Conceptual Foundations are the theoretical, conceptual, philosophical, and historical aspects; perspectives from outside the field; trends, issues, and future directions; and social, political, and economic facets that underlie our field. This paper attempted to capture these foundational aspects, taking stock of accomplishments and suggesting…

Early thinking in the modern era often regarded creativity as a somewhat asocial means of individual expression, self-realization, and self-fulfillment. However, it also is a socially influenced phenomenon that serves society. A social approach offers the opportunity of distinguishing between large and small amounts of novelty, as well as between…

The present mixed-methods study attempts to provide insights into the nature, idiosyncrasies, and inter- and intra-individual patterns of academic self-regulatory strategy use among two different populations of university students. Low-achieving (n = 49) and high-achieving students (n = 131) described their self-regulatory strategy use in their…

Hollingworth (1942) observed that typical children become interested in "questions of origin and destiny" around the age of 12-13 (p. 279), and argued that early interest in such issues was an indication of giftedness. Many have reiterated Hollingworth's claim that at an unusually young age highly gifted children become aware of philosophical,…

This article presents an interview with Ellen Winner and Howard Gardner. Winner is Professor of Psychology at Boston College, and Senior Research Associate at Project Zero, Harvard Graduate School of Education. Her research focuses on learning and cognition in the arts in typical and gifted children. She is the author of over 100 articles and…

Achievement/affiliation conflicts arise for gifted students when they associate certain achievement attitudes or behaviors with betrayal of their social, gender, ethnic, or racial culture. Studies suggest that a good number of gifted students begin to struggle with these conflicts during early adolescence and that these conflicts are a…

In a previous article, we provided a review of the literature pertaining to the potential misdiagnosis of giftedness as ADHD, as well as a small-scale study to illustrate this potential misdiagnosis. In this issue of "Roeper Review," Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by…

This article is a response to a study "Gifted or ADHD? The Possibilities of Misdiagnosis," by D. Niall Hartnett, Jason Nelson, and Anne Rinn. A critique of the authors' claim about misdiagnosis of gifted children with ADHD, as well as their experiment and conclusions, is presented. The paper disputes an idea, prevalent in the gifted education…

The Hartnett, Nelson, and Rinn 2004 study indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that…

We questioned 285 undergraduate students enrolled in human development and educational psychology courses about their perceptions of issues related to giftedness. Participants responded to statements that reflect potential myths or misconceptions related to development, family relations, emotional functioning, and social functioning among…

Beliefs about the extent to which intelligence can be disentangled from achievement pervade both theorizing about the nature of academic giftedness and efforts to identify those children most likely to display it. I review some of the evidence that challenges common assumptions about the independence of these constructs. As in many other domains,…

This article presents an interview with Jane Piirto, a Trustees' Professor at Ashland University in Ohio, Director of Talent Development Education, teaching in the departments of Curriculum and Instruction and in Educational Leadership. Her scholarly books are "Talented Children and Adults" (3 editions, latest 2007 from Prufrock Press);…

This investigation explores the level, type, and extent of household mediation of television, the Internet, and videogames employed by parents of achieving and underachieving, intellectually gifted children in light of the recently declared "war on indecency." It examines various child-rearing practices and perceptions as well as salient…

This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance:…

This paper describes the identification process of a Priority One Jacob K. Javits grant, Clustering Learners Unlocks Equity (Project CLUE), a university-school partnership. Project CLUE uses a "sift-down model" to cast the net widely as the talent pool of gifted second-grade students is formed. The model is based on standardized test scores, a…