Abstract
Psychologists have long attached great importance to the issue of individual differences, investigating, among others, abilities, intelligence, creativity, temperament, and personality. The present chapter is devoted to individual differences primarily as manifested in the effectiveness of performed actions, i.e., related to intelligence and abilities. The first part shows the positioning of the issue of giftedness in the psychology of individual differences. The second part is devoted to methodological issues and discusses the leading theories and research methods. The third part concerns the levels of individual differences, from the physiological mechanisms of the phenomenon (e.g., the use of mismatch negativity in the study of interindividual differences regarding intelligence) to manifestations of individual differences in particular fields of human activity (e.g., styles of learning or temperament). The fourth part presents an analysis of the social consequences of individual differences (i.e., identification, selection, and education). The concluding section presents trends in the development of research on individual differences in giftedness.
One of the most important ways in which psychology differs from the natural sciences arises from the existence of individual differences. Two liters of hydrogen that are treated identically respond identically, but any two human beings, even identical twins, may respond quite differently to the same stimulus. This is because people differ from one another not only in appearance (that is, physically) but also in their behavior (that is, psychologically). Hampson, S. E., Colman, A. M. (2000)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Amabile, T. M. (1996). Creativity in Context. Boulder: Westview Press.
Amelang, M., & Bartussek, D. (1994). Differentielle Psychologie und Persönlichkeitsforschung. Stutgart Berlin Köln: Verlag W. Kohlhammer.
Bain, S. K., Bourgeois, S. J., & Pappas, D. N. (2006). Linking theoretical models to actual practices: A survey of teachers in gifted education. Roeper Review, 4, 166–172.
Baldeweg, T., Richardson, A., Watkins, S., Foale, C., & Gruzelier, J. (1999). Impaired auditory frequency discrimination in dyslexia detected with mismatch evoked potentials. Annals of Neurology, 4, 1–9.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In A. Bandura (Ed.), Nebraska Symposium on Motivation 1991, vol. 38. Lincoln-London: University of Nebraska Press.
Begin, J., & Gagne, F. (1994). Predictors of attitudes toward giftedness education: A review of the literature and a blueprint for future research. Journal for the Education of the Gifted, 17, 161–179.
Bolig, E. E., Day, J. D. (1993). Dynamic assessment and giftedness: The promise of assessing training responsiveness. Roeper Review, 16(2), 110–113.
Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness, 182–222. Cambridge: Cambridge University Press.
Burns, N. T., & Nettelbeck, T. (2003). Inspection time in the structure of cognitive ability. Intelligence, 31(3), 237–255.
Burns, N. T., Nettelbeck, T., & Cooper, C. J. (2000). Event-related potential correlates of some human cognitive ability constructs. Personality and Individual Differences, 29, 157–168.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamak, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057–1068.
Butler-Por, N. (1993). Underachieving gifted students. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International Handbook of Giftedness and Talent, 573–585. Oxford. New York: Pergamon Press.
Carr, M., Alexander, J., & Schwanenflugel, P. (1996). Where gifted children do and do not excel on metacognitive tasks. Directions for future research. Roeper Review, 18, 212–217.
Cheng, P. (1993). Metacognition and giftedness: The state of the relationship. Gifted child Quarterly, 37, 105–112.
Cheour, M., Ceponiene, R., Lehtokoski, A., Luuk, A., Allik, J., Alho, K., et al. (1998). Development of language-specific phoneme representations in the infant brain. Nature Neuroscience, 1, 351–353.
Cheour-Luhtanem, M., Alho, K., Kujala, T., Sainio, K., Reinikainen, K., Renlund, M., et al. (1995). Mismatch negativity indicates vowel discrimination in newborns. Hearing Research, 82(1), 53–58.
Clark, C. (1997). Using action research to foster a creative response to teaching more able pupils. High Ability Studies, 8(1), 95–114.
Costa, Jr., P. T., & McCrae, R. R. (1992). NEO-PI-R, Professional Manual. Odessa, FL: Psychological Assessment Resources.
