Gifted Talented
54. Renzulli JS. 1978. What makes giftedness? Reexamining a definition. Phi Delta Kappan 60:180-84, 261
55. Renzulli JS. 1986. The three-ring conception of giftedness: a developmental model for creative productivity. See Sternberg & Davidson 1986, pp. 53-92
56. Roberts SM, Lovett SB. 1994. Examining the "F" in gifted; academically gifted adolescents: physiological and affective responses to scholastic failure. J. Educ. Gifted 17:241-59
57. Robinson A. 1992. Promising practices for talented children: What does the research say? Understanding Our Gifted 55(3):1-3
58. Robinson A. 1997. Cooperative learning for talented students: emergent issues and implications. See Colangelo & Davis 1997, pp. 243-52
59. Robinson NM, Olszewski-Kubilius P. 1996. Gifted and talented children: issues for pediatricians. Pediatr. Rev. 17(12):427-34
60. Rogers KB. 1986. Do the gifted think and learn differently? A review of recent research and its implications for instruction. J. Educ. Gifted 10:17-39
61. Ross P. 1993. National Excellence: A Case for Developing America's Talent. Washington, DC: Off. Educ. Res. Improve., US Off. Educ.
62. Scott MS, Deuel LLS, Jean-Francois B, Urbano RC. 1996. Identifying cognitively gifted ethnic minority children. Gifted Child Q. 40:147-53
63. Shore BM, Cornell DG, Robinson A, Ward VS. 1991. Recommended Practices in Gifted Education: A Critical Analysis. New York: Teachers Coll. Press
64. Shore BM, Delcourt MAB. 1996. Effective curricular and program practices in gifted education and the interface with general education. J. Educ. Gifted 20:138-54
65. Shore BM, Koller M, Dover A. 1994. More from the water jars: a reanalysis of problem-solving performance among gifted and nongifted children. Gifted Child Q. 38:179-83
66. Slavin RE. 1991. Synthesis of research on cooperative learning. Educ Leadership 48(5):71-82
67. Southern WT, Jones ED. 1991. Academic acceleration: background and issues. In The Academic Acceleration of Gifted Children, ed. WT Southern, ED Jones, pp. 1-29. New York: Teachers College Press
68. Southern WT, Jones ED, Stanley JC. 1993. Acceleration and enrichment: the context and development of program options. See Heller et al 1993, pp. 387-409
69. Sternberg RJ. 1986. A triarchic theory of intellectual giftedness. See Sternberg & Davidson 1986, pp. 223-43
70. Sternberg RJ, Davidson JE, eds. 1986. Conceptions of Giftedness New York: Cambridge Univ. Press. 460 pp.
71. Sternberg RJ, Davidson JE. 1985. Cognitive development in the gifted and talented. In The Gifted and Talented Developmental Perspectives, ed. FD Horowitz, M O'Brien, pp. 37-74. Washington, DC: Am. Psychol. Assoc. 477 pp.
72. Swiatek MA. 1995. An empirical investigation of the social coping strategies used by gifted adolescents. Gifted Child Q. 39: 154-60
73. Tannenbaum AJ. 1986. Giftedness: a psychsocial approach. See Sternberg & Davidson 1986, pp. 21-52
74. Terman LM. 1925. Genetic studies of genius. Mental and Physical Characteristics of a Thousand Gifted Children, Vol. 1. Stanford, CA: Stanford Univ. Press
75. VanTassel-Baska J. 1997. Contributions to gifted education of the Talent Search concept. In Psychometric and Social Issues Concerning Intellect and Talent, ed. CP Benbow, D Lubinski. Baltimore, MD: Johns Hopkins Univ. Press. In press
76. VanTassel-Baska J, Johnson DT, Hughes CE, Boyce LN. 1996. A study of language arts curriculum effectiveness with gifted learners. J. Educ. Gifted 19:461-80
77. VanTassel-Baska J, Olszewski-Kubilius P, Kulieke M. 1994. A study of self-concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students. Roeper Rev. 16:186-91
78. Warring D, Johnson D, Maruyama G, Johnson R. 1985. Impact of different types of cooperative learning on cross-ethnic and cross-sex relationships. J. Educ. Psychol. 77: 53-59
79. Whitmore JR, Maker CJ. 1985. Intellectual Giftedness in Disabled Persons. Rockville, MD. Aspen
80. Wilkinson SC. 1993. WISC-R profiles of children with superior intellectual ability. Gifted Child Q. 37:84-91
81. Willard-Holt C. 1994. Recognizing Talent: Cross-Case Study of Two High Potential Students with Cerebral Palsy. Storrs, CT: Natl. Res. Cent. Gifted Talented
82. Winner E, Martino G. 1993. See Heller et al 1993, pp. 253-82
83. Witty P. 1958. See Henry 1958, pp. 41-63