Element contents
Series: Elements in Child Development
Giftedness in Childhood
Published online by Cambridge University Press: 02 December 2023
Summary
Giftedness often is defined in a transactional way: individuals give something in return for getting something from authorities who label them as gifted; the labeling authority then expects those individuals identified as 'gifted' to act in ways that justify the label. The authors place emphasis on transformational giftedness-giftedness that serves to make the world a better place. This Element stresses the importance of intelligence, not of the kind of narrow intelligence measured by IQ tests and their proxies, but rather the kind of broad intelligence used to adapt to a variety of real-world environments. The authors further discuss the nature of dual exceptionality, whereby individuals may be identified as having a disability yet at the same time act in gifted ways and thereby harbor the potential to contribute to the world in some distinguished fashion.
Keywords
- Type
- Element
- Information
- Series: Elements in Child DevelopmentOnline ISBN: 9781009310819Publisher: Cambridge University PressPrint publication: 18 January 2024
References
Alfonseca, K. (April 10, 2023). There have been more mass shootings than days in 2023, database shows. ABC News. https://abcnews.go.com/US/mass-shootings-days-2023-database-shows/story?id=96609874.Google Scholar
Ambrose, D. (2022). Morality and creativity overlapping in beneficial and harmful ways. In Kapoor, H. & Kaufman, J. C. (eds.), Creativity and morality (pp. 13–28). Elsevier.Google Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric.Google Scholar
Amnesty International. (October 21, 2022). Iran: At least 82 Baluchi protesters and bystanders killed in bloody crackdown. Retrieved May 2, 2023, from www.amnesty.org/en/latest/news/2022/10/iran-at-least-82-baluchi-protesters-and-bystanders-killed-in-bloody-crackdown/.Google Scholar
Amnesty International. (2022). Afghanistan: Human Rights Reports. Retrieved May 2, 2023, from www.amnesty.org/en/location/asia-and-the-pacific/south-asia/afghanistan/report-afghanistan/.Google Scholar
Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an ancient concept. Human Development, 47, 257–285. https://doi.org/10.1159/000079154.CrossRefGoogle Scholar
Atterbury, A. (April 4, 2022). DeSantis revokes Disney’s special status after “Don’t say gay” opposition. Politico. www.politico.com/news/2022/04/22/desantis-disney-special-status-dont-say-gay-00027302.Google Scholar
Attree, E. A., Turner, M. J., & Cowell, N. (2009). A virtual reality test identifies the visuospatial strengths of adolescents with dyslexia. Cyber Psychology & Behavior, 12(2), 163–168. https://doi.org/10.1089/cpb.2008.0204.Google Scholar
Avetisyan, A. (October 28, 2021). Russia ranked 10th in the global impunity index for the killings of journalists. International Women’s Media Foundation. Retrieved May 2, 2023, from www.iwmf.org/2021/10/russia-ranked-10th-in-the-global-impunity-index-for-the-killings-of-journalists/.Google Scholar
Baltes, P. B., & Staudinger, U. M. (2000). A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122–136. https://doi.org/10.1037/0003-066X.55.1.122.Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.CrossRefGoogle Scholar
Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational impact. Lawrence Erlbaum Associates.Google Scholar
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership: A comprehensive review of theory and research (2nd ed.). Psychology Press.Google Scholar
Bass, B. M., Avolio, B. J., & Atwater, L. (1996). The transformational and transactional leadership of men and women. Applied Psychology, 45(1), 5–34. https://doi.org/10.1111/j.1464-0597.1996.tb00847.x.CrossRefGoogle Scholar
Baum, S. M., & Olenchak, F. R. (2002). The alphabet children: GT, ADHD, and more. Exceptionality, 10(2), 77–91. https://doi.org/10.1207/S15327035EX1002_3.Google Scholar
Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311–327. https://doi.org/10.1177/0016986214547632.CrossRefGoogle Scholar
Binet, A., & Simon, T. (1905). New methods for the diagnosis of the intellectual level of subnormals. In Goddard, H. H. (ed.), Development of intelligence in children (the Binet-Simon Scale). Williams & Wilkins.Google Scholar
Binet, A., & Simon, T. (1916). The development of intelligence in children (E. S. Kite, trans., pp. 42–43). Williams & Wilkins.Google Scholar
Binet, A., Simon, T. H., & Goddard, H. H. (eds.). (1916). The development of intelligence in children (E. Kite, trans.). Publication of the Training School at Vineland.Google Scholar
Borland, J. H. (2005). Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IA, which is a stable measure of aptitude. Gifted Child Quarterly, 53(4), 236–238. https://doi.org/10.1177/0016986209346825.CrossRefGoogle Scholar
Bornstein, M. H. (2017). The specificity principle in acculturation science. Perspectives on Psychological Science, 12(1), 3–45. https://doi.org/10.1177/1745691616655997.Google Scholar
Bornstein, M. H. (2021). Creativity across the lifespan. In Russ, S. W., Hoffmann, J. D., & Kaufman, J. C. (eds.). Cambridge handbook of lifespan development of creativity (pp. 56–97). Cambridge University Press.Google Scholar
Bratsberg, B., & Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences, 115(26), 6674–6678. https://doi.org/10.1073/pnas.1718793115.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.Google Scholar
Brown, S., Brown, M., House, J., & Smith, D. (2008). Coping with spousal loss: Potential buffering effects of self-reported helping behavior. Personality and Social Psychology Bulletin, 34, 849–861. https://doi.org/10.1177/0146167208314972.CrossRefGoogle ScholarPubMed
Brownlee, K., Rawana, J., Franks, J., et al. (2013). A systematic review of strengths and resilience outcome literature relevant to children and adolescents. Child and Adolescent Social Work Journal, 30(5), 435–459. https://doi.org/10.1007/s10560-013-0301-9.Google Scholar
Bryant-Davis, T. (2005). Coping strategies of African American adult survivors of childhood violence. Professional Psychology: Research and Practice, 36(4), 409–414. https://doi.org/10.1037/0735-7028.36.4.409.Google Scholar
Bugental, D. B. (2013). Thriving in the face of childhood adversity. Psychology Press.Google Scholar
Bury, S. M., Hedley, D., Uljarević, M., & Gal, E. (2020). The autism advantage at work: A critical and systematic review of current evidence. Research in Developmental Disabilities, 105, 103750. https://doi.org/10.1016/j.ridd.2020.103750.Google Scholar
