Preface	6
	Contents	10
	About the Authors	17
	Part I Introduction	46
	Chapter 1 Understanding Giftedness: Introduction or on the Importance of Seeing Differently	47
	References	57
	Part II The Nature of Giftedness	58
	Chapter 2 The History of Giftedness Research	59
	Introduction	59
	The Progression from a Theological, Through a Metaphysical, to an Empirical Approach to Giftedness	59
	Intelligence Research and its Significance for Giftedness Research	60
	Theories of Intelligence	62
	Empirical Investigations on the Stability and Malleability of Intelligence	63
	Multidimensional Models – An Expanded Perspective	64
	A Change in Perspectives – Away from Traits, Toward Domain-Specific Training: The Expertise Approach	65
	Investigations Into Interactions Between Genetics and Environmental Factors, Educational Measures and Individual Differences	66
	Factors Which Have Influenced Giftedness Research over the Course of History	68
	Cultural Differences	71
	Conclusion	72
	References	73
	Chapter 3 Essential Tensions Surrounding the Concept of Giftedness	81
	Introduction	81
	Construction, Deconstruction, and Reconstruction of Giftedness: A Dialectical Evolution of a Concept	83
	Giftedness Constructed: Lewis Terman’s Legacy of Essentialism	83
	Giftedness Deconstructed: Social and Scientific Disenchantment	84
	Giftedness Reconstructed: From Essentialism to Developmentalism	87
	Essential Tensions	90
	Aptitude Versus Achievement	93
	Being Versus Doing/Becoming	96
	Domain-General Versus Domain-Specific	99
	Quantitative Versus Qualitative Differences	102
	Expertise Versus Creativity	105
	Nomothetic Versus Idiographic Approaches	107
	Reductionism Versus Emergentism	109
	Excellence Versus Equity	112
	Conclusion	114
	References	114
	Chapter 4 Contemporary Models of Giftedness	123
	Introduction	123
	Foundations: Multidimensional Views of Intelligence	124
	The Three-Stratum Theory	125
	The Theory of Multiple Intelligences	125
	The Triarchic Theory of Successful Intelligence	126
	Sources of Giftedness	127
	The Role of Natural Abilities	127
	The Role of Expertise	129
	Critique of Models Including Sources	130
	The Role of Social Responsibility in Models of Giftedness	130
	The Three-Ring Conception and its Co-cognitive Factors	131
	The WICS Model of Intelligence	131
	Critique of Models that Include Social Responsibility	132
	The Role of Creativity in Models of Giftedness	132
	Required Productive Creativity	132
	Personal Creativity	133
	Creativity as a Natural Ability	133
	Critique of Models that Include Creativity	133
	Gender and Giftedness	134
	Critique of the Gender Views	135
	The Role of the Environment	135
	The Person Acting on the Environment	135
	The Environment Acting on the Person	135
	Action, Interaction, and Reaction	136
	Critique of the Environmental Views	136
	Conclusions and Consequences	137
	References	137
	Chapter 5 A Feminine Perspective of Giftedness	140
	Introduction	140
	How Fathers and Mothers Perceive Giftedness	140
	Giftedness as Eminence	142
	Dismantling the Variability Hypothesis	143
	Eminent Women	144
	Masculine Conceptions of Giftedness	146
	The Benefits of IQ Testing for Gifted Females	146
	The War Against IQ Testing	147
	Current Models of Giftedness	148
	Feminine Conceptions of Giftedness	149
	Identification of Gifted Girls	152
	The Development of Gifted Girls	154
	Issues of Cultural Diversity	157
	Sexism and Racism	158
	Social Class Bias	159
	Case Study: A Personal Interview	160
	What Represents Success to Gifted Women?	162
	Implications and Recommendations	163
	Supporting Cultural and Economic Diversity	164
	Conclusion	165
	References	166
	Chapter 6 An Expert Performance Approach to the Study of Giftedness	170
	Introduction	170
	Galton’s Traditional Account of Giftedness and Natural Ability	171
	Anecdotal Accounts for Early Talent	172
	The Expert Performance Approach to Capturing Superior, Reproducible Performance	173
	Recent Evidence Questioning Galton’s Assumptions of Immutable Limits	174
	Improvements in Performance Long After Physical Maturity	174
	Heritable Achievement and Historical Improvements in Performance	175
	Evidence of Innate Limits: Distinguishing the Automatization of Everyday Skills from the Acquisition of Expert Performance	176
	The Expert Performance Approach: The Acquired Mechanisms and Their Development	177
	Identifying the Mechanisms That Mediate Expert Levels of Performance	177
	The Development of Expert Performance	179
	Scientific Accounts of the Acquisition of Expert Performance and Its Mediating Mechanisms	180
	Toward Detailed Causal Accounts of the Development of Expert Performance in Sports	181
	Improving the Physiological and Anatomical Mechanisms That Mediate Performance	182
	Induced Changes in Elite Performers’ Physiological and Anatomical Characteristics	183
	General Reasons for Individual Differences	183
	The Effects of Perceived Talent	184
	The Relative Age Effect	184
	How Early Training Can Cause Adaptations That Are Perceived as Innate Talents and Gifts	185
	Conclusions	185
	Postscript	186
	Gagné’s Opinions Are Not Representative of Those of Researchers of High Ability	186
	Gagné’s Allegations of Failure to Discuss Embarrassing Findings—The Advantage of African Athletes	187
	Gagn´e’s Major Misunderstandings: What Constitutes a Domain of Expertise	187
	Mischaracterizing Baltes and Kliegl’s (1992) Testing-the-Limit Study	189
	Citing Beliefs and Opinions Rather than Reproducible Evidence	189
	If We Had Three Wishes from the Guardian Genie of the Science of High Ability	190
	References	191
	Chapter 7 Debating Giftedness: Pronat vs. Antinat	195
	Introduction	195
	The Case for Giftedness	196
	The Differentiated Model of Giftedness and Talent (DMGT)	196
	About Natural Abilities and Giftedness	200
	Evidence from the Intellectual Domain	206
	Evidence from the Physical Domain	213
	The Case for Antinat Deliberate (Mal)practice	222
	Selective Choice of Debating Arenas	223
	Biased Analysis and Interpretation of Data	227
	Conclusion	233
	References	234
	Rejoinder to Ericsson et al.’s Postscript	239
	My “Unique” Reactions	239
	Avoiding Embarrassing Findings	239
	My Alleged Misunderstandings	240
	Baltes and Kliegl’s Study	243
	My Lack of Reproducible Evidence	243
	The Guardian Genie’s Three Wishes	244
	“My” Postscript	244
	Additional References	244
	Chapter 8 The Arbitrary Nature of Giftedness	245
	Introduction	245
	Definition of Arbitrary	245
	Decision-Making	246
	Finding the “Right” Combination and Criteria	246
	The Relativity of an IQ Score	247
	Usefulness of Labeling and Classifying	248
	Repercussions of Arbitrary Decisions: Unfair Access to Learning Opportunities	249
	From Gifted Programs to Addressing Diversity	250
	References	253
	Chapter 9 Gifted and Thriving: A Deeper Understanding of Meaning of GT	255
	Introduction	255
	A Life Span Model of Gifted Thriving	256
	Intrapersonal Catalysts Affecting Thriving	259
	Dispositions, Virtues, Character, and Integrity	259
	Environmental Aspects or Catalysts	261
	Spirituality, Religion, and Faith	263
	Thriving Continuum	263
	Flourishing vs. Wasting	263
	Conclusion	266
	References	266
	Chapter 10 A Unique Type of Representation Is the Essence of Giftedness: Towards a Cognitive-Developmental Theory	271
	Introduction	271
	Neuropsychological Foundation of Giftedness	272
	Developmental Foundation of Giftedness	273
	What Do We Know About Child Prodigies Today?	273
	Explanations of the Nature of the Prodigy Phenomenon	274
	Feldman’s Co-incidence Theory	275
	The Socio-cultural and Multidimensional Approaches	276
	A New Approach to Understanding the Specific Development of Prodigies: Sensitive Periods	277
	Age Sensitivity and the Prodigy Phenomenon	277
	Paradigm Change in Addressing the Issue of the Nature of Giftedness	283
	Cognitive Basis of Giftedness	284
	Cognitive Experience and the Gifted’s Unique Representations: The Essence of Giftedness	285
	Explaining the Prodigy Phenomenon and the Nature of Giftedness	286
