Education.com
Try
Brainzy
Try
Plus
Black Friday sale on now! Save 50% on PLUS and Brainzy with coupon BLACKFRI. Learn More

Characteristics of Gifted Children

— Duke University Talent Identification Program
Updated on Dec 16, 2008

Gifted individuals may exhibit some of the following characteristics. Keep in mind that gifted individuals are not a homogenous group, and therefore, may exhibit these characteristics in varying degrees and intensities. It is not expected that a gifted child will exhibit all of the traits listed nor are the presence of any of these characteristics proof that a child is gifted.

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).
View Full Article
Add your own comment
DIY Worksheets
Make puzzles and printables that are educational, personal, and fun!
Matching Lists
Quickly create fun match-up worksheets using your own words.
Word Searches
Use your own word lists to create and print custom word searches.
Crossword Puzzles
Make custom crossword puzzles using your own words and clues.
See all Worksheet Generators