Bushard, B. (April 3, 2023). DeSantis signs law allowing concealed guns to be carried in Florida without permits – joining 25 other states. Forbes. www.forbes.com/sites/brianbushard/2023/04/03/desantis-signs-law-allowing-concealed-guns-to-be-carried-in-florida-without-permits-joining-25-other-states/?sh=5766a18f7e50.Google Scholar
Cazan, A. M., & Dumitrescu, S. A. (2016). Exploring the relationship between adolescent resilience, self-perception and locus of control. Romanian Journal of Experimental Applied Psychology, 7(1), 283–286. https://doi.org/10.15303/rjeap.2016.si1.a61.Google Scholar
Ceci, S. J. & Roazzi, A. (1994). The effects of context on cognition: Postcards from Brazil. In Sternberg, R. J. & Wagner, R. K. (eds.), Mind in context: Interactionist perspectives on human intelligence (pp. 74–101). Cambridge University Press.Google Scholar
Chaitin, J., & Steinberg, S. (2008). You should know better: Expressions of empathy and disregard among victims of massive social trauma. Journal of Aggression, Maltreatment and Trauma, 17, 197–226. https://doi.org/10.1080/10926770802344851.CrossRefGoogle Scholar
Chowkase, A. A. (2022). Three C’s conception of giftedness: A call for paradigm shift. Gifted Education International, 38(3), 404–411. https://doi.org/10.1177/02614294211064703.Google Scholar
Chowkase, A. A., & Watve, S. (2021). From I to we: The three C’s conception of gifted education. In Sternberg, R. J., Ambrose, D., & Karami, S. (eds.), Palgrave handbook of transformational giftedness for education (pp. 61–85). Palgrave-Macmillan.Google Scholar
Clayton, V. P., & Birren, J. E. (1980). The development of wisdom across the life-span: A reexamination of an ancient topic. In Baltes, P. B. & Brim, O. G. Jr. (eds.), Life-span development and behavior (Vol. 3, pp. 103–135). Academic Press.Google Scholar
Climie, E. A., Mastoras, S. M. (2015). ADHD in schools: Adopting a strengths-based perspective. Canadian Psychology, 56(3), 295–300. https://doi.org/10.1037/cap0000030.Google Scholar
Collins, D., & MacNamara, Á. (2012). The rocky road to the top: Why talent needs trauma. Sports medicine, 42, 907–914. https://doi.org/10.1007/BF03262302.CrossRefGoogle Scholar
Condor Ferries. (2023). Plastic in the Ocean: Statistics 2020–2021. www.condorferries.co.uk/plastic-in-the-ocean-statistics.Google Scholar
Deary, I. J. (2020). Intelligence: A very short introduction. Oxford University Press.Google Scholar
Denchak, M. (January 11, 2023). Water pollution: Everything you need to know. NRDC. www.nrdc.org/stories/water-pollution-everything-you-need-know#whatis.Google Scholar
Disability:IN. (2022). Disability Equality Index 2022. www.disabilityin.org/wp-content/uploads/2022/06/DEI-Report_2022-Final.pdf.Google Scholar
Dittmann, M. (July 1, 2004). Standing tall pays off, study finds. Monitor on Psychology, 35(7). www.apa.org/monitor/julaug04/standing.Google Scholar
Dodge, K., Bates, J., & Pettit, G. (1990). Mechanisms in the cycle of violence. Science, 250, 1678–1683. https://doi.org/10.1126/science.2270481.CrossRefGoogle ScholarPubMed
Dorfman, A., Moscovitch, D. A., Chopik, W. J., & Grossmann, I. (2022). None the wiser: Year-long longitudinal study on effects of adversity on wisdom. European Journal of Personality, 36(4), 559–575. https://doi.org/10.1177/08902070211014057.CrossRefGoogle Scholar
Dörner, D. (1980). On the difficulties people have in dealing with complexity. Simulation & Gaming, 11(1), 87–106. https://doi.org/10.1177/104687818001100108.Google Scholar
Dörner, D. (1986). Diagnostik der operativen Intelligenz [Diagnosis of operative intelligence]. Diagnostica, 32(4), 290–308.Google Scholar
Dörner, D. (1990). The logic of failure. In Broadbent, D. E., Reason, J. T., & Baddeley, A. D. (eds.), Human factors in hazardous situations (pp. 15–36). Clarendon Press/Oxford University Press.Google Scholar
Dörner, D. (1996). The logic of failure: Recognizing and avoiding error in complex situations. Basic Books.Google Scholar
Dörner, D., & Funke, J. (2017). Complex problem solving: What it is and what it is not. Frontiers in Psychology, 8(1153). https://doi.org/10.3389/fpsyg.2017.01153.CrossRefGoogle ScholarPubMed
Drus, M., Kozbelt, A., & Hughes, R. R. (2014). Creativity, psychopathology, and emotion processing: A liberal response bias for remembering negative information is associated with higher creativity. Creativity Research Journal, 26(3), 251–262. https://doi.org/10.1080/10400419.2014.929400.Google Scholar
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859.Google Scholar
Education Week. (March 27, 2023). School shootings this year: How many and where? Education Week. www.edweek.org/leadership/school-shootings-this-year-how-many-and-where/2023/01.Google Scholar
Eisenstadt, J. M. (1978). Parental loss and genius. American Psychologist, 33(3), 211–223. https://doi.org/10.1037/0003-066X.33.3.211.Google Scholar
Ek, U., Fernell, E., Westerlund, J., Holmberg, K., Olsson, P. O., & Gillberg, C. (2007). Cognitive strengths and deficits in schoolchildren with ADHD. Acta Paediatrica, 96(5), 756–761. https://doi.org/10.1111/j.1651-2227.2007.00297.x.CrossRefGoogle ScholarPubMed
Ellis, B. J., Abrams, L. S., Masten, A. S., et al. (2020a). Hidden talents in harsh environments. Development and Psychopathology, 1, 1–19. https://doi.org/10.1017/S0954579420000887.Google Scholar
Ellis, B. J., Abrams, L. S., Masten, A. S., et al. (2020b). Hidden talents in harsh environments. Development and Psychopathology, 34(1), 95–113. https://doi.org/10.1017/S0954579420000887.Google Scholar
Ellis, B. J., Abrams, L. S., Masten, A. S., et al. (2023a). The hidden talents model: Implications for science, policy, and practice. Cambridge University Press.CrossRefGoogle Scholar
Ellis, B. J., Abrams, L. S., Masten, A. S., et al. (2023b). The hidden talents framework: Implications for science, policy, and practice. Cambridge University Press.CrossRefGoogle Scholar
Ericsson, K. A., & Pool, R. (2017). Peak: Secrets from the new science of expertise. Mariner Books.Google Scholar
Evangelisti, D. (2023). List of high IQ societies. Test-Guide. www.test-guide.com/list-high-iq-societies.html.Google Scholar
Feldon, D. F., Litson, K., Cahoon, B., et al. (2023). The predictive validity of the GRE across graduate outcomes: A meta-analysis of trends over time. The Journal of Higher Education, https://doi.org/10.1080/00221546.2023.2187177.CrossRefGoogle Scholar
Ferrari, M., & Kim, J. (2019). Educating for wisdom. In Sternberg, R. J. & Glück, J. (eds.), Cambridge handbook of wisdom (pp. 347–371). Cambridge University Press.CrossRefGoogle Scholar
Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58, 203–210. https://doi.org/10.1037/h0041593.Google Scholar
Flynn, J. R. (1987). Massive IQ gains in 14 nations. Psychological Bulletin, 101, 171–191. https://doi.org/10.1037/0033-2909.101.2.171.CrossRefGoogle Scholar