	Manifestations of Giftedness	287
	The Extracognitive Abilities in the Cases of Fulfilled and Developing Giftedness	289
	Was Einstein Gifted as a Child?	292
	Summary	293
	References	294
	Part III The Neuropsychology of Giftedness	298
	Chapter 11 Neuropsychological Characteristics of Academic and Creative Giftedness	299
	Introduction	299
	Neuroanatomy and IQ	302
	Neural Interconnectivity and Talent	304
	Creative Intelligence and Working Memory	307
	Conclusion	309
	References	309
	Chapter 12 The Neural Plasticity of Giftedness	312
	Introduction	312
	Intelligence, Domain General Ability, and Giftedness	314
	Fluid Intelligence, State of Mind, and Giftedness	316
	Creative Giftedness	320
	Domain-Specific Ability, Twice Exceptionality, and Giftedness	321
	Conclusion	323
	References	324
	Chapter 13 Working Memory, the Cognitive Functions of the Cerebellum and the Child Prodigy	331
	Introduction	331
	Purpose	332
	Working Memory: The Ongoing Stream of Cognitive Consciousness	333
	Working Memory Consists of Repetitive Mental Processes	334
	The Cognitive Functions of the Cerebellum	335
	The Traditional Role of the Cerebellum	335
	The Newer Conception of the Cerebellum Includes Cognitive Functions	335
	The Evolution of Cognitive Functions in the Cerebellum	336
	For the Cerebellum, Movement and Thought Are Identical Control “Objects”	337
	The Enormous Computing Capacity of the Cerebellum	337
	How Cerebellar Control Models Influence Working Memory Processes Toward Higher Levels of Abstraction	337
	The Role of the Cerebellum in the Manipulation of Thought via Mental Models: Conscious and Unconscious (Automatic) Control in Working Memory	338
	Multiple Pairs of Predictor and Controller Cerebellar Models: The Basis of Synthesis in Thought	339
	The Theoretical Bases for Working Memory/Cerebellar Accounts of the Child Prodigy’s “Forward-Modeling,” Unique Experiential World	340
	Evolutionary Context	341
	The Evolutionary Premise for the Collaborative Forward Modeling of Working Memory and the Cerebellum	341
	The Cerebellum Is Critical in the Composition, Rate of Acquisition, and Forward Drive of the Developing Child’s Working Memory Store of Mental Models	342
	The Developmental Floor of HMOSAIC as an Unconscious “Driver” of Attentional Control in Working Memory	342
	The Birth of the Central Executive of Working Memory	343
	Working Memory/Cerebellar Child Prodigy Hypothesis	344
	The Child Prodigy Hypothesis	345
	The Forward-Modeling, Anticipatory “Triggering” of the Child Prodigy’s Exceptional Performance	345
	Around What Modules Are the Early Infant’s First Attentional Sensitivities Organized?	346
	Working Memory Phenomenology and Cerebellar HMOSAIC Development During Spontaneous Deliberate Practice	347
	What Drives the Cognitive Picture Series Toward the Solution of Problems?	348
	Does Heightened Attentional Control Trigger Exceptional Intellectual Performance? Attention Capacity and Fluid Intelligence	348
	Conclusion	349
	References	350
	Part IV Developmental and Cognitive Foundations of Giftedness	353
	Chapter 14 Developmental Trajectories of Giftedness in Children	354
	Introduction	354
	A Comprehensive Model for the Development of Giftedness and Achievement	355
	Demands for Such a Model	355
	The Munich Dynamic Ability-Achievement Model (MDAAM) as an Integrating Framework for Giftedness Research	357
	Influences on the Development of Giftedness	358
	Genetic Psychology Approach	358
	Cognitive Psychology	359
	Expertise Research	360
	Interest and Motivational Characteristics	362
	Family Environment	363
	School Environment	364
	Gender Differences	364
	Conclusions	366
	References	367
	Chapter 15 Highly Gifted Young People: Development from Childhood to Adulthood	371
	Cognitive Characteristics of Highly Gifted Students	372
	Cognitive Style and Strategies	372
	Affective Characteristics of Highly Gifted Students	374
	Motivational Orientation	374
	Study Preferences	374
	The Onset of Norm-Referencing and the Awareness of Difference	375
	Studies of Friendship	376
	Moral Reasoning and Altruism	379
	Highly Gifted Children Growing Up	380
	The Terman Study	380
	The Study of Mathematically Precocious Youth (SMPY)	381
	An Australian Longitudinal Study	382
	Group A: Radical Accelerands	382
	Group B: Two-Year Accelerands	383
	Group C: One-Year Accelerands	383
	Group D: Students Not Permitted Acceleration	383
	Conclusion	384
	References	384
	Chapter 16 Talent Development Across the Lifespan	386
	Introduction	386
	Changes in Notions of Giftedness	387
	Studying Talent Development	388
	Explaining Outstanding Achievement	390
	Biological Explanations	390
	Sociobiological Explanations	392
	Learning Explanations	392
	Cognitive Explanations	393
	Darwinian Explanations	395
	Attitudes, Beliefs and the Influence of Culture	396
	Zeitgeist	398
	Symbolic Interactionism	399
	Realising Talent: What Seems to Count	399
	Birth Order	400
	The Gifted Personality	402
	Nurturing Talent in the Family	405
	Nurturing Talent at School	406
	Marginalisation and the Development of Talent	408
	Conclusion	408
	References	409
	Chapter 17 Creative Cognition in Gifted Youth	413
	Introduction	413
	Creative Cognition in the Gifted	414
	Generating Divergent, Original Candidate Ideas	415
	Problem Finding	417
	Retrieval of Specific Versus Abstract Information: A Closer Look	419
	Implicit Theories, Creative Self-Image and Creative Behavior	423
	Conclusions	426
	References	426
	Chapter 18 A Metacognitive Portrait of Gifted Learners	429
	Introduction	429
	Links Between Metacognition and Giftedness	429
	How Gifted Children Think Differently	431
	The Need for Sustained Research on this Topic	433
	Theoretical and Methodological Considerations	434
	A Brief History of Research Approaches	434
	1970s to Early 2000s	434
	1960–1970s	434
	Current Approaches	435
	Theoretical Perspectives	439
	Suggestions for Research Questions and Design	441
	Implications for Home, Classroom, and School	442
	Implications for Parenting and the Home	442
	Implications for Teachers and the Classroom	443
	Implications for Curriculum and Schools	446
	Conclusion	446
	References	446
	Part V Personality of the Gifted, Individual Differences,and Gender-Related Issues	450
	Chapter 19 Personality Qualities That Help or Hinder Gifted and Talented Individuals	451
	Background: Why Focus on Personality?	451
	Images of Self: Self-Concept and Self-Esteem	452
	Motivation: Who Drives the “Bus” on the Road to Actualizing High Potential?	454
	Resiliency: How Does Giftedness Contribute to or Reduce the Likelihood of Positive Outcomes?	458
	Frameworks for Conceptualizing, Understanding, and Studying the “Gifted” Personality	461
	References	462
	Chapter 20 Emotional Life and Psychotherapy of the Gifted in Light of Dabrowski’s Theory	466
	Two Core Concepts: Developmental Potential and Multilevelness	466
	Funneling of Emotional Tension	468
	Giftedness from Inside Out	468
	Intellectual Energy	469
	Imaginal Experience	469
	Emotional Life	471
	Psychological Types and Types of Emotional Growth	473
	Research on Overexcitability	474
	Emotional Giftedness	474
	Spiritual Giftedness	475
	Fostering Emotional Growth	476
	Multilevel Development	476
	Counseling and Psychotherapy for the Gifted	477
	Insufficiency of Existing Psychotherapeutic Paradigms	478
	Emotional and Social Implications of Dabrowski’s Theory	479
	Emotional Sensitivity and Moral Valuation	479
	Counseling Using an Integral Approach	479
	Dabrowski’s Theory Is Non-ontogenetic and Value Based	480
	Supporting the Developmental Inner Truth of the Child with High Developmental Potential	480
	Social and Emotional Development from a Multilevel Multiple Perspective	481
	Mental Health from a Multidimensional View of Personality Development: The Case of Lael, an Exceptionally Gifted 17-Year-Old	481
	Initial Impression and First Meeting. First Person Narrative	483
	Background	483
	Differential Diagnoses According to the Theory of Positive Disintegration	484