Costa, Jr., P. T., & McCrae, R. R. (1998). NEO 4. Style Graph Booklet. Odessa, FL: Psychological Assessment Resources, Inc.
Cox, C. (1926). The early mental traits of the three hundred geniuses. Stanford, CA: Stanford University Press.
Coyle, T. R., & Read, L. E. (1998). Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition. Learning and Individual Differences, 10(4), 273–290.
Csikszentmihalyi, M. (1996). Przeplyw: psychologia optymalnego doswiadczenia [Flow: The Psychology of Optimal Experience]. Warszawa: Wydawnictwo Studio EMKA.
Csikszentmihalyi, M., & Robinson, R. E. (1986). Culture, time and the development of Talent. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of Giftedness, 285–306. Cambridge- London: Cambridge University Press.
Day, J. D., & Cordon, L. A. (1993). Static and dynamic measures of ability. Journal of Educational Psychology, 85(1), 75–83.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303–336.
Deary, I. J. (2000). Simple information and processing and intelligence: In W: R. J. Sternberg (Ed.), Handbook of intelligence (pp. 267–284). Cambridge, UK: Cambridge University Press.
Delisle, J. R. (2003). The survival guide for teachers of gifted kids: How to plan, manage, and evaluate programs for gifted youth K-12. Minneapolis, MN: Free Spirit Publishing.
Eysenck, H. J., & Barrett, P. T. (1993). Brain research related to giftedness. In K. A. Haller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 133–148). Oxford: Pergamon Press Ltd.
Eysenck, M. W. (2004). Individual differences. normal and abnormal. New York: Psychology Press.
Feldhusen, J. F. (1986). A conception of giftedness. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 112–127). Cambridge: Cambridge University Press.
Feldhusen, J. F. (1992). Talent identification and development in education (TIDE). Sarasota, FL: Center for Creative Learning.
Freeman, J. (2000). Families: The essential context for gifts and talents. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of giftedness and talent (pp. 573–585). Oxford. New York: Pergamon Press.
Fulkerson, J. L. (1995). A talent approach to district programming for gifted and talented youth K-12. Roeper Review, 18, 117–120.
Furnham, A., Forde, L., & Cotter, T. (1998). Personality and intelligence. Personality and Individual Differences, 24(2), 187–192.
Gadzella, B. M. (2003). Reliability of the inventory of learning process. Psychological Reports, 92, 1029–1030.
Gagné F. (1993). Constructs and models pertaining to exceptional human abilities. In: K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 69–87). Oxford - New York: Pergamon Press.
Galas, B., & Lewowicki, T. (1991). Osobowosc a aspiracje [Personality and Aspirations]. Warszawa: UW.
Gallagher, J. J., & Courtright, R. D. (1986). The educational definition of giftedness and its policy implications. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 93–111). Cambridge: Cambridge University Press.
Galton, F. (1892). Hereditary Genius. London: MacMillan.
Gardner, H. (1982). Art, mind and brain. A cognitive approach to creativity. New York: Basic Books.
Gardner, H. (1998). Niepospolite umysly [Extraordinary Minds]. Warszawa: Wydawnictwo WAB.
Geiger, R. D. (1995). Temperament and giftedness; American and European perspectives. In M. W. Katzko, & F. J.Mönks (Eds.), Nurturing talent. individual needs and social ability (pp. 139–147). Assen: Van Gorcum & Comp. B.V.
Goldberg, M. L. (1986). Issues in the education of gifted and talented children. Part I. Roeper Review, 8, 226–233.
Goldstein, K. M., & Blackman, S. (1978). Cognitive style: Five approaches and relevant research. New York: Wiley.
Gomes, H., Molholm, S., Ritter, W., Kurtzberg, D., Cowan, N., & Vaughan, H. G. (2000). Mismatch negativity in children and adults, and effects of an attended task. Psychophysiology, 37, 807–816.
Guilford, J. P. (1978). Natura inteligencji czlowieka [The Nature of Human Intelligence]. Warszawa: PWN.
Hampson, S. E., Colman, A. M. (2000) (Eds.). Psychologia roznic indywidualnych [Individual Differences and Personality], 7. Poznan: Wydawnictwo Zysk i S-ka.
