Predictive significance of early giftedness: The case of precocious reading.

Results of a longitudinal study of 59 10–22 year olds who had been precocious readers when first tested at 5–6 years of age suggest that extraordinary early achievement in reading predicts above-average, but not necessarily extraordinary, ability in reading and related skill areas during the middle elementary school years, as measured by performance on Level 18 of the California Achievement Test (CAT). Median CAT subtest scores were between 1 and 2 SDs above age-appropriate grade norms. Verbal Ability at 5–6 years of age predicted individual differences in precocious readers' later reading comprehension accuracy as well or better than initial reading skills did. General Reading Ability, reading Speed, and letter naming speed at 5–6 years were associated with speed to complete the reading comprehension subtest of the CAT. This study illustrates theoretical and methodological issues that must be addressed in other investigations of early development of giftedness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of confusion.

Repeats previous criticism of the work of S. Dinitz, H. Goldman, H. E. Allen, and L. A. Lindner as resting on an inadequate data base. A series of published reports by the group are ostensibly independent but seem to be derived from a single study, a 1969 dissertation by Allen. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of symbolic racism.

The theory of symbolic racism places its origins in a blend of anti-Black affect and conservative values, particularly individualism. We clarify that hypothesis, test it directly, and report several findings consistent with it. Study 1 shows that racial prejudice and general political conservatism fall into 2 separate factors, with symbolic racism loading about equally on both. Study 2 found that the anti-Black affect and individualism significantly explain symbolic racism. The best-fitting model both fuses those 2 elements into a single construct (Black individualism) and includes them separately. The effects of Black individualism on racial policy preferences are mostly mediated by symbolic racism. Study 3 shows that Black individualism is distinctively racial, with effects distinctly different from either an analogous gender individualism or race-neutral individualism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of cognitive thought.

Words referring to feelings and states of mind were first used to describe behavior or the situations in which behavior occurred. When concurrent bodily states began to be noticed and talked about, the same words were used to describe them. They became the vocabulary of philosophy and then of mentalistic or cognitive psychology. The evidence is to be found in etymology. In this article, examples are given of words that have come to describe the feelings or states of mind that accompany doing, sensing, wanting, waiting, thinking, and several other attributes of mind. The bodily states felt or introspectively observed and described in these ways are the subject of physiology, especially brain science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Korean concepts of giftedness and the self-perceived characteristics of students selected for gifted programs.

Fostering creativity among gifted students has become forefront as an important element in Korea’s future economic prosperity. Since the passage of a gifted education act in 2002, all K-12 schools have been developing gifted programs. The first of two studies examines Koreans’ concept of giftedness based on the implicit theory. Three hundred twenty-eight Koreans including scientists, parents, teachers, and college students described their concept of giftedness, which includes intelligence, task commitment, creativity, interpersonal relationship, moral sense, and artistic talent. The second study explores self-reported characteristics of Korean students identified as gifted and whether identification criteria for giftedness miss creative students by emphasizing IQ and achievement scores. One thousand one hundred fifty-four students (469 gifted in sciences, 285 gifted in humanities, and 400 regular students) answered a questionnaire developed from the first study. The results indicate that students identified as gifted tend to have higher intelligence and task commitment than regular students, but tend not to differ from regular students in creativity when compared to Renzulli’s three rings concept of giftedness—above average ability, task commitment, and creativity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

All's well that ends.

Responds to comments by M. V. Covington and and C. L. Omelich (see record 1984-14990-001) on the present authors' (see record 1984-14988-001) experimental examination of the affective consequences of ability and effort attributions. It is suggested that there appears to be agreement between the 2 positions with regard to the affective meaning of attributions for achievement and the relation of outcome, effort, and ability to feelings of self-worth, although differences remain concerning the concepts of salience or centrality, the importance of the identification of determinants of happiness or unhappiness, and methodological considerations. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of representations: The origins of mental life.

Discusses the notion of representation and its role in cognitive theory. The representational theory of mind takes for granted the existence of such representational states and processes as symbol use, belief, meaning, and intention. A sequence of developments is proposed that would have the effect of reworking the elementary sensory-motor schemata present at birth into the propositional representational states that develop in 2–4 yr olds and that operate on the basis of meaning, significance, and intentionality. The theory is used to explain a series of intellectual achievements of young children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of joint visual attention in infants.

