Characteristics of Gifted Children

General Intellectual Ability

• Have varied interests and exhibit curiosity; strong curiosity; asks questions about everything and anything; inquisitive (Clark, 2002; Silverman, 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Bloom, 1982; Terman & Oden, 1951).
• Demonstrate a high level of language development and verbal ability; has extensive vocabulary; early or avid reader (Clark, 2002; Silverman, 1997-2004; Terman & Oden, 1947; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Gross, 1993 ).
• Have an unusual capacity for processing information ( Clark, 2002).
• Ability to think and process information quickly; learns rapidly (Clark, 2002; Silverman, 1997-2004).
• Comprehensively synthesizes problems; reasons well (Clark, 2002; Silverman, 1997-2004; Sternberg, 1986 ).
• Heightened capacity to recognize diverse relationships and integrate ideas across disciplines; r easons things out, comprehends meanings, and makes logical associations. ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Early use of differential patterns in thought processing ( Clark, 2002).
• Is a keen observer; alert (Silverman 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Rogers, 1986; Witty, 1958 ).

Specific Academic Ability

• Capable of absorbing an extraordinary quantity of information with unusual retentiveness; has an excellent memory (Clark, 2002; Silverman, 1997-2004).
• Able to comprehend subject matter at advanced levels ( Clark, 2002).
• Has facility with numbers (Silverman 1997-2004; Gottfried, Gottfried, Bathurst, & Guerin, 1994; Hildreth, 1966; Hollingworth, 1931; Robinson, Roedell, & Jackson, 1979; Rogers, 1986 )
• Has quick mastery and recall of factual information; rapid learning ability (Bloom, 1982; Hollingworth, 1942; Terman & Oden, 1947 ; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Unusual intensity; persistent and goal directed; p erseverant in their interests (Clark, 2002; Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Rogers, 1986; Witty, 1958).
• Has a long attention span; perseverant when interested (Feldhusen, 1986; Rogers, 1986; Witty, 1958).  

Creative Ability

• Flexible thought processes in solving problems ( Clark, 2002).
• Early ability to delay closure ( Clark, 2002).
• Can generate original ideas and solutions; is highly creative; offers unusual, unique, or clever answers; originality in written, oral, or artistic expression; independent thinker (Clark, 2002; Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Lovecky, 1993; Rogers, 1986 ).
• Has a vivid imagination; fantasizes (Silverman 1997-2004; J. Gallagher, 1966; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Piechowski, Silverman, & Falk, 1985; Terman & Oden, 1959; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Has a keen sense of humor; comical (Silverman, 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1926; Terman, 1925; Kanevsky, Maker, Nielsen, & Rogers, 1994 ).
• Is a risk-taker; adventurous and speculative ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Involvement with the metaneeds of society (beauty, justice, truth); is sensitive to beauty (Clark, 2002; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Nonconforming; individualistic ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002).
• Uses previously learned things in new contexts (Smutney, 1998).

Leadership Abbility

• Have an evaluative approach towards self and others ( Clark, 2002).
• Heightened expectations of self and others; perfectionistic; is self critical (Clark, 2002; Silverman, 1997-2004, Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Adderholdt-Elliott, 1987; J. Gallagher, 1990; Kerr, 1991; Robinson & Noble, 1991; Whitmore, 1980 ).
• Advanced cognitive and affective capacity for conceptualizing societal problems ( Clark, 2002).
• Are self-confident with children their own age as well as with adults ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Responsible; can be counted on ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Is cooperative with teacher and classmates ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Tends to dominate others; directs activities ( Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ).
• Often has solutions to social and environmental problems ( Clark, 2002).
• Tends to question authority; is uninhibited in giving opinions (Silverman 1997-2004; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 2002 ; Hollingworth, 1940; Meckstroth, 1991; Whitmore, 1979).

Affective/Social-Emotional Characteristics

• Large accumulation of emotions that has not be brought to awareness ( Clark, 2002).
• Unusual sensitivity to the feelings and expectations of others; sensitive (Clark, 2002; Silverman, 1997-2004).
• Heightened self-awareness ( Clark, 2002).
• Advanced sense of justice – idealism at an early age; concerned with justice, fairness (Clark, 2002; Roeper, 1988; Rogers, 1986; Silverman & Ellsworth, 1980 ).
• Earlier development of internal locus of control ( Clark, 2002).
• Unusual emotional depth and intensity; shows compassion; sensitivity (Clark, 2002; Silverman, 1997-2004; Piechowski, 1979, 1991; Webb, Meckstroth, & Tolan, 1982; Torrance, 1977; Dabrowski, 1972; S. Gallagher, 1985; Piechowski & Colangelo, 1984; Whitmore, 1980 ).
• Strong need for consistency between values and personal actions ( Clark, 2002).
• Advanced levels of moral judgment; morally sensitive (Clark, 2002; Silverman, 1997-2004; Gross, 1993; Hollingworth, 1942; Passow, 1988; Roeper, 1988; Silverman & Ellsworth, 1980; Terman, 1925 ).
• Strongly motivated by self-actualization needs ( Clark, 2002).

Psychomotor Characteristics

• Unusual quantity of input from environment through a heightened sense of awareness ( Clark, 2002).
• Unusual discrepancy between physical and intellectual development ( Clark, 2002).
• Has a high degree of energy (Clark, 2002; Feldhusen, 1986; Whitmore, 1980).                                                

References

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• Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf.
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