	On the Development of the Personality Through Multilevel Disintegration	486
	The Role of the Counselor in Global Multilevel Disintegration in the Case of Lael	488
	Case Study Number Two: Kieran	489
	Initial Impression and First Meeting: First Person Narrative	489
	Background and Developmental Profile	490
	Counseling Intervention	490
	Conclusions	491
	References	491
	Chapter 21 On Individual Differences in Giftedness	495
	Positioning the Issue of Giftedness in the Psychology of Individual Differences Domain	495
	Theories and Research Methods	496
	Levels of Individual Differences	496
	Physiological Mechanisms of Individual Differences	497
	Cognitive Processes and the Phenomenon of Individual Differences	498
	Individual Differences at the Level of Traits and Types	499
	Intelligence	499
	Creativity	501
	Temperament	502
	Individual Psychological Differences and Identification of the Gifted	504
	Selection	505
	Education	507
	Conclusions	508
	References	509
	Chapter 22 A Theory of Talent Development in Women of Accomplishment	514
	Introduction	514
	Traditional Theories of Talent Development	515
	Gifted Producers and Gifted Performers	515
	Successful Intelligence	515
	Theories of Female Talent Development	516
	Remarkable Women	516
	Smart Girls and Women	517
	The Challenges of Talented Women	517
	Research Methods	518
	Instrumentation and Data Collection	518
	Data Analysis	518
	Participants	519
	Limitations of the Study	519
	Case Studies of Eminent Women	519
	Congresswoman Nancy L. Johnson (1935–)	519
	Mary Sherwood, Forester, Conservationist, and Ecologist (1906–2001)	521
	A Theory of Female Talent Development	522
	Spheres of Influence: Where Do Gifted Women Exercise Their Talents?	523
	The Trajectory of Female Talent Development	523
	Factors That Facilitate Talent Development	524
	Personality Attributes	525
	Barriers That Impede the Development of Female Talents	526
	Differences in Male and Female Talent Development	528
	Conclusion	528
	References	529
	Part VI Twice-Exceptional Gifted Individualsand Suicide-Related Issues	532
	Chapter 23 Twice Exceptional: Multiple Pathways to Success	533
	Introduction	533
	Gifted Students with Disabilities	534
	Primary Subgroups of Gifted Students with Disabilities	535
	Gifted Students with Learning Disabilities	535
	Gifted Students with Autism and Intellectual Disabilities	537
	Gifted Students with Asperger’s Syndrome	538
	Gifted Students with Attention-Deficit Hyperactivity Disorder	538
	Gifted Students with Sensory Disabilities	540
	Accommodating the Learning Needs of Twice Exceptional Students in School	541
	Identification	541
	Curriculum and Instruction	543
	Teacher Education	546
	Conclusion	547
	References	547
	Chapter 24 Gifted Learners Who Drop Out: Prevalence and Prevention	552
	Introduction	552
	Completing Secondary School in the United States	553
	Descriptive Considerations	553
	Dropouts	553
	The Gifted	554
	Diversity and Dropping Out	554
	Why Would a Gifted Student Leave School?	555
	Estimating Dropout Rates Among the Gifted	556
	Misinterpreting Marland	556
	The Ubiquitous Twenty Percent	556
	Recent Empirical Findings	556
	Current Research	558
	Conclusions	558
	Measuring Gifted Dropouts	558
	Further Questions	559
	References	560
	Chapter 25 Understanding Suicidal Behavior of Gifted Students: Theory, Factors, and Cultural Expectations	562
	Introduction	562
	Suicide in the General Population	563
	Demographic and Statistical Data	563
	Literature on the Causes and Warning Signs of Suicide	564
	Two Recent Theories of Suicide	565
	Proneness to Suicide Among Gifted Youth	568
	Social and Emotional Issues and Challenges of Gifted Adolescents	568
	Social and Emotional Issues Common to Both Genders	569
	Being Adolescent, Gifted, and Male	573
	Being Adolescent, Gifted, and Female	574
	Are Gifted Adolescents Especially Vulnerable to Suicide?	576
	Summary	578
	References	578
	Part VII Types of Giftedness	582
	Chapter 26 In Search of Emotional–Social Giftedness: A Potentially Viable and Valuable Concept	583
	Introduction	583
	The Need for a More Comprehensive Definition of Giftedness	584
	Characteristics of Giftedness	585
	Defining Giftedness	586
	Defining Emotional Intelligence	586
	Examining the Relationship Between Emotional Intelligence (EI) and Giftedness	587
	Results that Surface from Examining the Relationship Between EI and Giftedness	587
	A Summary of the Major Findings Related to Emotional–Social Giftedness	590
	Conclusion and Recommendations	591
	References	592
	Appendix: The EQ-i Scales and What They Assess	594
	Chapter 27 The Two Pioneers of Research on Creative Giftedness: Calvin W. Taylor and E. Paul Torrance	595
	Introduction	595
	Calvin W. Taylor	595
	Taylor’s Early Years	596
	The Utah Conferences	596
	Biographical Inventories: Development of Form U and Multiple Talents	597
	Multiple Talent Teaching Program	598
	Influences on Taylor: Toynbee and NASA—the Big C	598
	E. Paul Torrance	599
	The Torrance Tests of Creative Thinking (TTCT)	599
	Thinking Creatively in Action and Movement (TCAM)	601
	The Incubation Model of Teaching	603
	The Manifesto for Children	603
	The Torrance Center for Creativity and Talent Development	603
	References	604
	Chapter 28 Creative Giftedness: Beginnings, Developments, and Future Promises	608
	Creative Giftedness: An Introduction	608
	A Brief Historical Overview	609
	Creativity Measures and Culture Fairness	609
	Creativity and Modern Conceptions of Giftedness	611
	The Three-Ring Model and Creativity	611
	The DMGT Model and Creativity	612
	Creativity and Feldman’s Developmentalist Perspective	613
	The WICS Model of Giftedness and Creativity	613
	Gardner’s Theory of Multiple Intelligences	614
	Creativity and Selected Giftedness Models in Sum	615
	New Conceptions of Creativity and New Directions for Giftedness	615
	Future Creativity Testing: The Promise of Dynamic Assessment	617
	Conclusion	618
	References	618
	Chapter 29 Imaginary Worldplay as an Indicator of Creative Giftedness	622
	Introduction	622
	Giftedness in Play	623
	Worldplay	623
	Worldplay as Creative Play	624
	A History of Worldplay	625
	The First Study of Contemporary Worldplay	626
	Worldplay in a Population of Creative Adults	627
	Worldplay as a Sign of Creative Giftedness in Childhood	631
	Recognizing and Nurturing Worldplay	634
	Conclusion	636
	References	637
	Appendix: Translation of Inscription on the Cave Painting, by M. (personal papers)	638
	Chapter 30 Development of Gifted Motivation: Longitudinal Research and Applications	640
	Introduction	640
	Conceptual Foundation of Gifted Motivation	641
	A Study of the Development of Intellectual Giftedness and the Early Proposal of Gifted Motivation: The Fullerton Longitudinal Study	641
	Conceptualizing the Gifted Motivation Construct	642
	Empirical Validation of the Gifted Motivation Construct	645
	The Role of Home and Family Environment in Gifted Motivation	647
	Anecdotal Evidence for a Gifted Motivation Construct	648
	Theoretical and Applied Significance of the Gifted Motivation Construct	648
	Directions for Future Research	650
	Conclusions	651
	References	651
	Chapter 31 Leadership Giftedness: Is It Innate or Can It Be Developed?	655
	Review of Research and Literature on Giftedness in Leadership	655
	Development of Leadership Expertise	661
	Method	661
	Sample	661
	Instrumentation	661
	Procedure	662
	Results	662
	Perceived Leadership Strengths and Weaknesses: The First Ten Descriptors (Ellis)	662
	Ellis’ Leadership Strengths Indicator	662
	Goldberg Leadership Strengths Indicator	662
	Sisk Leadership Strengths Indicator	663
	O’Leary Development of Personal Strengths Questionnaire	663
	Summary and Conclusions	664
	Implications	665
	Final “Answers”	666
	References	667
	Part VIII Domain-Specific and Multiple Giftedness	668
	Chapter 32 Scientific Talent: The Case of Nobel Laureates	669
	Introduction or Why Is It So Important?	669
	Theoretical Premises: Nobel Laureates’ Unique Point of View	671
	Extracognitive Abilities of Nobel Laureates in Science	676