Harré, R. (2000). Acts of living. Science, 289, 1303–1304.
Hayes, J. R. (1985). Three problems in teaching general skills. In S. F. Chapman, J. W. Segal, R. Glaser (Eds.), Thinking and Learning Skills, vol. 2: Research and Open Questions. Hillsdale, NJ: Erlbaum.
Heller, K. A. (1993). Structural Tendencies and Issues of Research on Giftedness and Talent. In K. A. Heller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent, 49–67. Oxford: Pergamon Press.
Heller, K.A., Feldhusen, J. F. (1986). Identifying and Nurturing the Gifted. An International Perspective. Toronto. Lewiston N. Y. Bern. Stuttgart: Hans Huber Publishers.
Henderson, L. M., Ebner, F. F. (1997). The biological basis for early intervention with gifted children. Peabody Journal of Education, 77(3–4), 59–80.
Hoffman, W. C. (1995). The dialectics of giftedness: Gifted intellect and creativity. Roeper Review 17(3), 201–206.
Hunsacker, S. L. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don’t. Roeper Review,17(1), 11–15.
Jackson, N. E., Butterfield, E. C. (1986). A conception of giftedness designed to promote research. In R. J. Sternberg, J. E. Davidson (Eds.), Conceptions of Giftedness, 151–181. Cambridge: Cambridge University Press.
Janas-Stawikowska, B. (2004). In A. E. Sekowski (ed.), Psychologia zdolnosci [The Psychology of Giftedness], 125–142. Warszawa: Wydawnictwo Naukowe PWN.
Jaušovec, N. (2000). Differences in cognitive processes between gifted, intelligent, creative, and average individuals while solving complex problems: An EEG study. Intelligence, 28(3), 213–237.
Jaušovec, N., Jaušovec, K. (2004). Differences in induced brain activity during the performance of learning and working-memory tasks related to intelligence. Brain and Cognition, 54(1), 65–74.
Jellen, H. G., Verduin, Jr. J. R. (1986). Handbook for Differential Education of the Gifted. A Taxonomy of 32 Key Concepts. Carbondale and Edwardsville: Southern Illinois University Press.
Ledzinska, M (2005). Inteligencja jednostki a sila doznan stresu informacyjnego – perspektywa edukacyjna [Intelligence of an individual and the intensity of experiencing informational stress—an educational perspective]. XXXII Zjazd Naukowy Polskiego Towarzystwa Psychologicznego, 22–25 September, Krakow.
Ledzinska, M. (1996). Przetwarzanie informacji przez uczniow o zroznicowanym poziomie zdolnosci a ich postepy szkolne [Information processing by students of different levels of ability and their progress at school]. Warszawa: Oficyna Wydawnicza Wydzialu Psychologii UW.
Leppänen, P. H., Lyytinen, H. (1997). Auditory event-related potentials in the study of developmental language-related disorders. Audiology and Neuro-Otology, 2(5), 308–340.
Lewowicki, T. (1986). Ksztalcenie uczniow zdolnych [Teaching Gifted Students]. Warszawa: WSiP.
Lidz, C. S., Elliott, J. G. (2006). Use of dynamic assessment with gifted students. Gifted Education International, 21(2/3), 151–161.
Mönks, F. J. (1992). Development of gifted children: The issue of identification and programming. In F. J. Mönks, A. M. Peters (Eds.), Talent for the Future. Social and Personality Development of Gifted Child. Proceeding of the Ninth World Conference on Gifted and Talented Children, 191–203. Assen-Maastricht: Van Gorcum & Company B.V.
Magnusson, D. (2003a). The Person Approach: Concepts, Measurement Models, and Research Strategy. New Directions for Child and Adolescent Development, 101, 3–23.
Magnusson, D. (2003b). Refleksje nad zagadnieniami metodologicznymi w zakresie badan rozwojowych: dwa przeciwstawne podejscia do badan indywidualnych [Reflections on methodological issues in developmental research: Two opposing approaches to individual studies]. In M. Marszal-Wisniewska, T. Klonowicz, M. Fajkowska-Stanik (Eds.), Psychologia roznic indywidualnych [The Psychology of Individual Differences], 142–149. Gdansk: GWP.
