Gifted

Tennessee and California are gifted. The following information is provided to inform other parents and/or educators about some of the most common characteristics of gifted children. Please keep in mind that gifted children also have their own individual strengths and challenges, so they should never be painted with a broad brush. In addition to the following characterisitcs, gifted children are prone to emotional turmoil as a result of being gifted and misunderstood. There is also research in the field of giftedness that has identified a new form of giftedness called the Einstein Syndrome which will be addressed in a future blog.

Characteristics of Gifted Children
Source: Duke University Talent Identification Program

Gifted individuals may exhibit some of the following characteristics. Keep in mind that gifted individuals are not a homogenous group, and therefore, may exhibit these characteristics in varying degrees and intensities. It is not expected that a gifted child will exhibit all of the traits listed nor are the presence of any of these characteristics proof that a child is gifted.

General Intellectual Ability

Have varied interests and exhibit curiosity; strong curiosity; asks questions about everything and anything; inquisitive (Clark, 2002; Silverman, 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Bloom, 1982; Terman & Oden, 1951).

Demonstrate a high level of language development and verbal ability; has extensive vocabulary; early or avid reader (Clark, 2002; Silverman, 1997-2004; Terman & Oden, 1947; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Gross, 1993 ).

Have an unusual capacity for processing information ( Clark, 2002).
Ability to think and process information quickly; learns rapidly (Clark, 2002; Silverman, 1997-2004).

Comprehensively synthesizes problems; reasons well (Clark, 2002; Silverman, 1997-2004; Sternberg, 1986 ).

Heightened capacity to recognize diverse relationships and integrate ideas across disciplines; r easons things out, comprehends meanings, and makes logical associations. ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Early use of differential patterns in thought processing ( Clark, 2002).

Is a keen observer; alert (Silverman 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Rogers, 1986; Witty, 1958 ).

Specific Academic Ability

Capable of absorbing an extraordinary quantity of information with unusual retentiveness; has an excellent memory (Clark, 2002; Silverman, 1997-2004).

Able to comprehend subject matter at advanced levels ( Clark, 2002).

Has facility with numbers (Silverman 1997-2004; Gottfried, Gottfried, Bathurst, & Guerin, 1994; Hildreth, 1966; Hollingworth, 1931; Robinson, Roedell, & Jackson, 1979; Rogers, 1986 )

Has quick mastery and recall of factual information; rapid learning ability (Bloom, 1982; Hollingworth, 1942; Terman & Oden, 1947 ; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Unusual intensity; persistent and goal directed; perseverant in their interests (Clark, 2002; Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Rogers, 1986; Witty, 1958).

Has a long attention span; perseverant when interested (Feldhusen, 1986; Rogers, 1986; Witty, 1958).

Creative Ability

Flexible thought processes in solving problems ( Clark, 2002).

Early ability to delay closure ( Clark, 2002).

Can generate original ideas and solutions; is highly creative; offers unusual, unique, or clever answers; originality in written, oral, or artistic expression; independent thinker (Clark, 2002; Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Lovecky, 1993; Rogers, 1986 ).

Has a vivid imagination; fantasizes (Silverman 1997-2004; J. Gallagher, 1966; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Piechowski, Silverman, & Falk, 1985; Terman & Oden, 1959; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Has a keen sense of humor; comical (Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1926; Terman, 1925; Kanevsky, Maker, Nielsen, & Rogers, 1994 ).

Is a risk-taker; adventurous and speculative ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Involvement with the metaneeds of society (beauty, justice, truth); is sensitive to beauty (Clark, 2002; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Nonconforming; individualistic ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002).

Uses previously learned things in new contexts (Smutney, 1998).

Leadership Abbility

Have an evaluative approach towards self and others ( Clark, 2002).

Heightened expectations of self and others; perfectionistic; is self critical (Clark, 2002; Silverman, 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Adderholdt-Elliott, 1987; J. Gallagher, 1990; Kerr, 1991; Robinson & Noble, 1991; Whitmore, 1980 ).

Advanced cognitive and affective capacity for conceptualizing societal problems
(Clark, 2002).

Are self-confident with children their own age as well as with adults ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Responsible; can be counted on ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Is cooperative with teacher and classmates ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Tends to dominate others; directs activities ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).

Often has solutions to social and environmental problems ( Clark, 2002).

Tends to question authority; is uninhibited in giving opinions (Silverman 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1940; Meckstroth, 1991; Whitmore, 1979).

Affective/Social-Emotional Characteristics

Large accumulation of emotions that has not be brought to awareness ( Clark, 2002).

Unusual sensitivity to the feelings and expectations of others; sensitive (Clark, 2002; Silverman, 1997-2004).

Heightened self-awareness ( Clark, 2002).

Advanced sense of justice – idealism at an early age; concerned with justice, fairness (Clark, 2002; Roeper, 1988; Rogers, 1986; Silverman & Ellsworth, 1980 ).

Earlier development of internal locus of control ( Clark, 2002).

Unusual emotional depth and intensity; shows compassion; sensitivity (Clark, 2002; Silverman, 1997-2004; Piechowski, 1979, 1991; Webb, Meckstroth, & Tolan, 1982; Torrance, 1977; Dabrowski, 1972; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Whitmore, 1980 ).

Strong need for consistency between values and personal actions ( Clark, 2002).
Advanced levels of moral judgment; morally sensitive (Clark, 2002; Silverman, 1997-2004; Gross, 1993; Hollingworth, 1942; Passow, 1988; Roeper, 1988; Silverman & Ellsworth, 1980; Terman, 1925 ).

Strongly motivated by self-actualization needs ( Clark, 2002).

Psychomotor Characteristics

Unusual quantity of input from environment through a heightened sense of awareness ( Clark, 2002).

Unusual discrepancy between physical and intellectual development ( Clark, 2002).

Has a high degree of energy (Clark, 2002; Feldhusen, 1986; Whitmore, 1980).

References
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Reprinted with the permission of Duke University. © 2008 Duke University Talent Identification