Giftedness, talent, expertise, and creative achievement

Conceptions of Giftedness: Second Edition

Volumn , Issue , 2005, Pages 64-79

  Feldhusen, John F ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84928272908     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511610455.006     Document Type: Chapter

References (76)

1. Archambault, F. X., Westberg, K. L., Brown, S. W., Hallmark, B. W., Zhang, W., & Emmons, C. L. (1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16(2), 103-119.
2. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
3. Belcastro, F. P. (1987). Elementary pullout program for the intellectually gifted: Boon or bane? Roeper Review, 9(4), 17-21.
4. Benbow, C. P., Lubinski, D., & Suchy, E. (1996). The impact of SMPY’s educational programs from the perspective of the participant. In C. P. Benbow & D. Lubinski (Eds.), Intellectual, talent: Psychometrical and social issues(pp. 266-300). Baltimore: Johns Hopkins University Press.
5. Bereiter, C.,&Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
6. Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine.
7. Boden, M. A. (1991). The creative mind. New York: Basic Books.
8. Bouchard, T. J. (1994). Genes, environment and personality. Science, 264, 1700-1701.
9. Bouchard, T. J. (1997). IQ similarity in twins reared apart: Findings and responses to critics. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, heredity, and environment(pp. 126-160). New York: Cambridge University Press.
10. Carroll, J. B. (1993). Human cognitive abilities. New York: Cambridge University Press.
11. Cattell, R. B. (1971). Abilities: Their structure, growth and action. Boston: Houghton-Mifflin.
12. Cox, J., Daniel, N., & Boston, B. O. (1985). Educating able learners: Programs promising practices. Austin, TX: University of Texas Press.
13. Csikszentmihalyi, M. (1993). The evolving self: A psychology for the third millennium. New York: Harper Collins.
14. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers. New York: Cambridge University Press.
15. Ericsson, K. A. (1996). The road to excellence. Mahwah, NJ: Lawrence Erlbaum Associates.
16. Ericsson, K. A., & Smith, J. (1991). Toward a general theory of expertise. New York: Cambridge University Press.
17. Eysenck, H. J. (1979). The structure and measurement of intelligence. Berlin: Springer-Verlag.
18. Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry4, 147-148.
19. Feldhusen, J. F. (1994). A case for developing America’s talent and where we go from here. Roeper Review, 16(4), 231-233.
20. Feldhusen, J. F. (1995). Talent development vs. gifted education. The Educational Forum,59(4), 346-349.
21. Feldhusen, J. F. (1998). A conception of talent and talent development. In R. C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives(pp. 193-209).Washington, DC: American Psychological Association.
22. Feldhusen, J. F. (1999). Talent identification and development in education: The basic tenets. In S. Kline & K. T. Hegeman (Eds.), Gifted education in the twenty-first century(pp. 89-100). New York: Winslow Press.
23. Feldhusen, J. F., & Jarwan, F. A. (2000). Identification of gifted and talented youth for educational programs. In K. A. Heller, F. J. M¨onks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent(pp. 271-282). New York: Elsevier.
24. Feldhusen, J. F., & Kroll, M. D. (1991). Boredom or challenge for the academically talented. Gifted Education International, 7(2), 80-81.
25. Feldhusen, J. F., & Wood, B. K. (1997). Developing growth plans for gifted students. Gifted Child Today, 20(6), 24-26, 48-49.
26. Feldhusen, J. F., Check, J., & Klausmeier, H. J. (1961). Achievement in subtraction. The Elementary School Journal, 61, 322-327.
27. Feldhusen, J. F., Jarwan, F. A., & Holt, D. (1993). Assessment tools for counselors. In L. K. Silverman (Ed.), Counseling the gifted and talented(pp. 239-259). Denver: Love.
28. Gagné, F. (1993). Constructs and models pertaining to exceptional human abilities. In K. A. Heller, F. J. M¨onks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent(pp. 69-87). New York: Pergamon Press.
29. Gagné, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18(2), 103-111.
30. Gagné, F. (1999). Tracking talents: Identifying multiple talents through peer, teacher, and self-nomination. Waco, TX: Prufrock Press.
31. Gallagher, J. J. (2000). Changing paradigms for gifted education in the United States. In K. A. Heller, F. J. M¨onks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent(pp. 681-694). New York: Elsevier.
32. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
33. Gardner, H. (1993) Creating minds. New York: Basic Books.
34. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
35. Gardner, H., Walter, J., & Hatch, T. (1992). If teaching had looked beyond the classroom: The development and education of intelligences. Innotech Journal, 16(1), 18-35.
36. Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39(2), 93-104.
37. Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 14, 469-479.