Magnusson, D., Törestad, B. (1993). A Holistic view of personality: A model revised. Annual Review of Psychology, 44, 427–452.
Marland, S. P. (1972). Education of the Gifted and Talented. Report to the Congress of the United States by the U.S. Commissioner of Education. Washington D. C.: U.S. Government Printing Office.
Martin, R. P. (1992). Child temperament effects on special education: Process and outcomes. Exceptionality, 3(2), 99–115.
Martinsen, Ø. (1997). The construct of cognitive style and its implications for creativity. High Ability Studies, 7(2), 135–158.
Maslow, A. H. (1970). Motivation and Personality. Second edition. New York: Harper & Row, Publishers.
Matczak, A., Jaworowska, A., Stanczak, J. (2000). Rysunkowy Test Tworczego Myslenia TCT-DP K. K. Urban, H. G. Jellen. Podrecznik [K. K. Urban and, H. G. Jellen’s Test for Creative Thinking-Drawing Production, TCT-DP. A Handbook]. Warszawa PTP.
Meece, J. L., Blumenfeld, P. C., Hoyle, R. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.
Messick, S. (1994). The matter of style: Manifestations of personality in cognition, learning, and teaching. Educational Psychologist, 29, 121–136.
Mönks, F. J. (1995). Creativity; Idiographic versus nomothetic approach. European Journal for High Ability, 6, 137–142.
Mönks, F. J., Mason, E. J. (1993). Development theories and giftedness. In K. A. Heller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of the Giftedness and Talent, 89–102. Oxford. New York: Pergamon Press.
Murphy, P. K., Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology 25, 3–53.
Murray, H. A. (1938). Explorations in Personality. New York: Oxford.
Myers, R. S., Pace, T. N. (1986). Counseling Gifted and Talented Students: Historical Perspectives and Contemporary Issues. Journal of Counseling and Development, 86, 548–551.
Näätänen, R. (2003). Percepcja dzwiekow mowy przez ludzki mozg: dane elektrofizjologiczne [Perception of speech sounds by the human brain: Electrophysiological data]. In M. Marszal-Wisniewska, T. Klonowicz, M. Fajkowska-Stanik (Eds.), Psychologia roznic indywidualnych [The Psychology of Individual Differences], 22–36. Gdansk: GWP.
Näätänen, R., Jacobsen, T., Winkler, I. (2005). Memory-based or afferent process in mismatch negativity (MMN): A review of the evidence. Psychophysiology, 42, 25–32.
Näätänen, R., Schröger, E., Karakas, S., Tervaniemi, M., Paavilainen, P. (1993). Development of a memory trace for a complex sound in the human brain. NeuroReport, 4(5), 503–506.
Naglieri, J. A. (2001). Understanding intelligence, giftedness and creativity using the PASS theory. Roeper Review, 23(3), 151–156.
Necka, E. (1992a). Tworcze operacje umyslowe [Creative mental operations]. In M. Materska, T. Tyszka (Eds.), Psychologia i poznanie [Psychology and Cognition], 179–196. Warszawa: PWN.
Necka, E. (1992b). Poziomy przetwarzania informacji a pojecie inteligencji [Levels of information processing and the concept of intelligence]. In J. Strelau, W. Ciarkowska, E. Necka (Eds.), Roznice indywidualne: mozliwosci i preferencje [Individual Differences: Possibilities and Preferences], 99–111. Wroclaw Warszawa Krakow: Wydawnictwo PAN.
Necka, E. (1994a). Gifted people and novel tasks – The intelligence versus creativity distinction revised. In K. A.. Heller, E. A. Hany (Eds.), Competence and Responsibility, 68–80. Seattle-Toronto: Hogrefe & Huber Publisher.
Necka, E. (1994b). Inteligencja i procesy poznawcze [Intelligence and Cognitive Processes]. Krakow: Wydawnictwo IMPULS.
Necka, E. (2001). Psychologia tworczosci [The Psychology of Creativity]. Gdansk: GWP.
