RELATIONS BETWEEN ACADEMIC GIFTEDNESS AND GRAMMAR SCHOOL ORIENTATIONS AND THE IMPORTANCE OF PARENTS’ LEVEL OF EDUCATION
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Abstract
The present study aims to provide answers to two specific questions: how can we describe the difference in the structure of intellectual abilities of gifted students in two broadly defined areas of knowledge or academic domains, as well as whether the level of academic high school talent varies in relation to the parents’education level. The survey was conducted on a sample of 177 high school students from Serbia, who are identified as gifted based on above-average achievements on intelligence test - KOG 3 (IQ>120) and excellent academic achievement (GPA over 4.50). The construct of academic giftedness, which is associated with the parents’ education level, is defined as an advanced mastery of different academic areas of knowledge, based on high cognitive potential, intrinsic motivation and creativity. Thus defined academic talent was measured by 13-items scale, designed for research purposes. Investigation of differences in the intellectual profile of gifted students in two broadly defined academic domains refers to the merits of the distinction between the two basic forms of academic talents, which are labeled as verbal and nonverbal. In addition, by examining the relation between the level of students’ academic talent and education of their parents, significant differences were found only in relation to the education level of their mothers
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Pekić, J. (2017). RELATIONS BETWEEN ACADEMIC GIFTEDNESS AND GRAMMAR SCHOOL ORIENTATIONS AND THE IMPORTANCE OF PARENTS’ LEVEL OF EDUCATION. ANNUAL REVIEW OF THE FACULTY OF PHILOSOPHY, 41(2), 367–395. Retrieved from https://godisnjak.ff.uns.ac.rs/index.php/gff/article/view/1889
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Психологија
References
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Benbow, C. P. & Minor, L. (1990). Cognitive profiles of verbally and mathematically precocious students. Gifted chiled quarterly, 34 (1), 21-26.
Bloom, B. (1985). Developing talent in young people. New York: Ballantine Books.
Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 20-38), New York: Cambridge University Press.
Callahan, C. M. & Miller. E. M. (2005). A child-responsive model of giftedness. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. (str. 38-52), New York, Cambridge University Press.
Casey, M. B. & Brabeck, M. (1989). Exceptions to the male advantage in a spatial task: Family handedness and college major as factors identifying women who excel. Neuropsychologia, 27, 689-696.
Casey, M.B., Winner, E., Brabeck, N. & Sullivan, K. (1990). Visual/spatial abillities in art, math and science majors: Efect of sex, family handedness and spatial experience. U K. Gilhooly, M. Keane, R. Logie & G. Erdos (Eds.), Lines of thinking: Reflections on the psychology of thought. New York: Wiley.
Chan, D.W. (2008). Giftedness of Chinesse students in Honk Kong: percpectives from different conceptions of intelligence. Gifted Child Quarterly, 52(1), 40-54.
Chan, D.W. (2010). Developing the impossible figeres task to assess visual-spatial talents among Chinese students: a Rasch measurement model analysis. Gifted Child Quarterly, 54(1), 59-71.
Colangelo, N. (1981). Counseling the culturally diverse gifted. Gifted Child Quarterly, 25 (1), 27-30.
Coleman, L.J. & Cross, T.L. (2001). Being gifted in school: an introduction to development, guidance and teaching. Waco, TX: Purfock Press.
Cornell, D. G., & Grossberg, I. W. (1987). Family environment and personality adjustment in gifted program children. Gifted Child Quarterly, 31(2), 59–64.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1997). Talented teenagers: the roots of success and failure. New York: Cambridge University Press.
D’Amico, S. & Kimura, D. (1987). Evidence for subgroups of adextrals based on speech lateralization and cognitive patterns (Reserch Bulletin No. 664). Ontario: University of Western Ontario, Department of Psychology.
Detterman, D. K. & Daniel, M. H. (1989). Correlations of mental tests with each other and with cognitive variables are highest for low IQ groups. Intelligence, 13, 349-359.
Durden, W.G. & Tangherlini, A.E. (1993). Smart kids: how academic talents are developed and nurtured in America. Kirkland, WA: Hogrefe & Huber Publishers.
