and issues of the gifted do not disappear in
adulthood. However, indicators of giftedness are
frequently less obvious than in childhood, often
hidden within a matrix of defensive cover-ups
developed over the years to offset the powerful
expectations of the norm group.
adults do not live and work in an atmosphere of
understanding and support that allows them to feel
valued and to make full use of their talents.
Volume 8, 1999]
Her book: The
Adult: A Revolutionary Guide for Liberating
Also see her
~ ~ ~
experienced by gifted individuals:
Are you a good
problem solver? Can you concentrate for long
periods of time?
Are you perfectionistic?
Do you persevere
with your interests? Are you an avid
Do you have a vivid imagination?
Do you enjoy
doing jigsaw puzzles? Often connect seemingly
Do you enjoy paradoxes?
Do you set high
standards for yourself? Do you have a good long-term
memory? Are you deeply compassionate?
Do you have
persistent curiosity? Do you have an excellent
sense of humor?
Are you a keen observer?
Do you have a
love of mathematics? Do you need periods of
Do you search for meaning in your life?
Are you aware of
things that others are not? Are you fascinated
Are you highly sensitive? Do you have strong
Do you often
feel out-of-sync with others? Are you
perceptive or insightful?
Do you often question rules or authority?
Do you have
organized collections? Do you thrive on
Do you have extraordinary abilities and deficits?
Do you learn new
things rapidly? Feel overwhelmed by many
interests/abilities? Do you have a great
deal of energy?
Often take a
stand against injustice? Do you feel driven by
Love ideas and ardent discussion?
advanced developmentally in childhood?
Have unusual ideas or perceptions? Are you a
these characteristics fit you, you are probably a gifted
not commonly identified in children until recently, so many
adults are unaware that they were gifted as
children. But even those who were identified tend to believe
their giftedness disappeared before adulthood."
from the Institute
the Study of Advanced Development]
History of Phrenology and the Psychograph page on Museum
of Questionable Medical Devices site:
~ ~ ~ ~
not a matter of degree but of a different quality of
encompassing, complex, commanding --
of being quiveringly alive." Michael
~ ~ ~ ~
creative mind in any field is no more than this:
human creature born abnormally, inhumanly
a touch is a blow, a sound is a noise, a misfortune
is a tragedy, a
joy is an ecstasy, a friend is a lover, a lover
is a god, and
failure is death.
this cruelly delicate organism the overpowering
create, create -- so that without the creating of
or books or buildings or something of meaning,
breath is cut off...
create, must pour out creation.
strange, unknown, inward urgency
they are not
really alive unless they are creating.
~ ~ ~
a greater awareness, a greater sensitivity, and a
greater ability to understand and transform
perceptions into intellectual and emotional
~ ~ ~ ~
about prodigies is that you're necessarily all by
yourself, because you're changing things.
A lot of powerful women are feeling that, and
certainly older actresses, because they have to stand
outside of the system and say, "I'm standing on this
ground, and I'm moving forward." You're the herald of
a new age.
Women in Hollywood special issue, 1993]
incredibly passionate feeling about what I do that
can make me annoying, and I recognize it.
Sometimes, I'll talk about a movie I've seen, and
then I'll start seeing foam coming out of my mouth.
I go, "And then they did this and they did that!"
People ask me if I could just lighten up a little
Online interview by Jeanne Wolf]
~ ~ ~
Richard E. Grant commented in a recent interview,
“You only learn about yourself, it seems, from how
other people react... From the get go I've been
accused of asking too many questions and being too
passionate and extreme about what I like or what I
gorgonzola cheese - I'm probably an acquired taste!
You know, I'm right in there. And it's not something
that I really have control over so much as just that
that's, you know, the DNA of my personality.”
interview about his autobiographical film "Wah-Wah"
which Grant wrote and directed]
~ ~ ~
the literature on giftedness, you will likely
encounter the terms "intellectually gifted" and
of these two expressions stems from our general
disagreement about the definition of giftedness,
and the continued use of these terms may
unintentionally have a negative effect on the
self-concepts of our gifted students. ///
determining the boundaries between creativity,
intelligence, and giftedness is complicated.
view a child that knows all the answers but rarely
finds the problems as gifted? What about a child
that excels at rote memory tasks but lacks the
ability to make connections among concepts?
there seems to be overlap among gifted traits and
those of "disorders," including nonverbal and
language-based learning disabilities, attention
obsessive-compulsive disorder, and oppositional
this makes diagnoses especially tricky.
do we insist on distinguishing between the
"intellectually gifted" and the "creatively
of such terms implies that each group lacks
something the other apparently has. I argue that
to be gifted one must also be creative.
not reserved for artists, musicians, dancers, and
writers. Surely everyone recognizes that there are
creative physicists, doctors, psychologists,
mathematicians, and the like.
creative requires different aspects (and perhaps
"amounts") of intelligence, depending on one's
field, but in any case, it assumes a general level
wholeheartedly agree with Jane Piirto's statement
in her book, Understanding
Who Create: "Creativity is the underpinning,
the basement, the foundation, which permits
giftedness to be realized."
