Characteristics of Gifted Students

Figure 1.2. The Five Factors That “Mesh” Into Excellence View Detail

Given this importance of developing gifts into talents, school districts and the community should be involved in identifying students at an early age who exhibit characteristics in specific areas and plan their programs around these characteristics.
Teachers, administrators, counselors, school psychologists, parents, siblings, peers, neighbors, and others who have contact with gifted children may assist in the nomination process if they are observant and learn about the variety of characteristics that may be exhibited in situations inside and outside of school. For example, professionals in the school may be unaware of Ryan’s leadership in two jazz bands or Burton’s operational roller coaster in his backyard.
Parents, peers, and the gifted student need to advocate for services that will develop the potential that is apparent in these youths’ areas of interest. Characteristics
Many authors have described characteristics of gifted and talented students, some in general terms across several domains, while others have described them for specific areas cited in the federal and state definitions.
Since most school districts identify children for programs that are related to the definition, this article organizes the characteristics according to these specific areas. Professionals who are primarily responsible for the identification process must remember that gifted and talented students must have an opportunity to perform.
Students who are in classrooms where no differentiation is present are less likely to exhibit these characteristics. In addition, gifted and talented students will demonstrate many, but not all, of the characteristics that are listed in each area. In addition, gifted and talented students may show potential or performance in only one area.
It is important that professionals, parents, and others involved in the identification process look for these characteristics over a period of time and in a variety of situations. General Intellectual Ability
Those gifted and talented students with general intellectual ability tend to perform or show the potential to perform in several fields of study. Spearman (1923) defined this general ability as “g,” which is common to many tasks. Cattell (1963) further divided “g” into fluid (inherited ability) and crystallized (abilities acquired through learning).
Many general intelligence tests and checklists include items that assess both fluid abilities, such as analogies, block designs, and pattern arrangements, and crystallized abilities, such as mathematics problems, vocabulary, and comprehension of reading passages.
Researchers have consistently identified these characteristics as relating to general intellectual ability (Clark, 1997; Colangelo & Davis, 1991; Coleman & Cross, 2001; Davis & Rimm, 1994; Gilliam, Carpenter, & Christensen, 1996; Khatena, 1992; Piirto, 1999; Renzulli et al., 2002; Rogers, 2001; Sternberg & Davidson, 1986; Swassing, 1985; Tannenbaum, 1983):

Has an extensive and detailed memory, particularly in an area of interest. Has vocabulary advanced for age—precocious language. Has communication skills advanced for age and is able to express ideas and feelings. Asks intelligent questions. Is able to identify the important characteristics of new concepts, problems. Learns information quickly. Uses logic in arriving at common sense answers. Has a broad base of knowledge—a large quantity of information. Understands abstract ideas and complex concepts. Uses analogical thinking, problem solving, or reasoning. Observes relationships and sees connections. Finds and solves difficult and unusual problems. Understands principles, forms generalizations, and uses them in new situations. Wants to learn and is curious. Works conscientiously and has a high degree of concentration in areas of interest. Understands and uses various symbol systems. Is reflective about learning.