Đorđević, B. (1979). Individualizacija vaspitanja darovitih. Beograd: Prosveta.
Feldhusen, J.F. & Jarwan, F.A. (2000). Identification of gifted and talented youth for educational programs. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 271-282). Oxford: Elsevier science.
Fornia, G. L. & Frame, M.W. (2001). The social and emotional needs of gifted children: Implications for family counseling. The Family Journal, 9, 384-390.
Fox, L.H (1981). Identification of the academically gifted. American Psychologist, 36(10), 1103-1111.
Freeman, J. (1979). Gifted children: Their identification and development in social context. Lancaster: MPT Press Limited.
Freeman, J. (2000). Families: the essential context for gifts and talents. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.). International handbook of giftedness and talent (str. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a devalopmental model. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 98-120). New York: Cambridge University Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Bantam Books.
Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). Three hundred eminent personalities. San Francisco: Jossey-Bass.
Gottfried, A. E (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology,77(6), 631-645.
Gotfried, A. W., Gotfried, A. E., Bathrust, K. & Guerin, D.W. (1994). Gifted IQ: Early developmental aspects. The Fullerton longitudinal study. New York: Plenum.
Gray–Fow, B. (2005). Discovering and developing talent in schools. New York: David Fulton Publisehers.
Gross, M. U. M. (2005). Exceptionally gifted children (2nd ed.). New York: Routledge Falmer.
Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 147-170). New York: Cambridge University Press.
Hermelin, B. & O’Connor, N. (1986b). Spatial representations in mathematically and in artistically gifted children. British Journal of Educational Psychology, 56, 150/157.
Hewton, J. (2002). Definitions of giftedness. Retrieved December 1, 2009 from the World Wide Web: www.qagtc.org.au/definitions_of_giftedness.htm.
Hoge, R. D. (1988). Issues in the definition and measurement of the giftedness construct. Educational Researcher, 17(7), 12-16.
Hoge, R. D. (1989). An examination of the giftedness construct. Canadian Journal of Education, 14(1), 6-17.
Jarwan, F. A. & Feldhusen, J. F. (1993). Residential schools of mathematics and science for academically talented youth: an analysis of admission programs. Retrieved July 17, 2010 from the World Wide Web: http://www.gifted.uconn.edu/NRCGT/reports/ crs93304/crs93304.html
Kerr, B. (2009). Encyclopedia of giftedness, creativity and talent. Thousand Ouks: Sage Publications.
Legree, P. J., Pifer, M. E., & Grafton, F. C. (1996). Correlations among cognitive abilities are lower for higher ability groups. Intelligence, 23, 45–57.
Lewis, M. (1985). Gifted or disfunctional: The child savant. Pediatric Annals, 14(10), 733-742.
Mackenzie, C. (2001). The IQ factor: despite advances in defining gifted children, intelligence testing still plays a large role. Retrieved June 18, 2006 from the World Wide Web: http://www.post-gazette.com/regionstate/20010610giftediqsidereg8.asp
Marland, S. (1972). Education of the gifted and talented. Report to Congress. Washington, DC: U.S. Government Printing Office.
McClellan, E. (1985). Defining giftedness. Retrieved January 15, 2010 from the World Wide Web: http://www.ericdigests.org/pre-923/defining.htm.
Modi, M., Konstantopoulos, S. & Hedges, L. V. (1998). Predictors of academic giftedness among U.S. highschool students: evidence from a nationally representative multivariate analysis. Retrieved July 12, 2010 from the World Wide Web: http://www.eric.ed.gov/PDFS/ED422356.pdf.
Mönks, F. J. (1992). Development of gifted children: the issue of identification and programming. In F.J. Mönks & W.A.M. Peters (Eds.), Talent for the future (str. 191-202). Assen/Maastrichz: Van Gorcum.
Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, 16-20.
Norman, A. D., Ramsay, S.G., Martray, C. R. & Roberts, J. D. (1999). Relationship between levels of giftedness and psychosocial adjustment. Roeper Review, 22(1), 5-18.
Olszewski-Kubilius, P. & Whalen, S. P. (2000). The education and development of verbally talented students. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 397-412). Oxford: Elsevier science.