PhD - in Gifted
Dialogue, Spring 2003
Gifted Education Policy Activities, American
: The Evolution of Consciousness -
~ ~ ~ ~
Excerpts from Temperament
Quotes by Teresa Gallagher
ENFP, INFP, and
are the easily the most common temperaments on the
internet for adults who say they are ADD, although
they make up a total of less than 10 percent of
the general population...
different from each other, all four temperaments
are defined in part by the potent combination of
conceptual and divergent thinking preferences.
There is something about this combination which
just seems to make people lose their car keys -
and love the Internet.
temperaments are considered very creative and as
adults they are very often idealistic and on the
lookout for ways to improve the world. They are
fiercely individualistic and independent
(stubborn?), even as children, which can make
things difficult for parents.
best, ENTPs are ingenious and capable problem
solvers. They have enormous energy to change the
world for the better, driven by an innate sense of
fairness and an ability to see past the obvious to
the novel." example:
best, INTPs are independent and original people.
They can be ingenious problem solvers and
superlogical analysts of everything. Creative
thinkers, they are capable of understanding and
synthesizing complex and technical information
with almost no effort." example: Albert
best, ENFPs are clever, warm, responsive, and
imaginative people. When we parents can have the
courage to turn our backs a bit on society's
conventions and instead stand by our ENFPs -- in
all their occasional quirkiness -- we send a loud
and clear message of unconditional love that lasts
a lifetime... Allowed to dance to their own
spirited and unique beat, they grow up to be
independent, confident originals, with a multitude
of talents and a resilience to overcome
obstacles." example: Sandra
best, INFPs are deeply faithful and compassionate
people with strong convictions and great
empathy. They are creative, visionary, and
inspired problem solvers and original and
Jungian/MBTI temperament typing on Temperament
Me II: Temperament, Character, Intelligence
by David Keirsey
Patterns: A Modern Guide to the Four
Temperaments -- by Stephen Montgomery, PhD
Keirsey Temperament and Character website]
of characters from popular books, movies, and TV
--from Harry Potter and The Wizard of Oz to Sex
and the City and Star Trek -- Dr. Montgomery
brings alive the four basic "people patterns" that
hold the key to personality types. Features a new
short-form personality test (the "Shorter Sorter")
and easy-to-read portraits of the Sixteen Types.
~ ~ ~
indirect evidence for atypical brain organization and
innate talent in gifted children:
Many gifted children and savants have enhanced
right-hemisphere development, language-related
difficulties, and autoimmune disorders. ... gifted
children have social and emotional difficulties that
set them apart. ...
children go on to become adult creators because the
skills and personality factors required to be a
creator are very different from those typical of
even the most highly gifted children.
medscape.com - about article in Am Psychol 
by Prof. Ellen Winner, Boston College and Project
Zero, Harvard Graduate School of Education
: Myths and Realities
~ ~ ~ ~
giftedness expire. I've seen it get worse - that the
sensitivity deepens, the
more intense, the excitability factor - all this energy
will erupt, just
refer to people who are self-aware; for people who don't
have the awareness,
just die on the vine.*
Giftedness - an interview with Mary Rocamora
~ ~ ~ ~
known among researchers of the gifted, talented and
creative that these individuals exhibit greater
intensity and increased levels of emotional,
imaginational, intellectual, sensual and psychomotor
excitability and that this is a normal pattern of
because these gifted children and adults have a
finely tuned psychological structure and an
organized awareness that they experience all of life
differently and more intensely than those around
are frequently perceived by psychotherapists and
others as evidence of a mental disturbance
because most of the population lacks accurate
information about the special characteristics of
gifted individuals, couples and families.
know that what is considered normal for the gifted
is most often labeled as neurosis in the general
population and as a result, the gifted are
personally and emotionally vulnerable to a variety
of unique relationship difficulties at home, work,
school and in the community.
the Gifted by Lynne Azpeitia, M.A. and Mary
of creative people
and Creative Problem Solving list, June 5, 2000, from:
Robert Alan Black.