Flynn, J. R. (2012). Are we getting smarter? Cambridge University Press. https://doi.org/10.1017/CBO9781139235679.Google Scholar
Flynn, J. R. (2016). Does your family make you smarter? Nature, nurture, and human autonomy. Cambridge University Press.Google Scholar
Flynn, J. R. (2020). Secular changes in intelligence: The “Flynn Effect.” In Sternberg, R. J. (ed.), Cambridge handbook of intelligence (2nd ed., pp. 940–963). Cambridge University Press. https://doi.org/10.1017/9781108770422.040.Google Scholar
Forgeard, M. J. C. (2013). Perceiving benefits after adversity: The relationship between self-reported posttraumatic growth and creativity. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 245–264. https://doi.org/10.1037/a0031223.Google Scholar
Fourie, M. M., Stein, D. J., Solms, M., Gobodo-Madikizela, P., & Decety, J. (2019). Effects of early adversity and social discrimination on empathy for complex mental states: An fMRI investigation. Scientific Reports, 9(1), 1–14. https://doi.org/10.1038/s41598-019-49298-4.CrossRefGoogle ScholarPubMed
Frankenhuis, W. E., Young, E. S., & Ellis, B. J. (2020). The hidden talents approach: Theoretical and methodological challenges. Trends in Cognitive Sciences, 24(7), 569–581. https://doi.org/10.1016/j.tics.2020.03.007.CrossRefGoogle ScholarPubMed
Frey, M. C., & Detterman, D. K. (2004). Scholastic assessment or g? The relationship between the Scholastic Assessment Test and general cognitive ability. Psychological Science, 15, 373–378. https://doi.org/10.1111/j.0956-7976.2004.00687.x.Google Scholar
Gagné, F. (2018). Academic talent development: Theory and best practices. In Pfeiffer, S. I., Shaunessy-Dedrick, E., & Foley-Nicpon, M. (eds.), APA handbook of giftedness and talent (pp. 163–183). American Psychological Association. https://doi.org/10.1037/0000038-011.Google Scholar
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (exp. ed.). Basic Books.Google Scholar
Gillen, G. (2005). Positive consequences of surviving a stroke. American Journal of Occupational Therapy, 59, 346–350. https://doi.org/10.1177/0146167208314972.CrossRefGoogle ScholarPubMed
Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 101296. https://doi.org/10.1016/j.learninstruc.2019.101296.CrossRefGoogle Scholar
Gilman, B. J., Lovecky, D. V., Kearney, K., et al. (2013). Critical issues in the identification of gifted students with co-existing disabilities: The twice-exceptional. SAGE Open, 3(3). https://doi.org/10.1177/2158244013505855.Google Scholar
Glück, J., & Weststrate, N. (2022). The wisdom researchers and the elephant: An integrative model of wise behavior. Personality and Social Psychology Review, 26(4), 342–374. https://doi.org/10.1177/10888683221094650.Google Scholar
Gottfredson, L. S. (1997). Why g matters: The complexity of everyday life. Intelligence, 24(1), 79–132. https://doi.org/10.1016/S0160-2896(97)90014-3.Google Scholar
Grigorenko, E. L., Geissler, P. W., Prince, R., et al. (2001). The organization of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village. International Journal of Behavior Development, 25, 367–378. https://doi.org/10.1080/01650250042000348.Google Scholar
Grossman, F., Sorsoli, L., & Kia-Keating, M. (2006). A gale force wind: Meaning making by male survivors of childhood sexual abuse. American Journal of Orthopsychiatry, 76, 434–443. https://doi.org/10.1037/0002-9432.76.4.434.CrossRefGoogle ScholarPubMed
Grossmann, I. Weststrate, N. M., Ardelt, M., et al. (2020). The science of wisdom in a polarized world: Knowns and unknowns. Psychological Inquiry, 31(2), 1–31. https://doi.org/10.1080/1047840X.2020.1750917.CrossRefGoogle Scholar
Guilford, J. P. (1988). Some changes in the structure-of-intellect model. Educational and Psychological Measurement, 48(1), 1–4. https://doi.org/10.1177/001316448804800102.CrossRefGoogle Scholar
GVI (September 28, 2022). Climate change and rising sea levels: 5 Pacific islands that no longer exist. GVI USA. www.gviusa.com/blog/disappearing-land-5-pacific-islands/.Google Scholar
Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of child poverty, brain development, and academic achievement. JAMA Pediatrics, 169(9), 822–829. https://doi.org/10.1001/jamapediatrics.2015.1475.Google Scholar
Hardy, L., Barlow, M., Evans, L., et al. (2017). Great British medalists: Psychosocial biographies of super-elite and elite athletes from Olympic sports. Progress in Brain Research, 232, 1–119. https://doi.org/10.1016/bs.pbr.2017.03.004.Google Scholar
Hauck, G. (January 2, 2023). A record number of America’s kids were injured or killed by gunfire in 2022. USA Today. www.usatoday.com/story/news/nation/2023/01/02/record-number-kids-shootings-2022/10956455002/.Google Scholar
Hauser-Cram, P., Warfield, M. E., Shonkoff, J. P., et al. (2001). Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the society for research in child development, (pp. 1–126). https://doi.org/10.1111/1540-5834.00151.CrossRefGoogle Scholar
Hedlund, J. (2020). Practical intelligence. In Sternberg, R. J. (ed.), Cambridge handbook of intelligence (2nd ed., pp. 736–755). Cambridge University Press.Google Scholar
Hegel, G. W. F. (1931). The phenomenology of the mind (2nd ed., Baillie, J. D., trans.). Allen & Unwin. (Original work published 1807).Google Scholar
Heller, K. A., Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (eds.) (2000). International handbook of giftedness and talent. Elsevier.Google Scholar
Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. Free Press.Google Scholar
Holthe, M. E. G., & Langvik, E. (2017). The strives, struggles, and successes of women diagnosed with ADHD as adults. SAGE Open, 7(1), 1–12. https://doi.org/10.1177/2158244017701799.CrossRefGoogle Scholar
Hook, K. (July 28, 2022). Why Russia’s war in Ukraine is genocide. Foreign Affairs. www.foreignaffairs.com/ukraine/why-russias-war-ukraine-genocide.Google Scholar
Howells, K., & Fletcher, D., 2015. Sink or swim: Adversity- and growth-related experiences in Olympic swimming champions. Psychology of Sport and Exercise, 16, 37–48. https://doi.org/10.1016/j.psychsport.2014.08.004.Google Scholar
Human Rights Watch. (2021). World report 2021: North Korea. Retrieved May 2, 2023 from www.hrw.org/world-report/2021/country-chapters/north-korea.Google Scholar
Iudici, A., Favaretto, G., & Turchi, G. P. (2019). Community perspective: How volunteers, professionals, families and the general population construct disability: Social, clinical and health implications. Disability and Health Journal, 12(2), 171–179. https://doi.org/10.1016/j.dhjo.2018.11.014.CrossRefGoogle ScholarPubMed