Pekić, J. (2011). Karakteristike porodica sa akademski darovitim adolescentom. Nepublikovana doktorska disertacija. Odsek za psihologiju, Filozofski fakultet Univerziteta u Novom Sadu.
Pfeiffer, S. I., Petscher, Y. & Kumtepe, A. (2008). The gifted rating scales–school form: A validation study based on age, gender and race. Roeper Review, 30, 140-146.
Pyryt, M.C. (2000). Talent development in science and technology. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 427-437). Oxford: Elsevier science.
Renzulli, J. S. (1978). What makes giftedness? Reexamining definition. Phi Delta Kappan, 60, 180-184.
Renzulli, J. S. (2005). The tree-ring conception of giftedness: A developmental model for creative productivity. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 246-280). New York: Cambridge University Press.
Rimm, S.B. (1994). Keys to parenting the gifted child. Hauppauge: Baron’s Educational Series.
Salvia, J. & Ysseldyke, J.E. (1995). Assesment in special and remedial education (6th ed.). Boston: Houghton-Mifflin.
Schroth, S. T. & Helfer, J. A. (2009). Practitioner’s conceptions of academic talent and giftedness. Journal of Advanced Academics, 20(3), 384-403.
Shea, D. L., Lubinski, D. & Benbow. C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: a 20-year longitudinal study, Journal of Educational Psychology, 93 (3), 604-614.
Silver, S. J. & Clampit, M. K. (1990). WISC-R profiles of high ability children: interpretation of verbal-performance discrpancies. Gifted Child Quarterly, 34(2) 76-79.
Sternberg, R.J. (1985). Beyond I.Q.: a triarchic theory of human intelligence. New York: Cambridge University Press.
Sweetland, J.D., Reina, J.M. & Tatti, A. F. (2006). WICC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7-10.
Štula, J. (2007). Pregled teorijskih koncepcija darovitosti. Godišnjak Filozofskog fakulteta u Novom Sadu, XXXII, 177-207.
Tannenbaum, A. J. (2000). A history of giftedness in scholl and society. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 23-55). Oxford: Elsevier science.
Wieczerkowsky, W., Cropley, A. & Prado, M. (2000). Nurturing talents/gifts in mathematics. U: K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent (str. 413-425). Oxford, Elsevier science.
Wilkinson, S. C. (1993). WISC–R profiles of children with superior intellectual ability.
Gifted Child Quarterly, 37, 84–91.
Winner, E. (1996). Gifted children: Myths and realities. New York, Basic Books.
Winner, E.& Martino, G. (2000). Giftedness in non-academic domains: the case of the visual arts and music. U: K. Heller, F. Mönks, R. Sternberg & R.Subotnik (Eds.), Giftedness and talent (str. 95-110). Oxford: Elsevier science.
Wolf, B., Momirović, K. i Džamonja, Z. (1992). KOG 3. Beograd: Društvo psihologa Srbije.
Ziegler, A. & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 3-23). Oxford: Elsevier science.
Benbow, C. P. & Minor, L. (1990). Cognitive profiles of verbally and mathematically precocious students. Gifted chiled quarterly, 34 (1), 21-26.
Bloom, B. (1985). Developing talent in young people. New York: Ballantine Books.
Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 20-38), New York: Cambridge University Press.
Callahan, C. M. & Miller. E. M. (2005). A child-responsive model of giftedness. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. (str. 38-52), New York, Cambridge University Press.
Casey, M. B. & Brabeck, M. (1989). Exceptions to the male advantage in a spatial task: Family handedness and college major as factors identifying women who excel. Neuropsychologia, 27, 689-696.
Casey, M.B., Winner, E., Brabeck, N. & Sullivan, K. (1990). Visual/spatial abillities in art, math and science majors: Efect of sex, family handedness and spatial experience. U K. Gilhooly, M. Keane, R. Logie & G. Erdos (Eds.), Lines of thinking: Reflections on the psychology of thought. New York: Wiley.
Chan, D.W. (2008). Giftedness of Chinesse students in Honk Kong: percpectives from different conceptions of intelligence. Gifted Child Quarterly, 52(1), 40-54.