	Specific Intellectually Creative Feelings	676
	Specific Intellectually Creative Beliefs and Intentions	680
	Specific Intellectually Creative Preferences	680
	Highly Developed Intuitive Processes	681
	The Relationship Between the Components of Extracognitive Abilities	683
	The Extracognitive Abilities and Metacognition	683
	The Roles of the Extracognitive Abilities in the Intellectual Functioning of Nobel Laureates	684
	Summary and Conclusions	686
	References	687
	Chapter 33 Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment	690
	Introduction	690
	The Study of Mathematical Excellence	691
	The Critical State View of Giftedness	692
	The Actiotope Model of Giftedness	694
	Framework for This Chapter	695
	The Domain Problem – What Is Mathematical Excellence?	695
	The Societal Perspective of Mathematics	696
	The Educator’s View of Mathematics	696
	The Mathematician’s Perspective of Mathematics	697
	Aspects of Self in the Achievement of Mathematical Excellence	698
	Antecedents of Action Repertoires	698
	Action Repertoires for Talented Mathematics Students	703
	Action Repertoires and MathPract	705
	Subjective Action Space	706
	Environmental Aspects in the Achievement of Mathematical Excellence	707
	Learning Environment	707
	Social Support	709
	Technology	709
	Discussion	709
	Provision for the Mathematically Gifted	711
	References	712
	Chapter 34 Cinema Talent: Individual and Collective	718
	Introduction	718
	Units, Sampling, and Assessment	719
	Cinematic Collaborations	720
	Film as Art Versus Film as Business	721
	Production Costs and Cinematic Success	723
	Individual and Collective Talents	724
	Individual Talent	724
	Collective Talent	727
	Conclusions	729
	References	729
	Chapter 35 Reading,Writing, and Raising the Bar: Exploring Gifts and Talents in Literacy	732
	Introduction	732
	Characteristics of Gifted and Talented Readers and Writers	732
	Notable Gifted Readers and Writers	733
	Critical Reading	734
	Critical Writing	734
	Critical Listening	735
	Critical Discussion	735
	The Interrelationship of Reading, Writing, Listening, and Speaking	736
	Choosing Quality Literature	736
	The Need for Excellence in Writing Skills	737
	Common Frustrations of Gifted Readers and Writers	737
	External Difficulties Facing Gifted Readers and Writers	737
	Internal Difficulties Facing Gifted Readers and Writers	738
	Age of Accountability	739
	Gifted Education and Literacy: Whispers of Change	739
	Multiculturalism	739
	Technology	740
	Teacher Preparation	740
	Assessment	741
	Suggestions and Implications	742
	Well-Defined Gifted Literacy Expectations	742
	Updating the Schools	742
	Raising the Bar	743
	References	743
	Chapter 36 The Elusive Muse: Understanding Musical Giftedness	745
	Making Sense of Nomenclature	745
	Genotype Labels	745
	Phenotype Labels	746
	The Difficulties in Defining Musical Giftedness	747
	Musical Giftedness as a Sub-cultural Attribute	748
	The Ambiguity of Social Consensus	749
	The Multi-dimensionality of Musical Giftedness	750
	The Core Skills of Musical Giftedness	751
	The Key Skills of Musical Giftedness	752
	Musical Giftedness and Heredity	756
	The Nature of Stimulation and Development Differs Between Domains	756
	Everyone Has Musical Capacity	757
	Practice Makes Perfect	757
	Identifying Musical Giftedness	758
	Concluding Remarks	761
	References	762
	Chapter 37 Giftedness and Talent in Sport	768
	Introduction	768
	A Classical Study	770
	Parents and Peers	772
	Males and Females: Individual and Team Sports	773
	Four or Five Stages?	773
	Talented and/or Gifted	774
	A Control or Reference Group	775
	Concluding Remarks	775
	Characteristics of Top-Level Athletes	776
	An Early German Study	777
	Further Studies: Top-Level Athletes	778
	Toward a Preliminary Conclusion	779
	Psychological Traits of Elite Athletes	780
	Concluding Remarks	781
	Factors Influencing the Process of Talent Development	781
	Talent Development Facilitators in Athletics	782
	Concluding Remarks	784
	Talent Development Inhibitors in Athletics	789
	The Driving or Pushing Parent	791
	Conclusions	795
	Concluding Remarks	802
	References	803
	Chapter 38 On Entrepreneurial Giftedness	809
	Introduction: Where Did All Great Entrepreneurs Come From?	809
	Early Signs of Entrepreneurial Giftedness	811
	The Impact of Micro-social Environment on Developing High Ability: Literature Review	815
	The Case Study of Entrepreneurial Giftedness: The Impact of the Micro-social Factors on the Development of Richard Branson’s Talents	816
	Discussion	820
	Conclusions	821
	References	822
	Chapter 39 Ilk Hunting: Newbies, Cyberpunks, Coders and the Search for Elusive, Ego-Twisted, Talented Computer Hackers	824
	Introduction	824
	Social Psychology as a Framework for Understanding Talented Computer Hackers	825
	Hacker Ilk: A Taxonomy	826
	Take Three Theories: A Social Psychological Model of Creativity, Social Identity Theory, and a Motivational Hierarchy of Needs	827
	A Social Psychological Model of Creativity	828
	Social Identity Theory	828
	A Motivational Hierarchy of Needs	829
	Alternative Developmental Contexts	830
	Participant Observations of Intrinsic Motivation Among Computer Hackers	831
	Hackers Versus Hacks	831
	The Joy of Hacking: A Seduction	832
	From MIT to Microsoft: Nourishing the Role of the Rebel	833
	A Short History of Hacking: An Evolving Ethos	834
	The Future of Computer Hacking	835
	Hacking Is Non-moral	836
	Conclusions	836
	References	837
	Chapter 40 What Makes a Gifted Educator? A Design for Development	839
	Introduction	839
	The Gifted Educator as Interpersonally Intelligent	842
	Wisdom: A Characteristic of the Gifted Educator	842
	Understanding Learners’ Perspectives	842
	What Makes an Educator Wise?	843
	The Gifted Educator as Intrapersonally Intelligent	843
	Understanding One’s Own Perspectives	843
	Interobjectivity	844
	Smart Contexts	844
	The Environment as the “Third Teacher”	844
	A Model of Social Expertise Relevant to Teaching	844
	Educational Implications: A Design for Development of Gifted Educators	847
	Rethinking Foundations	847
	Gifted Educators: Multiple Ways of Being	847
	Gifted Educators and Gifted Children	848
	Directions for Research	849
	Studies of Exemplary Practice	849
	Teacher Involvement	849
	Gifted Educators or Gifted Contexts?	849
	References	849
	Chapter 41 Understanding Managerial Talent	852
	Introduction	852
	Breaking all the Rules of Conventional Management Wisdom: The Study of Great Managers	853
	Richard Branson as a Great Manager: A Case Study	857
	Theory of Managerial Talent	859
	Summary	863
	References	863
	Chapter 42 Multiple Giftedness in Adults: The Case of Polymaths	865
	Introduction	865
	Einstein as a Polymathic Exemplar	867
	Does Polymathy Denote General Creativity?	869
	The Ubiquity of Polymathy Among Gifted Scientists	870
	The Ubiquity of Polymathy Among Gifted Artists	872
	Polymathy in New Synthetic Disciplines	874
	Polymathy and Creative Giftedness Reconsidered	877
	Conclusions	878
	References	879
	Preface	887
	Contents	891
	Part IX Giftedness, Society, and Economy	898
	Chapter 43 Families of Gifted Children	899
	Introduction	899
	Identification of Giftedness	900
	The Cognitive Development of the Child	900
	Enriched Language	900
	Learning Experience	901
	The Family Culture	902
	Gender Differences	902
	The Siblings of Gifted Children	905
	Gifted Children as They Grow Up	905
	Emotional Development	906
	Outlines for Future Studies of Long-Term Outcome of Gifted Children	907
	Summary and Conclusions	907
	References	907
	Chapter 44 Large-Scale Socioeconomic, Political, and Cultural Influences on Giftedness and Talent	910
	Introduction	910
	Aspiration Development and Self-Fulfillment: Barriers from Large-Scale Contexts	911
	Large-Scale Contextual Influences on Aspiration Development and Self-Fulfillment	913
	Changing Global Value Systems	914
	Religious Perspectives on the Ideal Society	915
	Democratic Advancement or Erosion	917
	Globalization and Distant Proximities	918