Jayawickreme, E., Brocato, N. W., & Blackie, L. E. R. (2017). Wisdom gained? Assessing relationships between adversity, personality and well-being among a late adolescent sample. Journal of Youth Adolescence, 46, 1179–1199. https://doi.org/10.1007/s10964-017-0648-x.CrossRefGoogle ScholarPubMed
Jayawickreme, E., Infurna, F. J., Alajak, K., et al. (2021). Posttraumatic growth as positive personality change: Challenges, opportunities and recommendations. Journal of Personality, 89, 145–165. https://doi.org/10.1111/jopy.12591.Google Scholar
Jones, S. G. (November 7, 2018). The rise of far-right extremism in the United States. Center for Strategic and International Studies. www.csis.org/analysis/rise-far-right-extremism-united-states.Google Scholar
Kannangara, C. S., Carson, J., Puttaraju, S., & Allen, R. E. (2018). Not all those who wander are lost: Examining the character strengths of dyslexia. Global Journal of Intellectual and Developmental Disabilities, 4(5), 555648. http://dx.doi.org/10.19080/GJIDD.2018.04.555648.CrossRefGoogle Scholar
Karami, S., Ghahremani, M., Parra-Martinez, F. A., & Gentry, M. (2020). A polyhedron model of wisdom: A systematic review of the wisdom studies in psychology, management and leadership, and education. Roeper Review, 42(4), 241–257. https://doi.org/10.1080/02783193.2020.1815263.CrossRefGoogle Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C Model of Creativity. Review of General Psychology, 13, 1–12. https://doi.org/10.1037/a0013688.CrossRefGoogle Scholar
Kaufman, J. C., & Sternberg, R. J. (eds.) (2019). Cambridge handbook of creativity (2nd ed.). Cambridge University Press.CrossRefGoogle Scholar
King, N., Bryan, M., & Katz, L. (February 25, 2022). The real and imagined history of Ukraine. Vox. www.vox.com/22950915/ukraine-history-timothy-snyder-today-explained.Google Scholar
Koenig, K. A., Frey, M. C. & Detterman, D. K. (2008). ACT and general cognitive ability. Intelligence, 36, 153–160. https://doi.org/10.1016/j.intell.2007.03.005.CrossRefGoogle Scholar
Kolbert, E. (April 1, 2019). Louisiana’s disappearing cost. The New Yorker. www.newyorker.com/magazine/2019/04/01/louisianas-disappearing-coast.Google Scholar
Kuhn, T. (2012). The structure of scientific revolutions (50th anniversary ed.). University of Chicago Press.Google Scholar
Kuncel, N. R., Rose, M., Ejiogu, K., & Yang, Z. (2014). Cognitive ability and socio-economic status relations with job performance. Intelligence, 46, 203–208. https://doi.org/10.1016/J.Intell.2014.06.003.CrossRefGoogle Scholar
Leach-Kemon, K., & Sirull, R. (May 31, 2022). On gun violence, the United States is an outlier. IHME.www.healthdata.org/acting-data/gun-violence-united-states-outlier.Google Scholar
Lesch, K. P. (2018). “Shine bright like a diamond!”: Is research on high-functioning ADHD at last entering the mainstream? Journal of Child Psychology and Psychiatry, 59(3), 191–192. https://doi.org/10.1111/jcpp.12887.Google Scholar
Lim, D., & DeSteno, D. (2016). Suffering and compassion: The links among adverse life experiences, empathy, compassion, and prosocial behavior. Emotion, 16(2), 175–182. https://doi.org/10.1037/emo0000144.Google Scholar
Lipman-Blumen, J. (2006). The allure of toxic leaders: Why we follow destructive bosses and corrupt politicians – and how we can survive them. Oxford University Press.Google Scholar
Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years. Perspectives on Psychological Science, 1(4), 316–345, https://doi.org/10.1111/j.1745-6916.2006.00019.x.Google Scholar
Lubinski, D., & Benbow, C. P. (2020). Intellectual precocity: What have we learned since Terman? Gifted Child Quarterly, 65(1), 3–28. https://doi.org/10.1111/j.1745-6916.2006.00019.x.Google Scholar
Mackinstosh, E., & Elbagin, N., (April 6, 2019). Protesters gather outside Sudan’s presidential compound. CNN. Retrieved May 2, 2023, from www.cnn.com/2019/04/06/africa/sudan-protest-presidential-compound-intl/index.html.Google Scholar
Majeed, N. M., Hartanto, A., & Tan, J. J. (2021). Developmental dyslexia and creativity: A meta‐analysis. Dyslexia, 27(2), 187–203. https://doi.org/10.1002/dys.1677.CrossRefGoogle ScholarPubMed
Markovits, D. (2020). The meritocracy trap: How America’s foundational myth feeds inequality, dismantles the middle class, and devours the elite. Penguin.Google Scholar
Masten, A. S., & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098.CrossRefGoogle ScholarPubMed
McCallum, R. S., Bell, S. M., Coles, J. T., et al. (2013). A model for screening twice-exceptional students (gifted with learning disabilities) within a response to intervention paradigm. Gifted Child Quarterly, 57(4), 209–222. https://doi.org/10.1177/0016986213500070.Google Scholar
Meichenbaum, D. (2017). The evolution of cognitive behavior therapy: A personal and professional journey with Don Meichenbaum. Routledge.Google Scholar
Miller, P., Votruba-Drzal, E., & Coley, R. L. (2019). Poverty and academic achievement across the urban to rural landscape: Associations with community resources and stressors. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(2), 106–122. https://doi.org/10.7758/RSF.2019.5.2.06.Google Scholar
Mounk, Y. (2018). The people vs. democracy: Why our freedom is in danger and how we can save it. Harvard University Press.Google Scholar
Mulé, N. J. (2018). LGBTQI-identified human rights defenders: Courage in the face of adversity at the United Nations. Gender & Development, 26(1), 89–101. https://doi.org/10.1080/13552074.2018.1429099.Google Scholar
Neporent, L. (December 19, 2012). Stairway to heaven: Rock, pop, rap stars die young. ABC News. https://abcnews.go.com/Health/stairway-heaven-rock-pop-rap-stars-die-young/story?id=18018213.Google Scholar
Nicpon, M. F., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3–17. https://doi.org/10.1177/0016986210382575.Google Scholar
Nordqvist, C. (December 19, 2022). Why BMI is inaccurate and misleading. Medical News Today. www.medicalnewstoday.com/articles/265215.Google Scholar
Nuñes, T. (1994). Street intelligence. In Sternberg, R. J. (ed.), Encyclopedia of human intelligence (Vol. 2, pp. 1045–1049). Macmillan.Google Scholar
Olszewski-Kubilius, P., & Corwith, S. (2018). Poverty, academic achievement, and giftedness: A literature review. Gifted Child Quarterly, 62(1), 37–55. https://psycnet.apa.org/doi/10.1177/0016986217738015.Google Scholar
Olszewski‐Kubilius, P., Subotnik, R. F., Davis, L. C., & Worrell, F. C. (2019). Benchmarking psychosocial skills important for talent development. New Directions for Child and Adolescent Development, 2019(168), 161–176. https://doi.org/10.1002/cad.20318.Google Scholar
Omar, M. (2022). An Israeli–Palestinian–Jordanian confederation: Courage in the Face of Adversity. World Affairs, 185(4), 724–736.Google Scholar
