In this article, conceptions of creativity in giftedness and their implications for education are reviewed. First, the definition of giftedness is examined taking into consideration the difference between intellectual giftedness and creative giftedness and the difference between potential and talent. Second, the nature of creativity based on the…

For over 60 years, longitudinal research on tens of thousands of high ability and intellectually precocious youth has consistently revealed the importance of spatial ability for hands-on creative accomplishments and the development of expertise in science, technology, engineering, and mathematical (STEM) disciplines. Yet, individual differences in…

The nature of giftedness, talent, and creativity is examined, and implications for teaching are given. Problems with using IQ as a precondition for identification are considered, especially for creative individuals. Typical obstacles to creative thinking are outlined, including classroom atmospheres that do not welcome new ideas. The importance of…

The article explores the interaction of music and language: common characteristics, parallel development, and benefits from concurrent study. The author contends that music study enhances intellectual development, creativity, and verbal communication. (PHR)

A comprehensive theory is needed to explain the gifted/creative child's developing intelligence. Literature-based criteria are suggested for evaluating theories and for distinguishing theories from program applications, within four broad categories: nature of the gifted child, education and identification, framework of the theory, and criteria for…

The article reviews the literature on two questions: what is the normal course of creative development, and do peak periods exist during which people are most open to efforts to foster creative abilities. Six specific periods are identified as peak periods of creative growth. (DB)

Studies in the role of play in child development are classified in terms of their major correlates or dependent variables: (1) creativity, (2) problem solving, (3) language development, (4) logical skills, and (5) social knowledge. Study designs are critically examined, and internal and external validity problems are noted. (Author/PN)

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…