1980 as part of my doctoral studies of Creative Thinking I
did a study of the traits of Creative People. I
chose two educational journals and two psychological
journals and searched for articles on the traits of
creative people from 1950 to 1980.
total their were over 150 authors, researchers ranging from
J. P. Guilford, E. Paul Torrance, Sidney J. Parnes to
Gary Davis, Dorie Shallcross, Dorothy Sisk, Morris I. Stein,
Irving Sato, etc., all researchers and experts on
creativeness, creative thinking,
creativity and creative people.
the list came over 400 separate traits. From that I pulled
out 32 that at least 5 of the separate experts agreed and
32 have been part of an on-going study I have been doing
since 1980. The first section, 3 chapters of my book BROKEN
CRAYONS is devoted to the signigicance
those 32 traits to everyone, not simply 'CREATIVE PEOPLE",
what we can learn from these as
individuals/team leaders/managers, and how we might use them
to further develop our own creative abilities.
motivated by money sense of
observant perceive world
asker can synthesize correctly, often
sense of humor
risk taker persistent
represent those that at least 5 people wrote about or agreed
were the traits of highly creative
people. HIGHLY creative people, not just creative people. 3
of them have been used on several tests of creative thinking
skills including E. Paul Torrance's famous Torrance Tests of
Creative Thinking that have been used around the world since
the mid-60s, Guilford, Davis and others: fluency,
flexibility, elaboration, orginality. I
haven't checked over the past 10 years in the journals.
Perhaps even more traits have been sorted out or discovered.
Robert Alan Black - author of:
Crayons: Break Your Crayons and Draw Outside the
~ ~ ~ ~
'gifted' is in a fallen state, and the thing is, you
just find another metaphor... Perhaps saying 'I'm
really feeling my potential burgeoning within me,
and I want to be of use to the world.. to use the
best of what I have.'"
Human : A Course in
Your Physical, Mental, and Creative Abilities
~ ~ ~
believe a 'talented' person is one who has learned how to
and polish any of the
many desirable capabilities with which most of us are born
but few of us nurture.
One cannot inherit a talent for the violin -- there are no
in nature. Instead, one
must be motivated, able to benefit from practice, and
Marilyn vos Savant
(listed in "Guinness Book of World Records" for 'highest
~ ~ ~
from the book "The
all of those statements that best
describe the way you experience the world.
Please keep in mind that Everyday Geniuses
tend to undervalue their own
have always hand an insatiable curiosity.
am able to run my mind on multiple tracks at the same time.
learn rapidly and retain / apply what I learn.
tend to be very independent.
tend to be less motivated than others are by rewards,
bonuses, and praise.
times I have asked embarrassing questions or rudely pointed
out truths at the wrong time.
preference for the complex can fool me into underestimating
the simple answer.
like to refine and improve others' innovations.
feel comfortable with a wide range of emotions.
can see many sides to nearly any issue.
and ethics are important to me.
can help others understand themselves better.I am a seeker
and champion of ultimate truths.
nervous system is easily aroused, and I am able to discern
the slightest changes in my environment (aromas,
shifts in light, etc.) or detect irritants (e.g. scratchy
can feel along with and for others.
set high standards for myself and for others, and am my own
tend to look for consistency and security in systems, rules,
am often considered a "driven" person.
have maintained my childlike sense of wonder.
am intent on searching out universal truths.
am deeply disturbed by inequity, exploitation, corruption,
and needless human suffering.
can and do work myself to exhaustion.
think I'm too serious.
have always been interested in social reform.
value and will defend diversity.
have a strong need to "make a difference."
have a penchant for risk-taking.
can and do ignore my own needs for the sake of others.
for the book:**Mary-Elaine
: giftedness Self-tests:
talent / personality
~ ~ ~
Giftedness in Women" by Linda Kreger
director of the Gifted Development Center and the Institute
for the Study of Advanced Development; author
Gifted and Talented
perception and awarenessGlobal view - respect for all human
greater capacity for empathy (concern for others, especially
children; sensitivity and warmth)
moral commitment (seeing injustice and doing something about
it; willingness to
stand up for one's beliefs)
- the gifted woman as artist
many areas and domains of talent)
to juggle many things at once
to most women in concerns, but there is a qualitative
difference in degree of commitment
~ ~ ~ ~
characteristics for both genders
- described by various writers and
Hide abilities to "fit
in"; deny or disparage their capacities; are unaware of
their own giftedness
Move fluidly from one
pursuit or interest to the next; are self-critical,
labeling themselves as "scattered"
Are impatient about
degrees of androgyny: using both so-called masculine
traits (e.g. independence, autonomy,
dominance) and feminine traits (warmth, awareness of
others' feelings, expressiveness)
see page : androgyny
May often be seen as
threatening to others in positions of authority
Are exceptionally open to
psychic & spiritual experiences
Have high excitability,
high energy level, emotional reactivity, high arousal of
central nervous system
Girls & women may
experience pain at being different from "the way women are
supposed to be" -
and from the hostility and abuse from others; are often
socialized toward meeting others' needs as top priority,
denying their own needs and interests
May experience deep
conflicts between needs for self-actualization and
maintaining traditional relationships
May hold divergent values
compared to mainstream culture
Strive for moral
integrity, social reform & service, inner authenticity
May poorly internalize
their achievements; deny and disparage their successes;
May attribute success to outside factors; feel like an
Have a lowered sense of
entitlement to make mistakes; identify easily with
failure; thinking they are more
likely to blame than others
Have relentless curiosity
and heightened creative drive; are more process-oriented
Have extraordinarily high
standards; have low tolerance for mediocrity and
interested in non-traditional careers and professions
Have acute awareness of
complexities and consequences, and responsivity to
expectations of others
Have strong entelechy:
(from Greek for "having a goal"): the need for
self-determination, for self-actualization
~ ~ ~
are typically seen not only as creative children but
also as future creative and eminent adults.
