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The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping behaviors than those not identified as intellectually gifted. In Study 2, gifted-identified undergraduate students reported more prosocial behavior (e.g., volunteering and giving) than nonidentified students; however, there were no clear differences in dispositions (e.g., personality and motivation) between gifted-identified and nonidentified students. Implications of these consistent linkages between intellectual giftedness and engaging in prosocial behavior for future research and practical applications are discussed. [ABSTRACT FROM AUTHOR]

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Using Bronfenbrenner's bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants' immediate environment, school aspects such as teacher–student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants' school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed. [ABSTRACT FROM AUTHOR]

The article reveals the notion of distance education, meaning formation, meaningful technologies. The modern concept of psychological and pedagogical support of talent is associated with the concept of the child’s abilities disclosure in education. Discussion about the developing potential of distance education, where, on the one hand, the student’s development potential is flattened, compressed and translated into “one-dimensional space” in the process of education; on the other hand, there is a whole range of opportunities to initiate independent activity of students, to include mechanisms of cognitive and personal development of a modern student. The psychological bases of active learning technologies in distance education of gifted students are described. The author’s classification of interactive learning technologies using remote technologies is considered, where each technology finds several concrete embodiments. The results of an experimental study of gifted students’ independent activity initiation in distance education are presented.

High Intellectual Potential (HIP) and High Functioning Autism (HFA) are two different conditions sharing some clinical and neurobiological features. The aim of the present study was to characterize a sample of HIP children (n: 16; M/F: 14/2; median age: 10 years) in comparison to those with HFA (n: 17; M/F: 16/1; median age: 13 years) and to neurotypically developed (NTD) children (n: 10; M/F: 4/6; median age: 11 years) from a clinical and neurophysiological perspective. Specifically, a standardized clinical assessment of cognitive and adaptive skills, autistic symptoms, executive functions and behavioral features was performed. Moreover, event-related potentials (ERPs) were recorded, referring specifically to the mismatch negativity (MMN) and P300 paradigm. Our data highlighted the presence of similarities between the intellectually gifted individuals and the ones with autism (i.e., a nonhomogeneous intellective profile, an adaptive skills impairment, subthreshold autistic symptoms and increased perfectionism). Interestingly, a distinct neurophysiological characterization between groups came out, with evidence of a reduced MMN amplitude only in the HFA group. Furthermore, no differences within groups in the P300 component emerged. Therefore, our results start to provide a more informative characterization of the HIP phenotype in comparison to those of HFA and NTD, highlighting the potential role of the MMN amplitude index in helping clinicians and researchers to distinguish between HIP and HFA. Nevertheless, further research on the topic is strongly needed.

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness (p = 0.001, η2 = 0.076), self-control (p < 0.001, η2 = 0.090), and generativity (p = 0.025, η2 = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being.

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults' meaning in life and how it could be enhanced. This study examined if the devotion of one's gift or talent to the well-being of others—i.e., the source of meaning "generativity"—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness (p = 0.001, η2 = 0.076), self-control (p < 0.001, η2 = 0.090), and generativity (p = 0.025, η2 = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups' meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter's subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being. [ABSTRACT FROM AUTHOR]

Difference in groups of gifted individuals, having undergone and not having undergone enriched educational programme (EEP) was investigated. Males, identified as gifted in school age, 27 from EEP and 26 from normal schools were studied in their late thirties. Standardized intelligence test, and factual data were used to measure their academic, practical and social accomplishments. The experimental and control groups and their subgroups were compared statistically and qualitatively. Out of statistically compared 18 variables, five were found to be significantly different. The groups differed on variables from academic and social accomplishments; EEP contributed to difference in academic and social areas- especially, school to academic and youth activities to social. This can be implemented to design and modify existing EEP.

The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of gift and creativity, and the correlation of gift edness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years of age, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus, we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272. [ABSTRACT FROM AUTHOR]

The research available to find the voice of the student who is intellectually gifted is examined briefly in regard to the changes in education. In contrasting and critiquing different views I confirm that there is little direct information available from individuals in mainstream classes who are intellectually gifted as to what they experience as learners or whether it matches what the professionals say should be happening. Overwhelmingly there is a call for a more personalised and coordinated approach to education for individuals, who are gifted rather than for "the gifted." I discuss the possibilities to transform our thinking about education for students who are gifted within the current context of inclusive schooling. Some suggestions for future research including lines of inquiry in the individual voices of students who are gifted, are offered. [ABSTRACT FROM AUTHOR]

Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. [ABSTRACT FROM AUTHOR]

High Intellectual Potential (HIP) and High Functioning Autism (HFA) are two different conditions sharing some clinical and neurobiological features. The aim of the present study was to characterize a sample of HIP children (n: 16; M/F: 14/2; median age: 10 years) in comparison to those with HFA (n: 17; M/F: 16/1; median age: 13 years) and to neurotypically developed (NTD) children (n: 10; M/F: 4/6; median age: 11 years) from a clinical and neurophysiological perspective. Specifically, a standardized clinical assessment of cognitive and adaptive skills, autistic symptoms, executive functions and behavioral features was performed. Moreover, event-related potentials (ERPs) were recorded, referring specifically to the mismatch negativity (MMN) and P300 paradigm. Our data highlighted the presence of similarities between the intellectually gifted individuals and the ones with autism (i.e., a nonhomogeneous intellective profile, an adaptive skills impairment, subthreshold autistic symptoms and increased perfectionism). Interestingly, a distinct neurophysiological characterization between groups came out, with evidence of a reduced MMN amplitude only in the HFA group. Furthermore, no differences within groups in the P300 component emerged. Therefore, our results start to provide a more informative characterization of the HIP phenotype in comparison to those of HFA and NTD, highlighting the potential role of the MMN amplitude index in helping clinicians and researchers to distinguish between HIP and HFA. Nevertheless, further research on the topic is strongly needed. [ABSTRACT FROM AUTHOR]