	The Dominance of Neoclassical Economic Theory and Neoliberal Ideology	919
	Mirage Meritocracies	921
	Dogmatic Leaders and Followers	923
	Conclusion	925
	References	925
	Chapter 45 Gifts, Talents, and Their Societal Repercussions	929
	Introduction	929
	Distribution	929
	Creative Productivity	930
	Other Accomplishments	931
	Interpretation	931
	Emulation	932
	Implication	935
	References	935
	Chapter 46 The Unwanted Gifted and Talented: A Sociobiological Perspective of the Societal Functions of Giftedness	937
	Introduction: Four Marginalized Gifted Individuals	937
	James, the Canadian Potential Nobel Laureate	937
	Andrew, the Athlete and Formidable Problem-Solver	938
	Peter, the Polymath with Street Smarts Beyond Comparison	938
	Bjorn, the Caring Intellectual Persuader	939
	Involuntary Stigmatization and Voluntary Marginalization	940
	History Provides Interesting Examples	940
	Giftedness and Sociobiology	942
	Proposing a Taxonomy of Gifted Social Functions	942
	Societal Maintenance	943
	Societal Entertainment	943
	Societal Change	944
	Answering the Posed Questions	945
	Ten Hypotheses on Gifted Individuals in Different Social Contexts	946
	References	947
	Chapter 47 On Giftedness and Economy: The Impact of Talented Individuals on the Global Economy	949
	Introduction to the Talent-Based Economy	949
	The “Secret” of California’s Silicon Valley: Hidden Mechanisms of the Talent-Based Economy	952
	Definitions	952
	Manifestations of the Silicon Valley Excellence	953
	Compensatory Mechanisms	962
	Why Silicon Valley Cannot Be Easily Replicated Around the World	963
	Policy-Related Implications for the Advancement of the Talent-Based Economy	965
	Conclusions	966
	References	967
	Part X Assessment and Identificationof Giftedness	969
	Chapter 48 The Measurement of Giftedness	970
	Origins of the Measurement of Intelligence	970
	Spearman’s Unsinkable g and Raven’s Progressive Matrices	971
	Raven’s Progressive Matrices	971
	Multifactor Theories	973
	The Binet–Simon Scales	974
	The Stanford-Binet Scales	974
	The Stanford-Binet Intelligence Scale (Form L-M)	975
	The Stanford-Binet Intelligence Scale, Fourth Edition (SB-IV)	976
	The Stanford-Binet Intelligence Scale, Fifth Edition (SB5)	977
	The Wechsler Intelligence Scales	979
	Wechsler Intelligence Scale for Children, Third Edition (WISC-III)	981
	Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)	983
	Assessing Higher Ranges of Giftedness	986
	Assessing Gifted Children with Learning Disabilities	989
	Conclusion	990
	References	991
	Chapter 49 Identifying Academically Talented Students: Some General Principles, Two Specific Procedures	994
	Introduction	994
	Defining Giftedness	996
	Giftedness as Relative to the Norm Group	996
	Flynn Effect	997
	Demographic Changes in the Population	997
	The Importance of Local Norms	997
	Age Norms	998
	Subgroup Norms	998
	Assessments in Other Languages	999
	Scaling Effects	999
	Summary	999
	Is Giftedness Developed?	999
	Giftedness as a Category Label	1000
	An Aptitude Theory of Academic Talent	1001
	A Definition of Aptitude	1001
	Effects of Context	1002
	Inferring Aptitudes	1002
	Scholastic Aptitudes	1003
	Measures of Domain Knowledge and Skills	1003
	Measures of Fluid Reasoning Abilities	1004
	Measures of Motivation, Interest, and Creativity	1006
	Common Pitfalls	1006
	The Non-exchangeability of Measures	1006
	“And,” “Or,” or “Average”?	1008
	Combining Scores from Different Tests	1009
	Identifying Academically Talented Minority Students	1010
	Prediction of Achievement for Minority Students	1010
	Judging Test Bias by Mean Differences Rather Than by Predictive Validity	1011
	The Need for Within-Group Comparisons	1012
	Two Identification Procedures	1013
	Procedure 1. Multiple Norm Groups, Multiple Perspectives	1013
	Procedure 2. Using Ability Test Scores and Teacher Ratings	1014
	Suggestions for Policy	1016
	References	1018
	Chapter 50 The Johns Hopkins Talent Search Model for Identifying and Developing Exceptional Mathematical and Verbal Abilities	1021
	The Study of Mathematically Precocious Youth	1021
	The MVT:D4 Model	1023
	Discovery	1023
	Description	1023
	Development	1024
	Dissemination	1024
	The Center for Talented Youth (CTY)	1024
	Expansion of the Model Nationally	1025
	Expansion of the Model Internationally	1026
	Julian C. Stanley Study of Exceptional Talent (SET)	1027
	Research on the Talent Search Model	1028
	Predictive Validity of Talent Search Scores	1028
	Acceleration as a Strategy for Serving Gifted Students	1029
	Characteristics of Gifted Students	1030
	Performance of Talent Search Students over Time	1033
	Conclusion	1034
	References	1034
	Chapter 51 A New Approach to the Identification of Intellectually Gifted Individuals	1039
	Introduction: Intelligence Testing as Psychology’s Important Technological Innovation	1039
	Theoretical Foundations: Cognitive-Developmental Theory of Giftedness	1040
	A Type of Representation as a Proto-phenomenon of Cognitive Experience	1041
	Shortcomings of Conventional Intelligence Tests	1042
	Psychological Assessment of Intellectual Abilities: A New Perspective	1043
	Psychological Mental Context	1044
	“Open Character”	1045
	Basis of Giftedness	1046
	Does Not Test Psychological Functions	1047
	No Emphasis on Mental Speed	1047
	Both Retrospective and Prospective Assessments	1048
	Cognitive Styles as an Important Part of Intelligence Testing	1049
	Metacognitive and Extracognitive Abilities as Integral Part of Intelligence Testing	1050
	Tests Should Not Be Very Long	1050
	Conclusions	1051
	References	1051
	Part XI Recent Advances in Gifted Education	1054
	Chapter 52 New Developments in Gifted Education	1055
	Introduction	1055
	Related New Developments	1056
	Definitions of Giftedness	1056
	Study of Mathematically Precocious Youth	1057
	Minority Identification and Participation	1058
	Teachers and Teaching	1059
	Strategic Thinking	1060
	Identification	1061
	Instructional Models	1061
	Gifted Education and the Law	1062
	Summary	1062
	References	1063
	Chapter 53 The English Model of Gifted Education	1065
	Introduction	1065
	Gifted Education and the Mainstream Education System	1067
	The English Model: Rationale and Values	1068
	Reflections on Existing Approaches to Gifted and Talented Education	1068
	The English Model: A New Paradigm	1070
	The English Model Summary	1071
	Beliefs Underpinning the Model	1071
	Provision	1071
	The English Model: Key Elements	1072
	The Opportunity Pyramid	1072
	The High-Quality Basic Education System	1072
	Every Teacher a Teacher of the Gifted	1073
	A Key Role for Out-of-Hours Programmes	1074
	Pupil Voice and Pupil Engagement	1075
	Leadership, Coordination and Management	1076
	The Role of Identification Within the English Model	1076
	Developing Good Citizens	1077
	Exemplars of the English Model in Practice	1077
	Conclusions	1078
	References	1078
	Chapter 54 Enhancing Creativity in Curriculum	1080
	Introduction	1080
	Definitions	1080
	Trait Views	1081
	Process Views	1081
	Developmental Perspectives	1083
	The Role of Play	1083
	Time for Creativity	1084
	Instruction for Teaching Creativity	1084
	The Demographics of Creativity	1085
	Intrinsic Motivation and Creativity	1086
	Insight and Creativity	1086
	Adversity and Creativity: The Lives of Eminent People	1086
	Teaching Creativity in the Arts	1087
	Teacher Understanding of Creativity	1088
	Models of Instruction for Enhancing Creativity	1088
	Creative Problem Solving	1089
	Problem-Based Learning	1089
	Synectics	1090
	Lateral and Vertical Thinking	1090
	Metaphor Development	1091
	Talents Unlimited	1091
	The Role of Mentors in Nurturing Creativity	1091
	The Role of Work	1092
	School-Based Applications of Creativity	1092
	Creative Expression	1092
	Aptitude and Interest Matches	1092
	Links to the Professions	1093
	Reading of Biographies	1093
	Academic Counseling	1093
	Multiple Options and Outlets for Creativity	1093
	Emphasis on Metacognition	1093
	Open-Ended Activities and Approaches	1093
	Emphasis on Targeted Extracurricular Options	1094