38. Guilford, J. P., & Hoepfner, R. (1971). The analysis of intelligence.NewYork: McGraw-Hill.
39. Haeger, W.W., & Feldhusen, J. F. (1989). Developing a mentor program. EastAurora, NY: DOK Publishers.
40. Hebb, D. O. (1942). The effect of early and late brain injury upon test scores, and the nature of normal adult intelligence. Proceedings of the American Philosophical Society, 85, 275-292.
41. Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
42. Holahan, C. K., & Sears, R. R. (1995). The gifted group in later maturity. Stanford, CA: Stanford University Press.
43. Hollingworth, L. (1942). Children above 180 IQ. Yonkers, NY: World Book.
44. Jensen, A. R. (1998). The g factor. New York: Praeger.
45. Kay, S. I. (1999). The talent profile as a curricular tool for academics, the arts, and athletics. In S. Cline and K. T. Hegeman (Eds.), Gifted education in the twenty-first century(pp. 47-59). New York: Winslow.
46. Kennedy, D. M. (1989). Classroom interaction of gifted and nongifted fifth graders. Unpublished doctoral dissertation. West Lafayette, IN: Purdue University.
47. Maker, C. J., & Nielson, A. B. (1995). Teaching models in education of the gifted. Austin, TX: PRO-ED.
48. Moon, S. M., Kelly, K. R., & Feldhusen, J. F. (1997). Specialized counseling services for gifted youth and their families: A needs assessment. Gifted Child Quarterly, 41(1), 16-25.
49. Moore, B. A., Feldhusen, J. F., & Owings, J. (1978). The professional career exploration program for minority and/or low income gifted and talented high school students. (Tech. Ref. GO 7710103-15821). West Lafayette, IN: Purdue University, Department of Education.
50. Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
51. Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 30(3), 159-169.
52. Plomin, R. (1994). Genetics and experience: The interplay between nature and nurture. Beverly Hills, CA: Sage.
53. Plomin, R. (1997). Identifying genes for cognitive abilities and disabilities. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, heredity, and environment(pp. 89-104). New York: Cambridge University Press.
54. Pollert, L. H., Feldhusen, J. F., Van Monfrans, AP. P., & Treffinger, D. (1969). Role of memory in divergent thinking. Psychological Reports, 25, 151-156.
55. Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above average. Educational Leadership, 50(2), 51-57.
56. Scarr, S. (1997). Behavior-genetic and socialization theories of intelligence: Truce and reconciliation. In R. J. Sternberg & I. Grigorenko (Eds.), Intelligence, heredity, and environment(pp. 3-41). New York: Cambridge University Press.
57. Schunk, D. H. (1987) Peer models and children’s behavioral changes. Review of Educational Research, 57(2), 149-174.
58. Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Hillsdale, NJ: Lawrence Erlbaum Associates.
59. Simonton, D. K. (1994). Greatness. New York: Guilford Press.
60. Simonton, D. K. (1997). When giftedness becomes genius: How does talent achieve eminence? In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education(pp. 335-352). Boston: Allyn & Bacon.
61. Snow, R. E. (1996). Abilities as aptitudes and achievements in learning situations. In J. J. McArdle & R.W.Woodcock (Eds.), Human cognitive abilities in theory in and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
62. Stanley, J. C. (1978). Educational non-acceleration:Aninternational tragedy. G/C/T/, 3, 2-5, 53-57, 60-64.
63. Stanley, J. C. (1984). Use of general and specific aptitude measures in identification: Some principles and certain cautions. Gifted Child Quarterly, 28, 177-180.
64. Steinberg, L. (1996). Beyond the classroom. New York: Simon & Schuster.
65. Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52, 1030-1037.
66. Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
67. Terman, L. M., & Oden, M. H. (1959). The gifted group at mid-life. Stanford, CA: Stanford University Press.
68. Thurstone, C. L. (1936). A new concept of intelligence and a new method of measuring primary abilities. Educational Record, 17(Suppl. 10), 124-138.
69. Torrance, E. P. (1987). Teaching for creativity. In S. G. Isaksen (Ed.), Frontiers of creativity research(pp. 189-215). Buffalo, NY: Bearly Ltd.
70. Treffinger, D. J., & Feldhusen, J. F. (2000). Planning for productive thinking and learning. Waco, TX: Prufrock Press.
71. Treffinger, D. J., Feldhusen, J. F., & Isaksen, S. G. (1990). Organization and structure of productive thinking. Creative Learning Today, 4(2), 6-8.
72. Van Tassel-Baska, J. (1994). A synthesis of perspectives: Another view. In J. B. Hansen & S. M. Hoover (Eds.), Talent development: Theories & practice(pp. 299-307). Dubuque, IA: Kendall/Hunt.
73. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
74. Wachs, T. D. (1992). The nature and nurturance. Newbury Park, CA: Sage.
75. Walters, J., & Gardner, H. (1986). The crystallizing experience: Discovering an intellectual gift. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness(pp. 306-331). New York: Cambridge University Press.
76. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333.