But many gifted children, especially prodigies, burn
out, while others move on to other areas of
extremely successful, never do anything genuinely
creative. Only a very few of the gifted become
eminent adult creators.
cannot assume a link between early giftedness, no
matter how extreme, and adult eminence.
that predict the course of a life are multiple and
interacting. Over and above level of ability,
important roles are played by personality,
motivation, the family environment, opportunity,
~ ~ ~
Dabrowski talks about the potential value of inner conflict
as neurosis or some other dysfunction) for personal growth -
independent areas of psychic excitability or functioning:
and modes of experiencing that affect how gifted and creative
higher regions of advanced development:
for changing one's internal environment and the ability to
influence positively the external
environment indicate the capacity of the individual to
Almost as a rule, these factors are related to
increased mental excitability, depressions, dissatisfaction
with oneself, feelings of inferiority and guilt, states of
anxiety, inhibitions, and ambivalences
- all symptoms which the psychiatrist tends to label
definition of mental health as the development of the
personality, we can say that all
individuals who present active development in the direction of
a higher level of personality
(including most psychoneurotic patients) are mentally healthy"
book: Kazimierz Dabrowski ,1964, Positive disintegration).
see article: Dabrowski's
of Positive Disintegration - By Elizabeth Mika
~ ~ ~
concept of asynchronous
Calgary newsletter "The Paper", Fall 1996:]
"...a psychological definition of
giftedness in Martha Morelock's (1992) article:
"Giftedness: The View from Within."
definition has become central to the philosophy of
our journal: Giftedness is asynchronous development
in which advanced cognitive abilities and heightened
intensity combine to create inner experiences and
awareness that are qualitatively different from the
increases with higher intellectual capacity. The
uniqueness of the gifted renders them particularly
vulnerable and requires modifications in parenting,
teaching and counseling in order for them to develop
optimally. (The Columbus Group, 1991)
"This means that
gifted children develop in an uneven manner, that
they are more complex and intense than their
agemates, that they feel out-of-sync with age peers
and "age appropriate curriculum," that the internal
and external discrepancies increase with IQ, and
that these differences make them extremely
Their greatest need
is each other in an environment in which it is safe
to be different. IQ tests may not predict who will
become famous, but they do give at least a minimal
estimate of the degree of the child's asynchrony,
and, therefore, vulnerability.
"Lately, the term
"asynchrony" has taken on another meaning, in Howard
Gardner's new book, Creating
Minds - Gardner (1993) uses it to describe
tensions generated by an imperfect fit between the
accomplished adult and his domain or the field
judging the quality of the individual's work, or in
the individual's development in different domains.
that too little or too much asynchrony will not be
fruitful to creativity. Gardner's use of the term
once again removes it from the psychology of inner
experience, and we are left looking only at the
externals of achievement."
A note on
labeling and the concept of asynchronous
from a counselor
at the Gifted Development Center
posted on The SENG listserv]
not be "does asynchrony exist?" but rather, "how
does this information (and other developmental
labeling) get used?" Is it for the benefit of the
child or does it reduce a child? This is a very
important point indeed... if we label a child as
being high in one area and low in another, we run
the risk of not seeing that child as a whole, but
only as a series of "quantifiable
I know that many of my colleagues and I got into
the field of the social and emotional needs of
gifted children because we feel so *passionately*
about the need to see each of these children as a
whole person, and *not* as just their academic
potential or some profile of their strengthsand
abilities is useful for helping that child's
parents understand how best to help that child
enjoy and receive full benefit from their
education. But it is obviously wrong to label a
child as being nothing more than a set of test
scores. Believing in the concept of asynchrony
does not imply a love of labeling.
a sensitivity to the developmentally different
child (whether advanced or delayed), who is both
different from his or her age peers and also
developing at varying rates within.
the Gifted Development Center]
~ ~ ~
books, Mensa Research Journal, and the Advanced Development
sites, books: giftedness :
qualities : page 2............androgyny..
/ advanced development.......
dyslexia, non-visual spatial learning etc
: page 2...
/ responses :
career choices; emotional aspects of being gifted etc.
film/TV characters on page: videos
~ ~ ~