	The Teaching of Creativity Skills	1094
	Issues in Teaching Creativity	1096
	Assessing and Measuring Creativity	1097
	Alternative Assessments for Creativity	1097
	Conclusions	1098
	Implications for Research	1098
	References	1099
	Chapter 55 Acceleration: Meeting the Academic and Social Needs of Students	1103
	Introduction	1103
	Academic Effects of Acceleration	1104
	Types of Acceleration	1104
	Growth in Academic Achievement	1105
	Long-Term Academic Effects	1106
	The Decision-Making Process	1107
	Social Effects of Acceleration	1107
	General Social Effects	1107
	Social Effects of Early Entrance to School	1108
	Social Effects of Grade Skipping	1109
	Social Effects and Early Entrance to College	1109
	Long-Term Social Effects	1110
	Special Issues	1110
	Radical Acceleration	1110
	Twice-Exceptional Students	1111
	Acceleration, Diverse Populations, and Gender	1111
	Summary	1111
	Conclusion	1111
	Conduct a Comprehensive Psychological and Educational Evaluation	1113
	High Achievement, Aptitude, and Ability Are Not Enough	1114
	Outside Activities Are an Indication of Maturity	1114
	If Either Whole-Grade or Single-Subject Acceleration Is Recommended, It Is Important to Consider the Timing of the New Placement	1114
	When It Comes to Acceleration, Size Is Not an Issue	1114
	What If There Is No Change in the Student’s Program	1114
	The Future: The Institute for Research and Policy on Acceleration	1115
	References	1115
	Chapter 56 Teaching for Wisdom in Public Schools to Promote Personal Giftedness	1117
	Introduction	1117
	Promoting Personal Giftedness by Teaching for Wisdom	1117
	Conceptions of Wisdom: Historical and Scientific	1117
	Relations Between Wisdom and Giftedness	1119
	Teaching for Wisdom	1119
	Wisdom as Gifted Moral Character	1120
	Sternberg’s Balanced Curriculum for Wisdom	1122
	Fostering Personal Wisdom	1124
	References	1128
	Chapter 57 DISCOVER/TASC : An Approach to Teaching and Learning That Is Inclusive Yet Maximises Opportunities for Differentiation According to Pupils' Needs	1131
	Introduction	1131
	A Consideration of Common Issues Regarding Pedagogy	1132
	Theoretical Background to the Framework of TASC: Thinking Actively in a Social Context	1133
	The Living Values Research Process	1133
	The Major Tenets of TASC	1133
	Understanding the Theory That Informs the Base of TASC: Thinking Actively in a Social Context	1134
	Vytgotsky’s Development of Higher Psychological Processes	1134
	Sternberg’s Triarchic Theory of Intellectual Development	1135
	Considering the Broad Principles of the Teaching Methodology That Underpins TASC	1135
	The TASC Problem-Solving Framework	1136
	Gather and Organise: What Do I Know Already?	1136
	Identify: What Am I Going to Do?	1137
	Generate: How Many Ways Can I Do It?	1137
	Decide: Which Are the Best Ideas?	1137
	Implement: Let’s Do It!	1138
	Evaluate: How Well Did I Do?	1138
	Communicate: Let’s Share What We Have Learned!	1138
	Learn from Experience: What Have We Learned?	1138
	Developing Tools for Effective Thinking Which Feed into the TASC Problem-Solving Wheel	1139
	Clarifying Goals – Are We on Track? What are we trying to do?	1139
	Creating a “Think Tank” – How Many Ideas Can We Think of?	1139
	Looking at Both Sides of an Idea –What Is the Opposite View?	1140
	Exploring the Consequences –What Will Happen If?	1140
	Looking in All Directions –What Are All the Factors to Consider?	1140
	Prioritising –Which Is the Most Important?	1140
	Consulting Others –What Do Other People Think?	1140
	Making Connections – How Do the Ideas Link?	1140
	Extending the TASC Problem-Solving Framework Through Increasing Complexity of the Tools for Effective Thinking	1140
	Evaluation of TASC in Schools	1142
	General Comments from the Teachers	1143
	General Comments from the Children Reported by the Teachers	1144
	Theoretical Background for the Framework of DISCOVER: Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Strengths	1144
	Need for Changes in Beliefs	1144
	A New Framework: From Theory to Practice	1144
	Grounded Research	1145
	Essential Elements of the Framework	1147
	The Problem Continuum	1147
	Inventory of Teaching and Learning Experiences	1149
	Students Are Presented with and Led Through Solving a Real-World, Semi-structured Problem	1149
	Using the Continuum and Matrix to Design Student Options and Choices	1150
	Other Uses of the Problem Continuum	1151
	Problem Type I, Then II, III, IV, V and VI	1151
	The Ten Human Abilities	1151
	Evaluation of DISCOVER in Schools	1155
	Conclusion	1157
	References	1157
	Chapter 58 Future Problem Solving in Gifted Education	1160
	The Birth of FPSP	1160
	The Process and Examples	1161
	Overview	1161
	The Process	1162
	Identify Challenges Related to the Topic or Future Scene	1162
	Select an Underlying Problem	1162
	Produce Solution Ideas to the Underlying Problem	1163
	Generate and Select Criteria to Evaluate Solution Ideas	1163
	Evaluate Solution Ideas to Determine the Better Action Plan	1164
	Develop the Action Plan	1164
	Organization and Components	1165
	Team and Individual Problem Solving	1165
	Team Problem Solving	1165
	Action-Based Problem Solving	1165
	Community Problem Solving	1165
	Scenario Writing	1166
	Rationale and Benefits	1166
	Discussion	1166
	References	1167
	Appendix: Example Future Problem Solving Activity	1168
	Topic and Content Specific Standards	1172
	Science	1172
	History	1172
	Civics	1172
	Geography	1173
	Economics	1173
	The Arts	1173
	Chapter 59 Practical Intelligence and Wisdom in Gifted Education	1174
	Introduction	1174
	Practical Intelligence	1175
	Early Work	1175
	Relationship Between Academic and Practical Intelligence	1176
	Validity Studies of Practical Intelligence	1177
	Practical Intelligence and Tacit Knowledge for School	1178
	The Nature of Tacit Knowledge	1179
	Tacit Knowledge for School	1179
	Wisdom	1180
	The Evolving Self Model: Seeking Self and Serving Communities	1181
	A Case in China	1183
	Wisdom and Democracy	1184
	Teaching Wisdom	1186
	The Promise of Service Learning	1186
	Concluding Thoughts	1187
	References	1187
	Chapter 60 Recent Developments in Technology: Implications for Gifted Education	1190
	Introduction	1190
	Pace	1191
	Process	1192
	Passion	1193
	Products	1193
	Peers	1194
	The Dark Side of Technology	1194
	Other Pitfalls Along the Way	1195
	Summary	1195
	References	1196
	Chapter 61 High Intellectual and Creative Educational Multimedia Technologies for the Gifted	1198
	Introduction	1198
	Psychological View of an Information-Based Society	1199
	Instructional Technology Innovations	1201
	The First Generation of Educational Multimedia Technologies	1206
	The Significance of HICEMTs	1207
	When the Medium Is “Mental”	1209
	General Characteristics of HICEMTs	1209
	General Psychological Basis	1210
	Fundamental Cognitive Mechanisms	1210
	New Targets of Educational and Developmental Influences	1211
	Better Adaptation to Individuals’ Psychological Organization	1211
	Psycho-edutainment	1212
	Specific Characteristics of HICEMTs	1212
	How Many HICEMTs: One, Two, or More?	1213
	General and Specific HICEMTs	1213
	Examples of HICEMTs	1214
	Summing Up	1215
	References	1216
	Chapter 62 A Technology-Based Application of the Schoolwide Enrichment Model and High-End Learning Theory	1220
	Introduction	1220
	A Brief History of the SEM	1221
	Theories Underlying Schoolwide Enrichment: The Renzulli Learning System	1221
	The Three-Ring Conception of Giftedness	1221
	The Enrichment Triad Model	1223
	The Deductive Model of Learning	1223
	The Inductive Model of Learning	1224
	High-End Learning Theory	1225
	“Real-World Problem” Defined	1227
	The Renzulli Learning System: A Four-Step Procedure	1227
	The Renzulli Learning System and High-End Learning	1230
	The Value-Added Benefits of Learning with Technology	1238
	Summary: The Renzulli Learning System	1239
	References	1240
	Chapter 63 The Iowa Online Advanced Placement Academy: Creating Access to Excellence for Gifted and Talented Rural Students	1241