Necka, E. (2003). Inteligencja. Geneza – struktura – funkcje [Intelligence. Genesis—Structure—Functions]. Gdansk: Gdanskie Wydawnictwo Psychologiczne.
Nettle, D. (2001). Strong Imagination. Madness, Creativity, and Human Nature. Oxford New York: Oxford University Press.
Nilsson, L. G. (2003). Roznice indywidualne w funkcjach pamieciowych [Individual differences in memory functions]. In M. Marszal-Wisniewska, T. Klonowicz, M. Fajkowska-Stanik (Eds.), Psychologia roznic indywidualnych [The Psychology of Individual Differences], 49–57. Gdansk: GWP.
Nosal, Cz. (1990). Psychologiczne modele umyslu [Psychological Models of the Mind]. Warszawa: PWN.
Nosal, Cz., Piskorz, Z. (1992). Preferencje i sytuacje: rola roznic indywidualnych w regulacji poznawczej [Preferences and situations: The role of individual differences in cognitive regulation]. In J. Strelau, W. Ciarkowska, E. Necka (Eds.), Roznice indywidualne: mozliwosci i preferencje [Individual Differences: Possibilities and Preferences], 113–133. Wroclaw Warszawa Krakow: Wydawnictwo PAN.
O’Boyle, M. W., Gill, H. S. (1998). On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice. Educational Psychology Review, 10(4), 397–409.
Piirto, J. (2004). Understanding Creativity. Scottsdale, Arizona: Great Potential Press, Inc.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92–104.
Plomin, R. (1997). Current directions in behavioral genetics: Moving into the mainstream. Current Directions in Psychological Science, 6, 85.
Plomin, R., Spinath, F. (2002). Genetics and general cognitive ability (g). Trends in Cognitive Sciences, 6(4), 169–176.
Renzulli, J. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In J. Sternberg, J. E. Davidson (Eds.), Concept of Giftedness, 53–92. Cambridge: Cambridge University Press.
Renzulli, J. S. (2002). A message from the guest editor: Looking at giftedness through a wide angle lens. Exceptionality, 10(2), 65–66.
Renzulli, J. S., Reis, S. M. (2000). The schoolwide enrichment model. In K. A. Heller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of the Giftedness and Talent, 367–382. Oxford. New York: Pergamon Press.
Renzulli, J. S., Delcourt, M. A. B. (1986). The legacy and logic of research on the identification of gifted persons. Gifted Child Quarterly, 30, 20–23.
Robinson, A., Clinkenbeard, P. R. (1998). Giftedness: An exceptionality examined. Annu. Rev. Psychol, 117–139.
Robinson, N. M. (1997). The role of universities and colleges in educating gifted undergraduates. Peabody Journal of Education, 72, 218–237.
Rogers J. A. (1998). Refocusing the lens: Using observation to assess and identify gifted learners. In B. Wallace (ed.), Gifted Education International, 12 (3), 129–144.
Runco, M. A. (1993). Divergent thinking, creativity and giftedness. Gifted Child Quarterly, 37(1), 16–21.
Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Schuler, H., Thornton, G. C., Frintrup, A., Mueller-Hanson, R. (2004). Achievement Motivation Inventory. Manual. Oxford: Hogrefe & Huber Publisher.
Sekowski, A. E. (2001). Osiagniecia uczniow zdolnych [Achievements of Gifted Students]. Wyd. II. Lublin: TN KUL.
Sekowski, A. E. (ed.) (2004a). Psychologia zdolnosci [The Psychology of Giftedness]. Warszawa: Wydawnictwo Naukowe PWN.
Sekowski, A. E. (2004b). Kategoria oceny a funkcjonowanie uczniow zdolnych [The category of grade and the functioning of gifted students]. Psychologia, Edukacja i Spoleczenstwo, 1, 37–51.
Siekanska, M. (2004). Koncepcje zdolnosci a identyfikacja uczniow zdolnych [Conceptions of giftedness and identification of gifted students]. In A. E. Sekowski (ed.), Psychologia zdolnosci [The Psychology of Giftedness], 115–124. Warszawa: Wydawnictwo Naukowe PWN.