Two experiments examined the origins of joint visual attention with a training procedure. In Experiment 1, infants aged 6-11 months were tested for a gaze-following (joint visual attention) response under feedback and no feedback conditions. In Experiment 2, infants 8-9 months received feedback for either following the experimenter's gaze (natural group) or looking to the opposite side (unnatural group). Results of the 2 experiments indicate that (a) joint visual attention does not reliably appear prior to 10 months of age, (b) from about 8 months of age, a gaze-following response can be learned, and (c) simple learning is not sufficient as the mechanism through which joint attention cues acquire their signal value. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Open hearts. The origins of direct-vision intracardiac surgery

This study attempts to clarify the drug problem of Japan in terms of images of illegal drugs (stimulants, marijuana, and volatile solvents) by comparing (1) different types of drugs and (2) differences between generations. Another objective of this research was to examine influence by the mass media reports with regard to drug incidents which influence upon image formation of illegal drugs among people. In this study 488 males from the city of Osaka were chosen by a random sampling method and a door to door survey was undertaken utilizing a self-administered questionnaire with a partial interview method. It was revealed that as a whole negative images such as "dangerous" and "terrible" were still widely prevailing and positive image such as "fashionable" was much less prevailing. Specially, stimulants were regarded more dangerous compared to marijuana and volatile solvents. In contrary, marijuana was regarded more fashionable compared to stimulants and volatile solvents. Volatile solvents were considered more "intimate" compared to other drugs. With regard to generation differences, it was the youth who possessed more positive images towards marijuana and more intimate feelings about volatile solvents than other generations. Findings show that with regard to news about illegal drug incidents, respondents' appraisal of the news of mass media primarily make significant influence, as compare to mere cognition, on images of illegal drugs. Furthermore, it was revealed that there was likely to result in positive images of illegal drugs due to lack of adequate information. From the aspects of education, it was suggested that dissemination of information at a vast range and maintenance of negative images might become a crucial task.     

Raising questions about raising IQs: Review of Intelligence and giftedness: The contributions of heredity and early environment.

Reviews the book, Intelligence and giftedness: The contributions of heredity and early environment by Miles D. Storfer (see record 1990-97741-000). For at least the past 70 years our IQ scores apparently have risen by the equivalent of approximately 1/5 to 1/4 of a point per year. If we accept the idea of what Flynn (1987) himself refers to as "Massive IQ gains" (and the supporting evidence that Flynn has amassed appears solid) our next step should clearly be an attempt to identify the factors responsible for these gains. Have our educational systems improved dramatically? What about our nutrition and general levels of health? Have home environments and parent-child interactions undergone radical changes? Besides environmental factors, is it possible that some sorts of hereditary mechanisms might be implicated? In Intelligence and giftedness: The contributions of heredity and early environment, Storfer addresses these and related issues. The result of his extensive review of the literature in areas as diverse as behavioural genetics, infant intelligence tests, white-black IQ differences, educational enrichment programs, and neurophysiology is a 500-plus-page book which is sometimes informative, often disappointing, and, in the end, too speculative to live up to its promotional claim of advancing "one of the most exciting and controversial evolutionary theories since Darwin". Parts of this book are good. Storfer is to be commended for the wide range of material that he surveys, and his attempts to integrate this diverse material have generally been successful. Another positive feature is the inclusion of numerous notes at the end of all but one chapter, plus one appendix, which provide additional information and/or technical details for readers interested in learning more about specific studies or issues mentioned briefly in the text. Unfortunately, Storfer does not seem to appreciate the varying quality of the research studies that he reviews, and some of the conclusions that he draws are highly speculative. Intelligence and giftedness was an ambitious project that would have benefitted considerably from a more cautious interpretation of the results and the implications of the research that it surveys. The issues that this book addresses and the questions that it raises are undoubtedly important and deserving of study. For the most part, however, the answers will have to be found elsewhere. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The gender debate about intimate partner violence: Solutions and dead ends.

The debate on gender continues to define much scholarship on partner violence. No other single issue is as important to identifying one's theoretical and political position among those who are concerned about intimate partner violence (IPV). At this point in time, several well-documented conclusions can be drawn. First, two common estimates—under 10% female-perpetrated and 50% or more female-perpetrated—are quite discrepant from virtually all other data on physical violence. Second, several key definitional and measurement issues explain a large part of this discrepancy. Third, a number of commonly mentioned possibilities for measurement artifacts are unlikely sources of the gender parity found in many studies of IPV. This article will review each of these issues and suggest a third approach, the moderate asymmetry approach. The moderate asymmetry hypothesis for IPV is currently best-supported by the data, and it should be emphasized until a better alternative is found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood origins of psychopathology.