Chan, D.W. (2010). Developing the impossible figeres task to assess visual-spatial talents among Chinese students: a Rasch measurement model analysis. Gifted Child Quarterly, 54(1), 59-71.
Colangelo, N. (1981). Counseling the culturally diverse gifted. Gifted Child Quarterly, 25 (1), 27-30.
Coleman, L.J. & Cross, T.L. (2001). Being gifted in school: an introduction to development, guidance and teaching. Waco, TX: Purfock Press.
Cornell, D. G., & Grossberg, I. W. (1987). Family environment and personality adjustment in gifted program children. Gifted Child Quarterly, 31(2), 59–64.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1997). Talented teenagers: the roots of success and failure. New York: Cambridge University Press.
D’Amico, S. & Kimura, D. (1987). Evidence for subgroups of adextrals based on speech lateralization and cognitive patterns (Reserch Bulletin No. 664). Ontario: University of Western Ontario, Department of Psychology.
Detterman, D. K. & Daniel, M. H. (1989). Correlations of mental tests with each other and with cognitive variables are highest for low IQ groups. Intelligence, 13, 349-359.
Durden, W.G. & Tangherlini, A.E. (1993). Smart kids: how academic talents are developed and nurtured in America. Kirkland, WA: Hogrefe & Huber Publishers.
Đorđević, B. (1979). Individualizacija vaspitanja darovitih. Beograd: Prosveta.
Feldhusen, J.F. & Jarwan, F.A. (2000). Identification of gifted and talented youth for educational programs. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 271-282). Oxford: Elsevier science.
Fornia, G. L. & Frame, M.W. (2001). The social and emotional needs of gifted children: Implications for family counseling. The Family Journal, 9, 384-390.
Fox, L.H (1981). Identification of the academically gifted. American Psychologist, 36(10), 1103-1111.
Freeman, J. (1979). Gifted children: Their identification and development in social context. Lancaster: MPT Press Limited.
Freeman, J. (2000). Families: the essential context for gifts and talents. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.). International handbook of giftedness and talent (str. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a devalopmental model. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 98-120). New York: Cambridge University Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Bantam Books.
Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). Three hundred eminent personalities. San Francisco: Jossey-Bass.
Gottfried, A. E (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology,77(6), 631-645.
Gotfried, A. W., Gotfried, A. E., Bathrust, K. & Guerin, D.W. (1994). Gifted IQ: Early developmental aspects. The Fullerton longitudinal study. New York: Plenum.
Gray–Fow, B. (2005). Discovering and developing talent in schools. New York: David Fulton Publisehers.
Gross, M. U. M. (2005). Exceptionally gifted children (2nd ed.). New York: Routledge Falmer.
Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 147-170). New York: Cambridge University Press.
Hermelin, B. & O’Connor, N. (1986b). Spatial representations in mathematically and in artistically gifted children. British Journal of Educational Psychology, 56, 150/157.
Hewton, J. (2002). Definitions of giftedness. Retrieved December 1, 2009 from the World Wide Web: www.qagtc.org.au/definitions_of_giftedness.htm.
Hoge, R. D. (1988). Issues in the definition and measurement of the giftedness construct. Educational Researcher, 17(7), 12-16.
Hoge, R. D. (1989). An examination of the giftedness construct. Canadian Journal of Education, 14(1), 6-17.
Jarwan, F. A. & Feldhusen, J. F. (1993). Residential schools of mathematics and science for academically talented youth: an analysis of admission programs. Retrieved July 17, 2010 from the World Wide Web: http://www.gifted.uconn.edu/NRCGT/reports/ crs93304/crs93304.html
Kerr, B. (2009). Encyclopedia of giftedness, creativity and talent. Thousand Ouks: Sage Publications.
Legree, P. J., Pifer, M. E., & Grafton, F. C. (1996). Correlations among cognitive abilities are lower for higher ability groups. Intelligence, 23, 45–57.
Lewis, M. (1985). Gifted or disfunctional: The child savant. Pediatric Annals, 14(10), 733-742.
Mackenzie, C. (2001). The IQ factor: despite advances in defining gifted children, intelligence testing still plays a large role. Retrieved June 18, 2006 from the World Wide Web: http://www.post-gazette.com/regionstate/20010610giftediqsidereg8.asp
Marland, S. (1972). Education of the gifted and talented. Report to Congress. Washington, DC: U.S. Government Printing Office.