Siekanska, M., Sekowski, A. (2006). Job satisfaction and temperament structure of gifted people. High Ability Studies, 17(1), 75–85.
Simonton, D.K. (2004). Creativity in Science. Chance, Logic, Genius, and Zeitgeist. Cambridge: Cambridge University Press.
Stanley, J. C., George, W. C., Solano, C. H. (Eds.). (1977). The Gifted and the Creative: A Fifty-Year Perspective. Revised and Expanded Proceedings of the Seventh Annual Hyman Blumberg Symposium on Research in Early Childhood Education. London: The John Hopkins University Press.
Stein, M. I. (1986). Gifted, Talented, and Creative Young People. A Guide to Theory, Teaching, and Research. New York & London: Garland Publishing, Inc.
Stelmack, R. M. (2003). Co o inteligencji moga powiedziec nam potencjaly wywolane? [What event-related potentials can tell us about intelligence?] In M. Marszal-Wisniewska, T. Klonowicz, M. Fajkowska-Stanik (Eds.), Psychologia roznic indywidualnych [The Psychology of Individual Differences], 37–48. Gdansk: GWP.
Sternberg, J. R., Davidson, J. E. (2005). Conceptions of Giftedness. Second Edition. Cambridge, New York: Cambridge University Press.
Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge: Cambridge University Press.
Sternberg, R. J. (1996). IQ counts, but what really count is. Successful intelligence. http://www.nassp.org.
Sternberg, R. J. (1997a). Educating intelligence: Infusing the triarchic theory into school instruction., In R. J. Sternberg, E. L. Grigorenko (Eds.), Intelligence, Heredity, and Environment, 343–362. Cambridge: Cambridge University Press.
Sternberg, R. J. (1997b). Successful Intelligence. New York: Simon & Schuster.
Sternberg, R. J. (1997c). Thinking Styles. Cambridge: Cambridge University Press.
Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22(4), 231–235.
Sternberg, R. J. (2006). Handbook of Creativity. Cambridge, New York: Cambridge University Press.
Sternberg, R. J., Davidson J. E (Eds.) (1986). Conceptions of Giftedness. Cambridge-London: Cambridge University Press.
Sternberg, R. J., Davidson, J. E. (1986). Conceptions of giftedness: A map of the terrain. In R. J. Sternberg, J. E. Davidson (Eds.), Conceptions of Giftedness, 3–20. Cambridge: Cambridge University Press.
Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sternberg, R. J., Grigorenko, E. (2000). Teaching for Successful Intelligence. To Increase Student Learning and Achievement. Illinois: Arlington Heights.
Sternberg, R. J., Lubart, T. I. (1992). Buy low and sell high: An investment approach to creativity. Current Directions in Psychological Science, 1(1), 1–5.
Sternberg, R. J., Lubart, T. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37(1), 7–15.
Strelau, J. (1992). Temperament and giftedness in children and adolescents. In F.J.Mönks, W. Peters (Eds.), Talent for the Future. Social and Personality Development of Gifted Children, 73–86. Assen: Van Gorcum & Co.
Strelau, J. (1996). The regulative theory of temperament: Current status. Personality and Individual Differences, 20, 131–142.
Strelau, J. (1997). Inteligencja czlowieka [Human Intelligence]. Warszawa: Wydawnictwo “Zak”.
Strelau, J. (1998). Psychologia temperamentu [The Psychology of Temperament]. Warszawa: PWN.
Strelau, J. (2002). Psychologia roznic indywidualnych [The Psychology of Individual Differences]. Warszawa: Wydawnictwo Naukowe SCHOLAR.
Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg, J. E. Davidson (Eds.), Conceptions of Giftedness, 21–52. Cambridge-London: Cambridge University Press.
Tassel-Baska, Van J. (1995). Gifted and talented learners in special populations. In T. Husén and T. N. Postlethwaite (Eds.), The International Encyclopedia of Education. Second edition, vol. 5, 2486–2491. Oxford, New York, Yushima: Pergamon Press.
