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This full text articles is a book chapter by Nicholas Colangelo. It 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 full text 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 s...
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This full text 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 full text 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 ...
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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 full text 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 full text 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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