Pals, J. L., & McAdams, D. P. (2004). The transformed self: A narrative understanding of posttraumatic growth. Psychological Inquiry, 15(1), 65–69. www.jstor.org/stable/20447204.Google Scholar
Paulhus, D. L., & Williams, K. M. (2002). The dark triad of personality: Narcissism, Machiavellianism, and psychopathy. Journal of Research in Personality, 36(6), 556–563. https://doi.org/10.1016/S0092-6566(02)00505-6.CrossRefGoogle Scholar
Pfeiffer, S. (ed.) (2018). Handbook of giftedness and gifted education: Psychoeducational theory, research, and best practices. Springer.CrossRefGoogle Scholar
Pietschnig, J., & Gittler, G. (2015). A reversal of the Flynn effect for spatial perception in German-speaking countries: Evidence from a cross-temporal IRT-based meta-analysis (1977–2014). Intelligence, 53, 145–153. https://doi.org/10.1016/j.intell.2015.10.004.CrossRefGoogle Scholar
Plucker, J. A. (ed.). (2016). Creativity & innovation: Theory, research, and practice. Prufrock Press.Google Scholar
Plucker, J. A., Burroughs, N., & Song, R. (2010). Mind the (other) gap! The growing excellence gap in K-12 education. Center for Evaluation and Education Research. https://eric.ed.gov/?id=ED531840.Google Scholar
Plucker, J. A., Hardesty, J., & Burroughs, N. (2013). Talent on the sidelines: Excellence gaps and America’s persistent talent underclass. Center for Education Policy Analyses.Google Scholar
Plucker, J. A., Makel, M. C., & Qian, M. (2019). Assessment of creativity. In Kaufman, J. C. & Sternberg, R. J. (eds.), The Cambridge handbook of creativity (2nd ed., pp. 44–68). Cambridge University Press.Google Scholar
Plucker, J. A., Runco, M. A., & Simonsen, M. A. (2020). Enhancement of creativity. In Runco, M. A. & Pritzker, S. (eds.), Encyclopedia of creativity (3rd ed., pp. 440–446). Elsevier.Google Scholar
Prince, R. J., & Geissler, P. W. (2001). Becoming “one who treats”: A case study of a Luo healer and her grandson in western Kenya. Educational Anthropology Quarterly, 32, 447–471. https://doi.org/10.1525/aeq.2001.32.4.447.CrossRefGoogle Scholar
Rank, O. (2004). The myth of the birth of the hero (expanded and updated ed.). Johns Hopkins University Press.Google Scholar
Reis, S. M., & Renzulli, J. S. (2009). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233–235. https://doi.org/10.1177/0016986209346824.CrossRefGoogle Scholar
Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 180–184. https://doi.org/10.1177/003172171109200821.Google Scholar
Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In Reis, S. M. (ed.), Reflections on gifted education: Critical works (pp. 55–90). Prufrock Press.Google Scholar
Renzulli, J. S., & Reis, S. M. (1993). Developing creative productivity through the enrichment triad model. In Isaksen, S. G., Murdock, M. C., Firestien, R. L., & Treffinger, D. J. (eds.), Nurturing and developing creativity: The emergence of a discipline (pp. 70–99). Ablex.Google Scholar
Renzulli, J. S., & Reis, S. M. (1994). Research related to the Schoolwide Enrichment Model. Gifted Child Quarterly, 38, 7–20. https://doi.org/10.1177/001698629403800102.CrossRefGoogle Scholar
Renzulli, J. S., Koehler, J., & Fogarty, E. (2006). Operation Houndstooth intervention theory: Social capital in today’s schools. Gifted Child Today, 29(1), 14–24. https://doi.org/10.4219/gct-2006-189.CrossRefGoogle Scholar
Restore the Mississippi River Delta. (2023). Causes of Land and Loss. https://mississippiriverdelta.org/our-coastal-crisis/land-loss/.Google Scholar
Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science, 29, 1358–1369. https://doi.org/10.1177/0956797618774253.Google Scholar
Rodríguez-Fernández, M. I., & Sternberg, R. J. (2023). Meaning in life in the gifted. Manuscript in preparation.Google Scholar
Roid, G. H. (2003). Stanford-Binet intelligence scales, fifth edition: Technical manual. Riverside Publishing.Google Scholar
Rosenthal, R., & Jacobson, L. (2003). Pygmalion in the classroom: Expectation and pupils’ intellectual development (exp. ed.). Crown.Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092.Google Scholar
Russell, G., Kapp, S. K., Elliott, D., et al. (2019). Mapping the autistic advantage from the accounts of adults diagnosed with autism: A qualitative study. Autism in Adulthood, 1(2), 124–133. https://doi.org/10.1089/aut.2018.0035.CrossRefGoogle ScholarPubMed
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.CrossRefGoogle Scholar
Sackett, P. R., Kuncel, N. R., Arneson, J. J., Cooper, S. R., & Waters, S. D. (2009). Does socioeconomic status explain the relationship between admissions tests and post-secondary academic performance? Psychological Bulletin, 135, 1–22. https://doi.org/10.1037/a0013978.Google Scholar
Sackett, P. R., Shewach, O. R., & Dahlke, J. A. (2020). The predictive value of general intelligence. In Sternberg, R. J. (ed.), Human intelligence: An introduction (pp. 381–414). Cambridge University Press.Google Scholar
Sarkar, M., & Fletcher, D. (2017). Adversity-related experiences are essential for Olympic success: Additional evidence and considerations. Progress in Brain Research, 232, 159–165. https://doi.org/10.1016/bs.pbr.2016.11.009.CrossRefGoogle ScholarPubMed
Sarkar, M., Fletcher, D., Brown, D. J., (2015). What doesn’t kill me … Adversity-related experiences are vital in the development of superior Olympic performance. Journal of Science and Medicine in Sport, 18, 475–479. https://doi.org/10.1016/j.jsams.2014.06.010.CrossRefGoogle ScholarPubMed
Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology. Psychological Bulletin, 124(2), 262–274. https://doi.org/10.1037/0033-2909.124.2.262.CrossRefGoogle Scholar
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86. https://doi.org/10.1207/s15326985ep2501_6.CrossRefGoogle Scholar
Sears, R. R. (1977). Sources of life satisfactions of the Terman gifted men. American Psychologist, 32(2), 119–128. https://doi.org/10.1037/0003-066X.32.2.119.Google Scholar
Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: A qualitative investigation of successful adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 11(3), 241–253. https://doi.org/10.1007/s12402-018-0277-6.CrossRefGoogle ScholarPubMed
Seery, M. D. (2011). Resilience: A silver lining to experiencing adverse life events? Current Directions in Psychological Science, 20(6), 390–394. https://doi.org/10.1177/0963721411424740.CrossRefGoogle Scholar
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.Google Scholar
Simonton, D. K. (1999). Creativity from a historiometric perspective. Handbook of Creativity, 6, 116–133. https://doi.org/10.1016/bs.pbr.2016.11.009.Google Scholar