Terman, L. M. (1925). Genetic Studies of Genius. Mental and Physical Characteristics of a Thousand Gifted Children, vol. 1. Stanford, CA: Stanford University Press.
Terman, L. M., Oden, M. H. (1959). Genetic Studies of Genius: The Gifted Group at Midlife, vol. 4. Stanford, CA: Stanford University Press.
Thompson, L. A., Plomin, R. (1993). Genetic influence on cognitive ability. In K. A. Haller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent, 103–114. Oxford: Pergamon Press Ltd.
Thompson, L. A., Plomin, R. (2000). Genetic tools for exploring individual differences in intelligence. In K. A. Heller, F. J. Mönks, R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent 2 nd Edition, 157–164. Oxford: Elsevier Science.
Thornton, B., Haskell, H., Libby, L. (2006). A comparison of learning styles between gifted and non-gifted high school students. Individual Differences Research, 4(2), 106–110.
Trost, G. (1993). Prediction of excellence in school, university and work. In K. A. Heller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent, 325–337. Oxford: Pergamon Press Ltd.
Tyszkowa, M. (1990). Zdolnosci, osobowosc i dzialalnosc uczniow [Abilities, Personality, and Learners’ Activity ] Warszawa: Wydawnictwo Naukowe PWN.
Urban, K. K. (1994). Recent trends in creativity research and theory. In K. A. Heller, E. A. Hany (Eds.), Competence and Responsibilit, 55–67. Seatle-Toronto: Hogrefe & Huber Publisher.
Urban, K. K., Sekowski A. E. (1993). Programs and practices for identifying and nurturing giftedness and talent in Europe. In K. Heller, F. J. Mönks, H. A. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent, 779–796. Oxford - New York: Pergamon Press.
Van Boxtel H. W., Mönks F. J. (1992). General, social and academic self-concept of gifted adolescents. Journal of Youth & Adolescence, 21 (2), 169–186.
Vernon, P. A. (1990). An overview of chronometric measures of intelligence. School Psychology Review, 19, 399–410
Ward, V. S. (1986). Foreword. In H. G. Jellen, J. R. Verduin, Jr. (Eds.), Handbook for Differential Education of the Gifted, IX-X. Carbondale and Edwardsville: Southern Illinois University Press.
Weisberg, R. W. (2006). Creativity. Understanding Innovation in Problem Solving, Science, Invention, and Arts. Hoboken, New Jersey: John Wiley & Sons, Inc.
Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance and academic achievement: An interactionist perspective. Journal of Educational Psychology, 81, 131–142.
Wigfield, A., Eccles, S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.
Wilkinson, S. C. (1993). WISC-R profiles of children with superior intellectual ability. Gifted Child Quarterly, 37(2), 84–91.
Winkler, I., Kujala, T., Tiitinen, H., Sivonen, P., Alku, P., Lehtokoski, A., Czigler, I., Csépe, V., Ilmoniemi, R.J., Näätänen, R. (1999). Brain responses reveal the learning of foreign language phonemes. Psychophysiology, 36, 638–642.
Winner, E. (1996). Gifted Children: Myths and Realities. New York: Basic Books.
Witkin, H. (1977). Cognitive styles in the educational setting. New York University Educational Quarterly, 8, 14–20.
Witty, P. (ed.). (1950). The Gifted Child. Lexington, Mass: D. C. Heath.
Yewchuk, C., Lupart, J. L. (1993). Gifted handicapped: A desultory duality. In K. A. Heller, F. J. Mönks, A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent, 709–726. Oxford: Pergamon Press.
Ziegler, A., Raul, T. (2000). Myth and reality: A review of empirical studies on giftedness. High Ability Studies, 11(2), 113–136.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.
Zuk, T. (1986). Uzdolnienia tworcze a osobowosc [Creative Abilities and Personality]. Poznan: Wydawnictwo Naukowe UAM.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Sekowski, A., Siekanska, M., Klinkosz, W. (2009). On Individual Differences in Giftedness. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_21
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6162-2_21
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-6161-5
Online ISBN: 978-1-4020-6162-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)