Abstract
Attention to gifted children was first stimulated among educators around the turn of the century, when it became clear that the average school curriculum did not meet the special needs of children with superior intelligence. The widespread use of the IQ test as an objective measure made it possible to identify children with high scores and to devise various academic experiments to maximize these children’s high learning ability. Furthermore, the large-scale, longitudinal studies of Terman and co-workers (1955) and Hollingworth (1942) provided a much-needed insight into the academic and personality development of these children.
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References
Getzels, J. W. (1962). Creativity and Intelligence: Explorations with Gifted Students. New York: Wiley.
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Hollingworth, L. S. (1942). Children above 180 I.Q. Yonkers-on-Hudson, N.Y.: World Book.
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© 1986 Plenum Press, New York
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Chess, S., Hassibi, M. (1986). Gifted Children. In: Principles and Practice of Child Psychiatry. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2145-3_20
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DOI: https://doi.org/10.1007/978-1-4613-2145-3_20
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