Smith, G. D., Ng, F., & Li, W. H. C. (2020). COVID‐19: Emerging compassion, courage and resilience in the face of misinformation and adversity. Journal of Clinical Nursing, 29(9–10), 1425–1428. https://doi.org/10.1111%2Fjocn.15231.CrossRefGoogle ScholarPubMed
Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209–228. https://psycnet.apa.org/doi/10.1080/00461520.2013.835597.Google Scholar
Spearman, C. (1904). “General intelligence,” objectively determined and measured. The American Journal of Psychology, 15(2), 201. https://doi.org/10.2307/1412107.Google Scholar
Spicer, C. (2009). The self-efficacy of gifted students. LAP Lambert Academic Publishing.Google Scholar
Staudinger, U. M., & Glück, J. (2011). Psychological wisdom research: Commonalities and differences in a growing field. Annual Review of Psychology, 62, 215–241. https://doi.org/10.1146/annurev.psych.121208.131659.CrossRefGoogle Scholar
Stemler, S. E., Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2006). Using the theory of successful intelligence as a basis for augmenting AP exams in psychology and statistics. Contemporary Educational Psychology, 31(2), 344–376. https://doi.org/10.1016/j.cedpsych.2005.11.001.Google Scholar
Stemler, S., Sternberg, R. J., Grigorenko, E. L., Jarvin, L., & Sharpes, D. K. (2009). Using the theory of successful intelligence as a framework for developing assessments in AP Physics. Contemporary Educational Psychology, 34, 195–209.Google Scholar
Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Lawrence Erlbaum Associates.Google Scholar
Sternberg, R. J. (1980a). The development of linear syllogistic reasoning. Journal of Experimental Child Psychology, 29, 340–356. https://doi.org/10.1016/0022-0965(80)90025-9.Google Scholar
Sternberg, R. J. (1980b). Representation and process in linear syllogistic reasoning. Journal of Experimental Psychology: General, 109, 119–159. https://doi.org/10.1037/0096-3445.109.2.119.CrossRefGoogle Scholar
Sternberg, R. J. (1981). A componential theory of intellectual giftedness. Gifted Child Quarterly, 25, 86–93. https://doi.org/10.1177/001698628102500208.CrossRefGoogle Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge University Press.Google Scholar
Sternberg, R. J. (1993). The concept of “giftedness”: A pentagonal implicit theory. The origins and development of high ability (pp. 5–21). CIBA Foundation.Google Scholar
Sternberg, R. J. (1998a) A balance theory of wisdom. Review of General Psychology, 2, 347–365. https://doi.org/10.1037/1089-2680.2.4.347.CrossRefGoogle Scholar
Sternberg, R. J. (2000). Creativity is a decision. In Costa, A. L. (ed.), Teaching for intelligence II (pp. 85–106). Skylight Training.Google Scholar
Sternberg, R. J. (2003a). A duplex theory of hate: Development and application to terrorism, massacres, and genocide. Review of General Psychology, 7(3), 299–328. https://doi.org/10.1037/1089-2680.7.3.299.Google Scholar
Sternberg, R. J. (2003b). WICS as a model of giftedness. High Ability Studies, 14(2), 109–137. https://doi.org/10.1080/1359813032000163807.CrossRefGoogle Scholar
Sternberg, R. J. (2004). Why smart people can be so foolish. European Psychologist, 9(3), 145–150. https://doi.org/10.1027/1016-9040.9.3.145.CrossRefGoogle Scholar
Sternberg, R. J. (2005). Foolishness. In Sternberg, R. J. & Jordan, J. (eds.), Handbook of wisdom: Psychological perspectives (pp. 331–352). Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J. (2009). The rainbow and kaleidoscope projects: A new psychological approach to undergraduate admissions. European Psychologist, 14, 279–287. https://doi.org/10.1027/1016-9040.14.4.279.Google Scholar
Sternberg, R. J. (2010). College admissions for the 21st century. Harvard University Press.Google Scholar
Sternberg, R. J. (2011). Slip-sliding away, down the ethical slope. Chronicle of Higher Education, 57(19), A23.Google Scholar
Sternberg, R. J. (2016). Teaching for creativity. In Beghetto, R. A. & Kaufman, J. C. (eds.), Nurturing creativity in the classroom (2nd ed., pp. 355–380). Cambridge University Press.Google Scholar
Sternberg, R. J. (2017). Measuring creativity: A 40+ year retrospective. Journal of Creative Behavior, 53(4), 600–609.http://dx.doi.org/10.1002/jocb.218.CrossRefGoogle Scholar
Sternberg, R. J. (2018a) Creative giftedness is not just what creativity tests test: Implications of a triangular theory of creativity for understanding creative giftedness. Roeper Review, 40(3), 158–165. https://doi.org/10.1080/02783193.2018.1467248.CrossRefGoogle Scholar
Sternberg, R. J. (2018b). Wisdom, foolishness, and toxicity in human development. Research in Human Development, 15(3–4), 200–210. https://doi.org/10.1080/15427609.2018.1491216.CrossRefGoogle Scholar
Sternberg, R. J. (2019a). A theory of adaptive intelligence and its relation to general intelligence. Journal of Intelligence, 7(4), 23. https://doi.org/10.3390/jintelligence7040023.CrossRefGoogle ScholarPubMed
Sternberg, R. J. (2019b). Where have all the flowers of wisdom gone? An analysis of teaching of wisdom over the years. In Sternberg, R. J., Nusbaum, H., & Glueck, J. (eds.) (2019). Applying wisdom to contemporary world problems (pp. 1–20). Palgrave-Macmillan.Google Scholar
Sternberg, R. J. (2019c). Why people often prefer wise guys to guys who are wise: An augmented balance theory of the production and reception of wisdom. In Sternberg, R. J. & Glück, J. (eds.), Cambridge handbook of wisdom (pp. 162–181). Cambridge University Press.Google Scholar
Sternberg, R. J. (2019d). Four ways to conceive of wisdom: Wisdom as a function of person, situation, person/situation interaction, or action. Journal of Value Inquiry, 53, 479–485. https://doi.org/10.1007/s10790-019-09708-2.CrossRefGoogle Scholar
Sternberg, R. J. (2020a). Cultural approaches to intelligence. In Sternberg, R. J. (ed.), Human intelligence: An introduction (pp. 174–201). Cambridge University Press.Google Scholar
Sternberg, R. J. (2020b). Culture and intelligence. In Oxford research encyclopedias, psychology. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.585.Google Scholar
Sternberg, R. J. (July 28, 2020c). It’s time to stem malpractice in STEM admissions. Inside Higher Ed. www.insidehighered.com/views/2020/07/28/colleges-shouldnt-use-standardized-admissions-tests-alone-measure-scientific.Google Scholar
Sternberg, R. J. (2020d). Transformational giftedness. In Cross, T. L. & Olszewski-Kubilius, P. (eds.), Conceptual frameworks for giftedness and talent development (pp. 203–234). Prufrock Press.Google Scholar
Sternberg, R. J. (2020e). Transformational giftedness: Rethinking our paradigm for gifted education. Roeper Review, 42(4), 230–240. https://doi.org/10.1080/02783193.2020.1815266.CrossRefGoogle Scholar