McClellan, E. (1985). Defining giftedness. Retrieved January 15, 2010 from the World Wide Web: http://www.ericdigests.org/pre-923/defining.htm.
Modi, M., Konstantopoulos, S. & Hedges, L. V. (1998). Predictors of academic giftedness among U.S. highschool students: evidence from a nationally representative multivariate analysis. Retrieved July 12, 2010 from the World Wide Web: http://www.eric.ed.gov/PDFS/ED422356.pdf.
Mönks, F. J. (1992). Development of gifted children: the issue of identification and programming. In F.J. Mönks & W.A.M. Peters (Eds.), Talent for the future (str. 191-202). Assen/Maastrichz: Van Gorcum.
Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, 16-20.
Norman, A. D., Ramsay, S.G., Martray, C. R. & Roberts, J. D. (1999). Relationship between levels of giftedness and psychosocial adjustment. Roeper Review, 22(1), 5-18.
Olszewski-Kubilius, P. & Whalen, S. P. (2000). The education and development of verbally talented students. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 397-412). Oxford: Elsevier science.
Pekić, J. (2011). Karakteristike porodica sa akademski darovitim adolescentom. Nepublikovana doktorska disertacija. Odsek za psihologiju, Filozofski fakultet Univerziteta u Novom Sadu.
Pfeiffer, S. I., Petscher, Y. & Kumtepe, A. (2008). The gifted rating scales–school form: A validation study based on age, gender and race. Roeper Review, 30, 140-146.
Pyryt, M.C. (2000). Talent development in science and technology. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 427-437). Oxford: Elsevier science.
Renzulli, J. S. (1978). What makes giftedness? Reexamining definition. Phi Delta Kappan, 60, 180-184.
Renzulli, J. S. (2005). The tree-ring conception of giftedness: A developmental model for creative productivity. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 246-280). New York: Cambridge University Press.
Rimm, S.B. (1994). Keys to parenting the gifted child. Hauppauge: Baron’s Educational Series.
Salvia, J. & Ysseldyke, J.E. (1995). Assesment in special and remedial education (6th ed.). Boston: Houghton-Mifflin.
Schroth, S. T. & Helfer, J. A. (2009). Practitioner’s conceptions of academic talent and giftedness. Journal of Advanced Academics, 20(3), 384-403.
Shea, D. L., Lubinski, D. & Benbow. C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: a 20-year longitudinal study, Journal of Educational Psychology, 93 (3), 604-614.
Silver, S. J. & Clampit, M. K. (1990). WISC-R profiles of high ability children: interpretation of verbal-performance discrpancies. Gifted Child Quarterly, 34(2) 76-79.
Sternberg, R.J. (1985). Beyond I.Q.: a triarchic theory of human intelligence. New York: Cambridge University Press.
Sweetland, J.D., Reina, J.M. & Tatti, A. F. (2006). WICC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7-10.
Štula, J. (2007). Pregled teorijskih koncepcija darovitosti. Godišnjak Filozofskog fakulteta u Novom Sadu, XXXII, 177-207.
Tannenbaum, A. J. (2000). A history of giftedness in scholl and society. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 23-55). Oxford: Elsevier science.
Wieczerkowsky, W., Cropley, A. & Prado, M. (2000). Nurturing talents/gifts in mathematics. U: K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent (str. 413-425). Oxford, Elsevier science.
Wilkinson, S. C. (1993). WISC–R profiles of children with superior intellectual ability.
Gifted Child Quarterly, 37, 84–91.
Winner, E. (1996). Gifted children: Myths and realities. New York, Basic Books.
Winner, E.& Martino, G. (2000). Giftedness in non-academic domains: the case of the visual arts and music. U: K. Heller, F. Mönks, R. Sternberg & R.Subotnik (Eds.), Giftedness and talent (str. 95-110). Oxford: Elsevier science.
Wolf, B., Momirović, K. i Džamonja, Z. (1992). KOG 3. Beograd: Društvo psihologa Srbije.
Ziegler, A. & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 3-23). Oxford: Elsevier science.