	The Virtual Reality of Being a Rural and Small School	1241
	Excellence and Access	1242
	Opportunities for Overcoming Geographic Barriers	1242
	Technology as Access to Excellence	1243
	Iowa Communications Network (ICN)	1243
	Online Learning	1243
	Program Support: Collaboration with Schools	1244
	A Comprehensive Approach to Advanced Academic Challenge	1244
	The Iowa Excellence Program: Academic Enrichment as a Foundation for Academic Acceleration	1244
	Talent Search	1245
	Interactive Professional Development: A Critical Aspect to the Successful Implementation of Iowa Excellence	1246
	Belin-Blank Center Dynamic Model for Professional Development	1246
	Early Commitment to Professional Development	1246
	Systematic Professional Development	1246
	The Dynamic Model of Professional Development	1247
	Professional Development as Talent Development for Teachers	1247
	Cultivating a Culture for Academic Challenge	1248
	Systemic Improvement and Change in Academic Culture	1248
	References	1249
	Chapter 64 On Bringing Interdisciplinary Ideas to Gifted Education	1251
	Introduction: Why Interdisciplinarity?	1251
	History of Connections in the Renaissance	1254
	The Intrinsic Connection Between Theology–Art–Science and Mathematics	1254
	Revisiting the Renaissance	1254
	The Scientists-Mathematicians Theologians of the Renaissance–Post-Renaissance	1255
	Modeling the Universe: Copernicus–Galileo–Kepler	1257
	The Modern Day Renaissance: Shifts in Perspective	1259
	Polymathy	1261
	Thinking Traits of Polymaths	1261
	A Model of Interdisciplinarity	1262
	The Gestalt Principle	1262
	The Aesthetic Principle	1264
	The Free Market Principle	1264
	The Scholarly Principle	1264
	The Uncertainty Principle	1265
	Can Paradigm Shifts Be Didactically Engineered?	1266
	The Value of Unsolved Classical Problems	1266
	Mathematics and Literature	1266
	Conveying the Applied Nature of the Field of Mathematics	1267
	The Use of Paradoxes in Teacher Training	1268
	Concluding Thoughts	1269
	References	1270
	Chapter 65 Innovation Education for the Gifted: A New Direction in Gifted Education	1273
	Introduction: How Giftedness Is Related to Innovation	1273
	The Components of Innovation Education for the Gifted	1274
	Entrepreneurial Giftedness	1274
	Managerial Talent: Lessons from Great Managers	1276
	Applied Wisdom	1277
	Deadline Management	1277
	Scientific Talent: Learning from Nobel Laureates	1278
	Polymathy: Multiple Giftedness Among Adults	1279
	Development of the Gifted’s Abilities to Implement Things: Metacognition in Action	1279
	A General “Know-What” and “Know-How” About Innovation	1280
	Courage: Much Needed and Untrained Ability	1281
	High Intellectual and Creative Educational Multimedia Technologies	1281
	Innovation Education for Society at Large: The Case of INNOCREX	1281
	Summing-Up	1282
	References	1282
	Chapter 66 Dual-Language Gifted Education and Its Evaluation	1284
	Introduction	1284
	The Nature of Dual-Language Programs	1285
	Conducting an Evaluation in the Field	1287
	In General	1287
	Effect Size	1288
	Selecting the Unit of Analysis	1288
	Particulars	1289
	Staff Development	1289
	Evaluating Referral and Assessment Procedures for Dual-Language Gifted Programs	1290
	When an Evaluator Is Asked to Write or Design Part of a Grant Proposal	1292
	Other Disaggregations and Special Studies	1292
	Achievement Tests Used to Measure Progress	1293
	Advanced-Level Products	1294
	Control and Comparison Groups	1295
	Followup Studies	1296
	Concluding Remarks	1296
	References	1296
	Chapter 67 Observed Trends and Needed Trends in Gifted Education	1299
	Introduction	1299
	The Changing World of Gifted Education	1299
	The Increasing Significance of Neurology	1300
	Focusing Enrichment	1301
	Enrichment and Information Technology	1301
	Enrichment and Writing Skills	1302
	Creativity Revisited	1302
	Mentoring and Counseling	1302
	The Internet: Increasing Use of The World Wide Web	1303
	Forgotten Issues? Trends that Need Developing	1303
	Summary and Conclusions	1304
	References	1305
	Part XII Policy Implications and Legal Issuesin Gifted Education	1306
	Chapter 68 United States Policy Development in Gifted Education: A Patchwork Quilt	1307
	Introduction	1307
	Federal Policy in Gifted Education	1308
	The Policy Engine of No Child Left Behind	1308
	Special Education as a Model for Policy	1308
	Definition of Policy	1309
	Rationale for Its Importance in Gifted Education	1309
	Policy Tools	1309
	Lack of Policy Coherence in Gifted Education	1310
	State Law in Gifted Education	1311
	State-Level Responsibilities	1311
	Local Responsibilities	1312
	Policy Development in Gifted Education	1312
	State of the States Report: A Snapshot of State Policy	1314
	Five-State Policy Analysis	1314
	Self-Assessment of State Policies	1317
	The Role of Standards in Policy Development	1317
	Components of a High-Quality State Policy	1318
	Identification	1318
	Program and Service Provisions	1318
	Supplemental Policies Linked to Program and Service Provisions	1319
	Personnel Preparation	1319
	Program Management	1320
	Evaluation of State Policy	1320
	Attributes that Define High-Quality Gifted Education State Policy	1320
	Clarity	1320
	Comprehensiveness	1320
	Connectedness	1320
	Feasibility for Implementation	1321
	Research Based	1321
	The Stages of Policy Development	1321
	Formulation of Policy Options	1321
	Assessment of Administrative Implementation	1321
	Assessment of Consequences of Implementation	1321
	Assessment of the Political Implications of Each Policy Option	1321
	Conclusion	1322
	References	1322
	Chapter 69 Identifying and Developing Talent in Science, Technology, Engineering, and Mathematics (STEM): An Agenda for Research, Policy, and Practice	1325
	Introduction	1325
	Follow-Up from the Forum	1331
	A Research and Policy/Practice Agenda	1333
	Information Gathering/Dissemination	1333
	New Knowledge Generation	1334
	New Policies and Program Models	1336
	Conclusion	1337
	References	1337
	Chapter 70 Gifted Education and Legal Issues	1339
	Introduction	1339
	Status of Gifted Education Around the World	1339
	United States	1339
	Europe	1340
	East Asia	1340
	Canada	1340
	Australia and New Zealand	1340
	Resolving Legal Issues	1341
	Negotiation	1341
	Mediation	1341
	Due Process	1341
	Litigation	1342
	Selected Court Decisions	1342
	Federal Court Decisions	1342
	State High Court Decisions	1346
	Tuition Reimbursement	1346
	Reimbursement for Independent Educational Evaluation	1346
	Early Entrance	1347
	Admissions/Program Eligibility	1347
	Grades	1348
	Transportation	1348
	Compensatory Education	1348
	Twice Exceptional	1349
	Appropriate Programs	1349
	Personnel Issues	1350
	Summary	1350
	The Office for Civil Rights	1350
	Implications for Future Policy Development	1351
	Conclusion	1352
	References	1352
	Court Cases	1353
	Part XIII Giftedness Research and Gifted EducationAround the World: Institutional and Regional Examples	1354
	Chapter 71 Swimming in Deep Waters: 20 Years of Research About Early University Entrance at the University of Washington	1355
	Introduction	1355
	The Early Entrance Program	1356
	The UW Academy for Young Scholars	1358
	Research About Early Entrance at the UW	1360
	Early EEP (1977–1989)	1360
	Mature EEP (1989–Present)	1362
	Longitudinal, Follow-Up Studies	1364
	The Academy (2001–Present)	1366
	Summary of Research Findings	1371
	Students	1371
	Parents	1372
	Institution	1372
	Future Directions	1372
	Conclusions	1373
	References	1373
	Chapter 72 How Do You Get to Carnegie Hall? Gifted Education in New York City	1375
	Introduction	1375
	A Shifting Paradigm: Mystery to Mastery	1375
	Study Design	1377
	The Context	1377
	Background	1377
	Gifted Education in the News: Political Responses and Media Reports	1379
	Legislated Structures and Standards	1381
	Teacher Development Opportunities	1384
	Collaborative Networks	1385
	Programming Essentials	1385
	A Flexible Range of Options	1385
	Ongoing Teacher Development and Collaboration	1386
	Evolving Perspectives on Identification	1388