Sternberg, R. J. (2020f). The augmented theory of successful intelligence. In Sternberg, R. J. (ed.), The Cambridge handbook of intelligence (pp. 679–708). Cambridge University Press. https://doi.org/10.1017/9781108770422.029.Google Scholar
Sternberg, R. J. (April 29, 2021a). Identification for utilization, not merely possession, of gifts: What matters is not gifts but rather deployment of gifts. Gifted Education International, 28(3), 354–361. https://doi.org/10.1177/02614294211013345.Google Scholar
Sternberg, R. J. (2021b). Adaptive intelligence: Intelligence is not a personal trait but rather a person x task x situation interaction. Journal of Intelligence, 9, 58. https://doi.org/10.3390/jintelligence9040058.Google Scholar
Sternberg, R. J. (2021c). Adaptive intelligence: Surviving and thriving in a world of uncertainty. Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J. (2021d). AWOKE: A theory of representation and process in intelligence as adaptation to the environment. Personality and Individual Differences, 182, 111108, https://doi.org/10.1016/j.paid.2021.111108.Google Scholar
Sternberg, R. J. (2021e). Transformational vs. transactional deployment of intelligence. Journal of Intelligence, 9(15). https://doi.org/10.3390/jintelligence9010015.CrossRefGoogle ScholarPubMed
Sternberg, R. J. (2022a). The emperor has no clothes: The naked truth about the construct validity of traditional methods of gifted identification. Roeper Review, 44(4), 231–248.https://doi.org/10.1080/02783193.2022.2115179.Google Scholar
Sternberg, R. J. (2022b). The most important gift of all? The gift of courage. Roeper Review, 44(2), 73–81. https://doi.org/10.1080/02783193.2022.2043501.Google Scholar
Sternberg, R. J. (2022c). Identification for utilization, not merely possession, of gifts: What matters is not gifts but rather deployment of gifts. Gifted Education International, 38(3), 354–361. https://doi.org/10.1177/02614294211013345.Google Scholar
Sternberg, R. J. (2023a). Giftedness does not reside within a person: Defining giftedness in society is a three-step process. Roeper Review, 45(2), 50–60. https://doi.org/10.1080/02783193.2022.2145400.Google Scholar
Sternberg, R. J. (2023b). Individual, collective, and contextual aspects in the identification of giftedness. Gifted Education International, 1–22, https://doi.org/10.1177/02614294231156986.CrossRefGoogle Scholar
Sternberg, R. J. (in press). A duplex model of giftedness. Gifted Child Quarterly.Google Scholar
Sternberg, R. J., & Ambrose, D. (eds.) (2021). Conceptions of giftedness and talent. Palgrave-Macmillan.Google Scholar
Sternberg, R. J., & Davidson, J. E. (eds.) (2005). Conceptions of giftedness, (2nd ed.). Cambridge University Press.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (1999). A smelly 113° in the shade, or, why we do field research. APS Observer, 12, 1, 10–11, & 20–21.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (eds.) (2003). The psychology of abilities, competencies, and expertise. Cambridge University Press.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2006). Cultural intelligence and successful intelligence. Group & Organization Management, 13 (1), 27–39.CrossRefGoogle Scholar
Sternberg, R. J., & Hagen, E. S. (2019). Teaching for wisdom. In Sternberg, R. J. & Glück, J. (eds.),Cambridge handbook of wisdom (pp. 372–406). Cambridge University Press.Google Scholar
Sternberg, R. J., & Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160. https://doi.org/10.1207/S15327043HUP1501&02_09.CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. (2022). Beyond defiance: An augmented investment perspective on creativity. Journal of Creative Behavior, 57(1), 127–137. https://doi.org/10.1002/jocb.567.CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press.Google Scholar
Sternberg, R. J., & Preiss, D. D. (2022). Conclusion: Intelligence does not inhere within the individual but rather in person x task x situation interactions. In Sternberg, R. J. & Preiss, D. D. (eds.), Intelligence in context: The cultural and historical foundations of human intelligence (pp. 415–431). Palgrave-Macmillan.Google Scholar
Sternberg, R. J. (Vol. ed.), & Reis, S. M. (Series ed.) (2004). Definitions and conceptions of giftedness. Corwin.Google Scholar
Sternberg, R. J., & Sternberg, K. (2008). The nature of hate. Cambridge University Press.Google Scholar
Sternberg, R. J., & Sternberg, K. (2017). Measuring scientific reasoning for graduate admissions in psychology and related disciplines. Journal of Intelligence, 5(3), 29. https://doi.org/10.3390/jintelligence5030029.Google Scholar
Sternberg, R. J., & The Rainbow Project Collaborators (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical and creative skills. Intelligence, 34(4), 321–350. https://doi.org/10.1016/j.intell.2006.01.002.Google Scholar
Sternberg, R. J., & Williams, W. M. (1997). Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study. American Psychologist, 52, 630–641. https://doi.org/10.1037/0003-066X.52.6.630.Google Scholar
Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by “giftedness?” A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88–94. https://doi.org/10.1177/001698629503900205.CrossRefGoogle Scholar
Sternberg, R. J., Forsythe, G. B., Hedlund, J., et al. (2000). Practical intelligence in everyday life. Cambridge University Press.Google Scholar
Sternberg, R. J., Nokes, K., Geissler, P. W., et al. (2001). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401–418. https://doi.org/10.1016/S0160-2896(01)00065-4.CrossRefGoogle Scholar
Sternberg, R. J., Reznitskaya, A., & Jarvin, L. (2007). Teaching for wisdom: What matters is not just what students know, but how they use it. The London Review of Education, 5(2), 143–158. https://doi.org/10.1080/14748460701440830.CrossRefGoogle Scholar
Sternberg, R. J., Kaufman, J. C., & Grigorenko, E. L. (2008). Applied intelligence. Cambridge University Press.Google Scholar
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations of the nature of giftedness. Cambridge University Press.Google Scholar
Sternberg, R. J., Bonney, C. R., Gabora, L, & Merrifield, M. (2012). WICS: A model for college and university admissions. Educational Psychologist, 47(1), 30–41. https://doi.org/10.1080/00461520.2011.638882.CrossRefGoogle Scholar
Sternberg, R. J., Sternberg, K., & Todhunter, R. J. E. (2017). Measuring reasoning about teaching for graduate admissions in psychology and related disciplines. Journal of Intelligence, 5(4), 34. https://doi.org/10.3390/jintelligence5040034.CrossRefGoogle ScholarPubMed
Sternberg, R. J., Wong, C. H., & Sternberg, K. (2019). The relation of tests of scientific reasoning to each other and to tests of fluid intelligence. Journal of Intelligence, 7(3), 20. https://doi.org/10.3390/jintelligence7030020.CrossRefGoogle Scholar
