The Gifted and talented: Developmental perspectives

"The Gifted and Talented: Developmental Perspectives," Horowitz & O'Brien, MI, Bookcrafters Inc., 1985, ISBN: 0-912704-94-2, HC 477 pgs., Includes 3 pg. Contents, Epilog 16 pg, Biblio. 14 pg, Index 9 pg. 9 1/4" x 6 1/8" Published by Am. Psychol. Assoc., edited by F. Horowitz & M. O'Brien, this is simply a magnificent compendium of virtualy everything then known about the gifted & talented peoples of diverse societies. The book's 14 Chapters divide into 3 Parts: "The Nature of..., Aspects of..., & Reflections on the Study of Giftedness" with contributions by 23 experts. Ample time is spent on defining intrinsic nature of giftedness & talented, characterizing various domains of talent, cultural factors, tests & forces brought to bear on denoting and/or accepting "general intelligence" as "g" factor and/or specifying talents as visual, performing or athletic separable by some from mathematical, scientific, general, etc., but only after suitable explanation. Major myths about giftedness are debunked after appropriate review, but also recongnizing extremely gifted at upper end (IQ > 180) may manifest, not uncommonly, psychosocial maladjustments (out of synch?). Gifted demonstrate advanced moral judgment, trustworthiness under stress, social competence & maturity, choosing older age associates & greater extracurricular activities. Renzulli's 3-ring model of giftedness embraces (1) above average ability, (2) creativity & (3) task commitment. <br /> <br />The gifted exude enhanced mental & physical energy, enthusiasm, vigor, focus, willpower, perserverence, sacrificing, striving, & ambition. They exhibit self-sufficiency, independence, autonomy, dominance or individualism, self-direction & nonconformity or uniqueness & moreover are comfortable doing so. Positive oucome factors with significant roles include especially supportive parents providing approval & praise (not pressure), & affording opportunity & achievement motivation wherein outcomes are self-produced via effort. Studies of underachieving gifted suggest outcomes might reflect unhappy homes, rigid/controlling parents, often discipline inconsistent or not sensible, lack of parental support & poor school choices: - parental income & education were not factors. <br /> <br />Instructional sources changed from initially private school or parental tutelage to novel or special classes in Post-Sputnik Era where Federal Grants for APP, Honors, Nat. Merit Schol. Fund., but in 1960's Fed. help vanished as monies diverted to helping minorities & handicapped/disadvantaged so by 1970's 42 States had programs as Feds involvement became token or vague, now focusing on minorities (Black, Hispanic, Am. Indians, Asians) & a novel significant backlash noted with mistrust & animosity for school districts establishing programs for gifted. Valuable sections explore giftedness differences in male vs. female and on current resources as magnet & satellite schools, co