	Equity and Excellence: Mutually Exclusive?	1389
	Conclusion: What Works and Why?	1389
	Making Gifted Education Work: Next Steps	1390
	References	1391
	Chapter 73 London Gifted and Talented: A Case Study in High Challenge Urban Education	1395
	The National and London Student Picture	1395
	Student School Choice	1396
	Ethnicity	1396
	First Language	1397
	The Improving Urban Educational Environment	1397
	Recent Urban Initiatives	1398
	The London Context	1399
	Overview of the London Educational System	1399
	London Challenge	1400
	What Is London Challenge?	1400
	Targeted	1400
	Pan-London	1400
	Partnership Between London Challenge and London Gifted and Talented	1401
	Disadvantage and Gifted and Talented	1401
	London Gifted and Talented	1402
	Our Remit	1402
	Our Principles and Goals	1403
	Regional Structure	1403
	Effective Pan London Delivery Mechanisms	1404
	Learning Networks	1404
	A) London Gifted and Talented: Practitioner Networks	1404
	What	1406
	Aims	1406
	Method	1406
	Needs Analysis	1407
	B) London Gifted and Talented: Student Programmes	1407
	What	1407
	Aims	1408
	Method	1408
	Outcome Objectives	1408
	C) London Gifted and Talented: e-Resources	1408
	e-Resources for Students	1408
	What	1409
	Aims	1409
	Method	1409
	Outcome Objectives	1409
	E-Resources: For Educators	1410
	What	1410
	Aims	1410
	Method	1410
	Outcome Objectives	1410
	New Technologies	1411
	What	1411
	Aims	1411
	Method	1411
	Outcome	1411
	Podcasting	1411
	Impact Across London	1412
	Key Stage 3–4 Results	1412
	GCSE (Key Stage 4) Results	1412
	Contextual Value Added	1413
	Local Authorities	1413
	Schools	1414
	Our Performance to Date	1415
	Moving Forwards	1415
	What	1416
	Aims	1417
	Objectives	1417
	Method	1417
	Outcome Objectives	1417
	The Future	1417
	References	1417
	Chapter 74 Giftedness and Diversity: Research and Education in Africa	1419
	Introduction	1419
	Gifted Education in North America	1420
	Gifted Education in Europe	1420
	Gifted Education in Sub-Saharan Africa	1421
	Education	1421
	Gifted Education	1421
	Culture and Conceptions of Giftedness	1423
	Identification of Giftedness	1424
	Elitism, Equity and Gifted Education	1425
	Special Needs of Gifted Adolescents	1425
	Career Construction Theory Applied in Gifted Education	1426
	Contextualising Our Discussion on Gifted Education	1427
	Exemplifying the Career Construction Approach in Gifted Education	1429
	The Case Study	1429
	1. Identification data	1429
	2. General historicity	1430
	3. Assessment instruments administered	1430
	4. Discussion of the results	1430
	5. Recommendations for tertiary training	1432
	Conclusions	1432
	References	1433
	Chapter 75 Recent Developments in Gifted Education in East Asia	1436
	Introduction	1436
	People’s Republic of China	1436
	Creativity Research	1437
	Speed of Information Processing	1437
	Metamemory of Supernormal Children	1438
	Non-intellecual Factors and Supernormal Children	1438
	The Neuropsychology of Supernormal Children	1438
	The Education of Supernormal Children	1439
	Future Directions in Gifted Education in Mainland China	1439
	Recent Development of Gifted Education in Taiwan	1439
	The Stage of Experimentation	1440
	The Stage of Special Education Law	1441
	Services Provided for Gifted Students	1441
	Problems and Challenges Facing Taiwan	1443
	The Development of Gifted Education in Hong Kong	1444
	A Four-Component Model of Gifted Education	1446
	Being Gifted in Hong Kong: Toward a National Policy	1447
	Some Definitions	1448
	Advocacy Groups	1448
	Universities, Giftedness Research, and Teacher Education	1449
	Conceptions of Giftedness, Intelligence, and Creativity	1449
	School Implementation	1451
	Gifted Education in Hong Kong: Future Directions	1452
	Singapore	1452
	Identification	1453
	Enrichment Model	1454
	GEP Teachers	1454
	Recent Developments	1454
	Secondary GEP	1455
	Primary GEP	1455
	Developing Talents of the Exceptionally Gifted	1456
	Research on Gifted Education	1456
	Conclusion	1458
	Japan	1458
	Uniform Curriculum	1458
	Policy Change to Individualized Education	1459
	Change of Emphasis on Improvement of Achievements	1459
	Arguments for the Gakuryoku to Be Developed	1460
	The Virtual Existence of Gifted Education in Japan	1460
	Hierarchies of Middle and High Schools According to Achievement	1460
	Education-Related Industry	1460
	Early Admission to University	1461
	Various Plans to Improve Gakuryoku	1462
	Problems and Perspectives	1463
	South Korea	1463
	References	1465
	Chapter 76 Gifted Education in the Arabian Gulf and the Middle Eastern Regions: History, Current Practices, New Directions, and Future Trends	1471
	Introduction	1471
	History of Education in the Arabic Islamic Countries	1472
	Ancient Terminology and Conception of Exceptionality	1472
	The Educational Process: Aims and Philosophy	1475
	The Characteristics of the Educational Process	1476
	Change, Innovation, and Development	1476
	Gifted Education	1477
	The Multiple Criteria Identification Processes	1478
	Alternative Models of Provision	1478
	Thinking Skills Projects: A Critical Priority for Talent Development	1479
	Problem Solving (hal mushkilat)	1480
	Future Problem Solving	1481
	de Bono Thinking Skills Programme	1481
	Differentiated Instruction	1482
	The Middle East	1482
	Egypt: Mentorship (talmatha)	1482
	Kingdom of Jordan	1483
	Lebanon	1483
	Syria	1484
	Sudan	1484
	Arabian Gulf	1484
	Kingdom of Bahrain	1484
	State of Kuwait	1485
	Sultanate of Oman	1485
	State of Qatar	1486
	Kingdom of Saudi Arabia	1486
	UAE: A Strategy for Excellence in Education	1486
	Future Planning in the Arabian Gulf	1488
	The Gifted and Talented in the Digital World	1488
	Renzulli Learning System	1490
	London Gifted and Talented	1490
	Stratis e-Suite	1490
	Organizations	1490
	The Arab Council for the Gifted and Talented	1490
	The Arabian Gulf University (AGU)	1491
	Giftedness and Creativity Forum (GCF)	1491
	New Directions in Gifted Education	1492
	(1) Gifts and Talents as Entities	1492
	(2) Philosophy of Gifted Education	1493
	(3) Definitions and Identification	1493
	In Sum, What About the Past, Present, and Future of the Identification Process?	1493
	(4) Gifted Programmes	1494
	In Summary, What About the Past, Present, and Future of Gifted Programmes?	1494
	(5) Educational Technology and the “DigitalWorld”	1495
	(6) Future Research	1495
	(7) Challenges That Lie Ahead	1496
	Conclusion and Recommendations	1496
	References	1497
	Chapter 77 Gifted Education and Research on Giftedness in South America	1499
	Introduction	1499
	Gifted Education and Research in Spanish-Speaking South American Countries	1500
	Argentina	1500
	Chile	1501
	Colombia	1502
	Ecuador	1503
	Peru	1503
	Venezuela	1504
	Issues in Gifted Education in the Spanish-Language Countries of South America	1505
	Gifted Education and Research in Brazil	1506
	Programs for the Gifted	1506
	Trends in the Identification Process	1508
	Services for Parents of Gifted Children	1509
	Brazilian Research on Giftedness	1509
	Issues in Gifted Education in Brazil	1511
	The Future of Gifted Education and Research on Giftedness in South America	1512
	References	1512
	Part XIV Conclusions	1515
	Chapter 78 Research on Giftedness in the 21st Century	1516
	Introduction	1516
	What Is Giftedness Research?	1516
	Justification for Giftedness Research: Individual and Social Perspectives	1517
	Giftedness Research and Its Most Important Rivals	1519
	Giftedness Research and Expertise Research	1519
	Giftedness Research and Innovation Research	1520
	The Challenge of the 21st Century	1522
	A Limited Perception of Creativity	1522
	A New Take on the Innovation Problem in the 21st Century	1523
	Floor 1: Darwinian Creatures	1523
	Floor 2: Skinnerian Creatures	1525
	Floor 3: Popperian Creatures	1525
	Floor 4: Spencerian Creatures	1526
	Floor 5: Gregorian Creatures	1527
	Floor 6: Blue Brain Creatures	1528
	Of What Service Is the Allegory of the Tower of Creativity?	1528
	Conclusions	1529
	References	1530
	Author Index	1532
	Subject Index	1536