Sternberg, R. J., Todhunter, R. J. E., Litvak, A., & Sternberg, R. J. (2020). The relation of scientific creativity and evaluation of scientific impact to scientific reasoning and general intelligence. Journal of Intelligence, 8(2), 17. https://doi.org/10.3390/jintelligence8020017.Google Scholar
Sternberg, R. J., Chowkase, A., Desmet, O., et al. (2021). Beyond transformational giftedness. Education Sciences, 11, 192. https://doi.org/10.3390/educsci11050192.CrossRefGoogle Scholar
Sternberg, R. J., Ambrose, D., & Karami, S. (eds.) (2022). Palgrave handbook of transformational giftedness for education. Palgrave-Macmillan.CrossRefGoogle Scholar
Sternberg, R. J., Tromp, C., & Karami, S. (2022). Intelligence, creativity, and wisdom are situated in the interaction among person x task x situation. In Sternberg, R. J., Kaufman, J. C., & Karami, S. (eds.), Intelligence, creativity, and wisdom: Are they really distinct? Palgrave-Macmillan 367–386.Google Scholar
Subotnik, R. F. (2015). Psychosocial strength training: The missing piece in talent development. Gifted Child Today, 38(1), 41–48. https://doi.org/10.1177/1076217514556530.CrossRefGoogle Scholar
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54. https://doi.org/10.1177/1529100611418056.Google Scholar
Teasdale, T. W., & Owen, D. R. (2005). A long-term rise and recent decline in intelligence test performance: The Flynn effect in reverse. Personality and Individual Differences, 39(4), 837–843. https://doi.org/10.1016/j.paid.2005.01.029.CrossRefGoogle Scholar
Terman, L. M. (1916). The measurement of intelligence: An explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon intelligence scale. Houghton Mifflin. https://doi.org/10.1037/10014-000.Google Scholar
Terman, L. M. (1925). Mental and physical traits of a thousand gifted children: Genetic Studies of Genius, Volume 1. Stanford University Press.Google Scholar
Tirri, K. (2022). Educating ethical minds in gifted education. In Sternberg, R. J., Ambrose, D., & Karami, S. (eds.), Palgrave handbook of transformational giftedness for education (pp. 387–402). Palgrave Macmillan.Google Scholar
TOI Staff. (March 16, 2023). Olmert calls on world leaders to shun Netanyahu for “destroying” Israel’s democracy. www.timesofisrael.com/olmert-calls-on-world-leaders-to-shun-netanyahu-for-destroying-israels-democracy/.Google Scholar
Torrance, E. P. (1974). Torrance Tests of Creative Thinking: Norms-Technical Manual. Scholastic Testing Service.Google Scholar
Torrance, E. P. (2008). Torrance Tests of Creative Thinking: Norms-Technical Manual. Scholastic Testing Service.Google Scholar
Tromp, C., & Sternberg, R. J. (2022a). Dynamic creativity: A person x task x situation interaction framework. Journal of Creative Behavior, 56(4), 553–565. http://doi.org/10.1002/jocb.551.CrossRefGoogle Scholar
Tromp, C., & Sternberg, R. J. (2022b). How constraints impact creativity: An interaction paradigm. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000493.Google Scholar
University of California, Berkeley. (n.d.). Figure 2: Excess mortality rates for major cities, 1915–1922. Retrieved July 14, 2023, from https://u.demog.berkeley.edu/~andrew/1918/figure2.html.Google Scholar
Ursache, A., & Noble, K. G. (2016). Socioeconomic status, white matter, and executive function in children. Brain and Behavior, 6(10): doi: 10.1002/brb3.531.CrossRefGoogle ScholarPubMed
Vaivre-Douret, L., Hamdioui, S., & Cannafarina, A. (2020). The influence of IQ levels on clinical features of developmental coordination disorder. Journal of Psychiatry and Psychiatric Disorders, 4(4), 218–234. https://doi.org/10.26502/jppd.2572-519X0107.CrossRefGoogle Scholar
Van Lith, T. (2015). Art making as a mental health recovery tool for change and coping. Art Therapy, 32(1), 5–12. https://doi.org/10.1080/07421656.2015.992826.CrossRefGoogle Scholar
Vollhardt, J. R., & Staub, E. (2011). Inclusive altruism born of suffering: The relationship between adversity and prosocial attitudes and behavior toward disadvantaged outgroups. American Journal of Orthopsychiatry, 81(3), 307–315. https://doi.org/10.1111/j.1939-0025.2011.01099.x.Google Scholar
Walters, J., & Gardner, H. (1984). The crystallizing experience: Discovering an intellectual gift. In Sternberg, R. J. & Davidson, J. E. (eds.), Conceptions of giftedness, (pp.306–311). Cambridge University Press.Google Scholar
Weinstein, R. (2004). Reaching higher: The power of expectations in schooling. Harvard University Press.Google Scholar
Weston, A., & Imas, J. M. (2018). Creativity: Transformation of adversity. In Martin, L. & Wilson, N. (eds.), The palgrave handbook of creativity at work, (pp. 287–307). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-77350-6_14.CrossRefGoogle Scholar
Weststrate, N. M., & Glück, J. (2017). Hard-earned wisdom: Exploratory processing of difficult life experience is positively associated with wisdom. Developmental Psychology, 53, 800–814. https://doi.org/10.1037/dev0000286.Google Scholar
Wieder, B. (May 5, 2011). Theil fellowship pays 24 talented students $100,000 not to attend college. The Chronicle of Higher Education. www.chronicle.com/article/thiel-fellowship-pays-24-talented-students-100-000-not-to-attend-college/?cid2=gen_login_refresh&cid=gen_sign_in.Google Scholar
Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: A look back and a look forward. In A. J. Eliott (Ed.) Advances in motivation science (Vol. 7, pp. 161–198). Elsevier. https://doi.org/10.1016/bs.adms.2019.05.002.CrossRefGoogle Scholar
Wittkower, M., & Wittkower, R. (2006). Born under Saturn: The character and conduct of artists. New York Review of Books.Google Scholar
World Health Organization (2023a). Air pollution. www.who.int/health-topics/air-pollution#tab=tab_1.Google Scholar
Worldometer (2023a). Coronavirus death toll. www.worldometers.info/coronavirus/coronavirus-death-toll/.Google Scholar
Worldometer (2023b). Life expectancy of the world population. www.worldometers.info/demographics/life-expectancy/.Google Scholar
Ziegler, A. (2005). The actiotope model of giftedness. In Sternberg, R. J. & Davidson, J. E. (eds.), Conceptions of giftedness (2nd ed., pp. 411–437). Cambridge University Press.CrossRefGoogle Scholar
Ziegler, A., & Stoeger, H. (2007). The Germanic view of giftedness. In Phillipson, S. N., & McCann, M. (eds.), Conceptions of giftedness: Sociocultural perspectives (pp. 65–98). Routledge.Google Scholar
Zuckerman, H. (1983). The scientific elite: Nobel laureates’ mutual influences. In Albert, R. S. (ed.), Genius and eminence: The social psychology of creativity and exceptional achievement (Vol. 5, pp. 241–252). Pergamon.Google Scholar
- 6
- Cited by