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This book chapter by Nicholas Colangelo was originally used as a keynote address, so the chapter consists of a combination of text and overheads. The article describes what academically talented kids have to say about various school subjects, school in general, parental involvement in their lives and peer issues.
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In this article, excerpted from Growing up Gifted, author Barbara Clark reviews the research on characteristics of children with extreme intelligence and identifies 30 characteristics highly gifted children commonly display.
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This article by David Feldman is described in the abstract: "The basic premise of this article is that the child prodigy is a distinct form of giftedness which must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant synd...
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This article is a book chapter excerpted from Talent Development. Author Jane Piirto states that writing prodigy may in fact be more common that previously thought. She provides an example and identifies 16 characteristics found in students who are writing at an advanced level of competence.
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This article by Deirdre Lovecky examines the thinking processes that differentiate exceptionally gifted children, those with above 170 IQ, from moderately gifted children. Researchers have observed several cognitive differences, both quantitative and qualitative, between the ways these two gifted groups process information. Among these differences are the ability to reason abstractly at an early age, being able to grasp the essential part of a complex idea, a high capacity for empathy, exceptional memory, inclination toward immersion (taking in...
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This full text article is a book chapter from the Handbook of Gifted Education. Authors Martha Morelock and David Feldman summarizes the literature on extreme precocity, including extremely high IQ; precocity in a particular area; and child prodigies. They also examine other aspects such as family and social relations and prodigiousness of work.
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This article by Linda Espenshade examines the experiences of two gifted individuals who have struggled with not being challenged in school. These individuals explain how difficult it can be to be gifted. They feel like they are rarely intellectually stimulated and they do not feel like they fit in with their peers at school. Oftentimes, schools and parents struggle with the lack of options for these exceptionally gifted young people.
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Are you wondering - is my child gifted? Here are some FAQs that may help identify profound intelligence in your family.
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This article by Rebecca L. Mann discusses how gifted students with spatial strengths are overlooked and underserved in American Schools. "These students have remarkable areas of talent but often have verbal learning difficulties that prevent them from being identified for gifted services. This article focuses on definitions of spatial ability, characteristics of these learners, possible identification procedures, effective teaching strategies, and possible social development concerns of these students."
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This article by Martha Morelock introduces the Columbus Group's definition of giftedness as asynchronous development. The reader is also given a developmental picture of giftedness that extends beyond achievement. The author focuses on giftedness "from the inside out," demonstrating how advanced cognitive development shapes the rest of the personality.
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This article is actually two parts of a two-part series. In it Deirdre Lovecky addresses the subject of highly gifted learners not performing well in traditional school environments. She describes how exceptionally gifted learners are different from gifted learners: their "extreme need for constant mental stimulation;" their more complex mental processing; their "exploration of topics in depth and for prolonged periods, sometimes without a defined goal in mind." Traditional classroom settings with material organized in discrete learning modules...
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This full text article is an op-ed by Bob and Jan Davidson. It was written in reply to the new trait of "other worldliness" that is being assigned to profoundly gifted young people. The Davidson's express concern that this trend is harmful to these children.
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This article by Lisa Klionsky follows the college career of Joshua Cullen, a 16-year-old musical prodigy. He started at the University of Michigan at age 13 and graduated in May 2001. His plans include teaching at a university conservatory.
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This aricle, by James Delisle, discusses how gifted individuals are among all of us, and how we need to respect their gifts and acknowledge their abilities. "You can't train children to be gifted; you can only cherish and protect the insights and vision they possess naturally." This is a good article that talks about the media's stereotypes regarding the gifted. This article summarizes how being gifted truely is a gift.
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This article describes what SMPY has learned about the characteristics of individuals who are likely to become our top scientists and engineers of the future and attempts to answer these questions: Who are these individuals? What were their educational experiences? And how did they feel about them? The authors argue that certain attributes determine whether a person excels in both educational and vocational endeavors, all hinging on an appropriate learning environment. Authored by Camilla Benbow, David Lubinski and Hossain Sanjani.
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This article by George Betts and Maureen Neihart offers a succinct chart that profiles 6 different "types" of gifted individuals. They are successful, challenging, underground, dropouts, double-labeled and autonomous. It includes their feelings, attitudes, behaviors, needs, adults & peers perceptions, identification, home and school support.
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This full text article by William Fergusson is one teacher's account of the highly intelligent children he has had in his classroom. The author offers a brief description of a number of traits and behaviors he has observed. His experience is that they are not the oddballs that society imagines them to be, but rather are quite normal with extraordinary abilities.
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This article by Kathi Kearney asks and answers 10 common questions about profoundly gifted children. They include questions on family, identification and education. Kearney offers thoughtful, researched-based answers to these questions.
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This full text article by Carolyn McGuffog, Candice Feiring and Michael Lewis presents the diverse profiles of extremely gifted children under the age of four. Examples of some of the multiple factors beyond IQ, such as emotional characteristics, social knowledge and relationships and environment, that have an effect on young gifted children's skill performance are highlighted. The case studies presented in the article illustrate that the profiles of extremely gifted children show no singular pattern. However, the predominant factor in these c...
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This full text article is a book chapter by David Feldman. The author provides an overall summary of what was and was not known about extreme giftedness, ca. 1979. Feldman also raises thought-provoking questions about why we know so little and what future research is needed.
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This full text article by Martha Brown explains that "Programs for the general population of gifted and talented children may bypass the needs of the highly gifted, if not responsive to the special, often unique, way such individuals think, act, and feel. Joseph Renzulli's concepts and enrichment programs, emphasizing task-commitment and creativity as prerequisites for advanced enrichment services, risk discrimination against children of great potential who fail to display these traits. Insights from David Henry Feldman's studies of prodigies--...
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This full text article is a book chapter by Halbert Robinson. Based on the author's work with extremely gifted children in a special preschool and in an early college program, it summarizes some of the developmental, psychological, assessment and educational issues facing profoundly gifted children. He identifies these children as being "at-risk for greatness."
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This full text article by Jim Delisle discusses the nature-versus-nurture debate in regards to intelligence. He explains that some children are gifted and some are not, just like some have traits that others do not. To ignore the fact of giftedness in a child is doing them a disservice.
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This article, by Jeff Meade, discusses many important issues that relate to giftedness. A few of these issues include: acceleration, ability-grouping vs. cooperative learning, how some educators feel about gifted students, equity vs. excellence, and more.
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This article written by Mary Coleman, discusses the importance of teachers in nurturing gifted students. This article outlines factors that should be evaluated when determining if a child is gifted and signs that gifted children are likely to demonstrate.
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