Discusses family interaction and genetic influences on the development of psychopathology in childhood. Mounting evidence suggests that genetic factors significantly influence most personality traits, most forms of psychopathology, and sex differences in the prevalence of psychopathology. The sex and temperamental characteristics of children affect parent–child interaction as does the strength of the allegiance pressures emanating from a mother and father locked in hostile conflict. Children who are opposite to the sex of the more powerful parent experience the greatest allegiance conflict and consequent psychopathology. Also moderating the pathogenic effects of parental conflict are consistency of parental love and the ruthlessness of efforts to win the child's allegiance. The practical implications of these views are discussed. (3l ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of attachment theory: John Bowlby and Mary Ainsworth.

Attachment theory is based on the joint work of J. Bowlby (1907–1991) and M. S. Ainsworth (1913–????). Its developmental history begins in the 1930s, with Bowlby's growing interest in the link between maternal loss or deprivation and later personality development and with Ainsworth's interest in security theory. Although Bowlby's and Ainsworth's collaboration began in 1950, it entered its most creative phase much later, after Bowlby had formulated an initial blueprint of attachment theory, drawing on ethology, control systems theory, and psychoanalytic thinking, and after Ainsworth had visited Uganda, where she conducted the 1st empirical study of infant–mother attachment patterns. This article summarizes Bowlby's and Ainsworth's separate and joint contributions to attachment theory but also touches on other theorists and researchers whose work influenced them or was influenced by them. The article then highlights some of the major new fronts along which attachment theory is currently advancing. The article ends with some speculations on the future potential of the theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of specific phobias: Influential theories and current perspectives.

Fears are quick and adaptive responses that permit powerful reply to imminent threats. Less adaptive, phobias are extreme manifestations of fear to objects or situations in the absence of a proportional danger. Although the utility of fear is accepted, the nature of phobias is controversial. Initial theories favored a fear conditioning-based explanation, with vicarious and information learning pathways subsequently included as additional routes to the development of specific phobias. More recently, an important group of investigations strengthened the case for a nonassociative account of fear acquisition proposing that evolutionarily relevant fears can occur without any need of critical learning experiences. In parallel, there is some evidence for a dedicated fear module in the detection of threats, involving the amygdala, which is relatively independent from conscious cognitive control. Nonetheless, cognitive models stress learning and developmental factors and their role in the etiology and maintenance of phobic behavior. This article critically reviews each of these views and theories stressing their recent developments, weaknesses, and controversies with an aim to provide the groundwork for the construction of a more integrated position. Finally, the authors suggest encouraging trends in recent research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiles of college students demonstrating learning disabilities with and without giftedness

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations.     

The origins and evolution of eukaryotic proteins

The common ancestry of eukaryotes, archaebacteria and eubacteria is well demonstrated by amino acid sequence comparisons of numerous proteins that are common to all three groups. On the other hand, there are a few proteins, like ubiquitin, that are common to eukaryotes and archaebacteria and which have yet to be observed in eubacteria. Some proteins appear to be wholly restricted to eukaryotes; this is especially true of cytoskeletal proteins. Recently, actin has been found by crystallography to be homologous with an ATP-binding domain found in a heat shock protein and several other proteins common to all three urkingdoms. This observation is puzzling on several counts. Most cytoskeletal proteins like actin and tubulin are very slow changing and must have been so for a very long time. How is it, then, that no sequence resemblance can be discerned with their alledged prokaryotic antecedents? The question is addressed by considering two bacterial fts proteins which appear to be related to actin, on the one hand, and tubulin, on the other. One answer may be that the rate of change of these proteins changed dramatically at a key point in their history. Another possibility is that eukaryotes are much older than some of their other proteins indicate.     

The origins of human ageing

The origins of human ageing are to be found in the origins and evolution of senescence as a general feature in the life histories of higher animals. Ageing is an intriguing problem in evolutionary biology because a trait that limits the duration of life, including the fertile period, has a negative impact on Darwinian fitness. Current theory suggests that senescence occurs because the force of natural selection declines with age and because longevity is only acquired at some metabolic cost. In effect, organisms may trade late survival for enhanced reproductive investments in earlier life. The comparative study of ageing supports the general evolutionary theory and reveals that human senescence, while broadly similar to senescence in other mammalian species, has distinct features, such as menopause, that may derive from the interplay of biological and social evolution.     

Genius: Present-day status of the concept and its implications for the study of creativity and giftedness.

Investigated the literature regarding genius, creativity, and giftedness as this appears in the Psychological Abstracts and the Cummulated Subject Index 1927-1965. Changes in the frequency of articles in these 3 areas are noted and the major topics investigated in each of the areas. The concepts appear to be complimentary in terms of the period in which their major work was undertaken and in the topics dealt with. Findings are discussed as they relate to an understanding of the conditions underlying the attainment of eminence. A 2nd point discussed is the need to distinguish among different levels of intellectual giftedness. (76 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness.

Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve. (PsycINFO Database Record (c) 2010 APA, all rights reserved)