Contributors examine prediction and measurement, diversity issues, and psychosocial factors as they relate to developing talent in different domains.
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Contributors | p. ix |
Foreword | p. xi |
Preface | p. xv |
Introduction: A Developmental Understanding of Giftedness and Talent | p. 3 |
Infancy and Early Childhood | p. 21 |
High Cognitive Ability in Infancy and Early Childhood | p. 23 |
Issues in Early Prediction and Identification of Intellectual Giftedness | p. 43 |
Childhood | p. 57 |
Giftedness During Childhood: The Spatial-Graphic Domain | p. 59 |
Toward Broadening Our Understanding of Giftedness: The Spatial Domain | p. 75 |
Adolescence | p. 87 |
Developmental Transitions in Giftedness and Talent: Childhood Into Adolescence | p. 89 |
Giftedness in Adolescence: African American Gifted Youth and Their Challenges From a Motivational Perspective | p. 109 |
What Does Gifted Mean? Personal and Social Identity Perspectives on Giftedness in Adolescence | p. 131 |
Adulthood and the Later Years | p. 153 |
Developmental Transitions in Giftedness and Talent: Adolescence Into Adulthood | p. 155 |
Gifts and Talents of Elderly People: The Persimmon's Promise | p. 171 |
Life-Span Perspectives: Understandings and Implications | p. 187 |
Developmental Science and Giftedness: An Integrated Life-Span Framework | p. 189 |
Adevelopmental Perspective on Giftedness and Talent: Implications for Research, Policy, and Practice | p. 209 |
Author Index | p. 227 |
Subject Index | p. 235 |
About the Editors | p. 251 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.