Part I: Changing Conceptions on Giftedness and Talent. Conceptions of giftedness from a meta-theoretical perspective (A. Ziegler, K.A. Heller). A history of giftedness in school and society (A.J. Tannenbaum). Intelligence as developing expertise (R.J. Sternberg). Understanding the complex choreography of talent development through DMGT-based analysis (F. GagnÃ©).New conceptions and research approaches to creativity: implications of a systems perspective for creativity in education (M. Csikszentmihalyi, R. Wolfe). Giftedness in non-academic domains: the case of the visual arts and music (E. Winner, G. Martino). Genius and giftedness: same or different? (D.K. Simonton). International trends and topics of research on giftedness and talent (K.A. Heller, N.J. Schofield). Part II: Development of Giftedness and Talent. Developmental theories and giftedness (F.J. MÃ¶nks, E. Mason). Genetic tools for exploring individual differences in intelligence (L.A. Thompson, R. Plomin). Giftedness, expertise, and (exceptional) performance: a developmental perspective (W. Schneider). Issues in the cognitive development of exceptionally gifted individuals (M. Gross). Motivation and cognition: their role in the development of giftedness (W. Lens, P. Rand). Social and emotional development of gifted students (L. Coleman, T.L. Cross). Towards a dynamic interactive model of talent development: a life-span linking childhood giftedness and adult achievements (I. Schoon). Prodigies, savants and Williams Syndrome: windows into talent and cognition (M. Morelock, D.H. Feldman). Addressing the most challenging questions in gifted education and psychology: a role best suited to longitudinal research (R.F. Subotnik, K.D. Arnold). A "talent" for knowledge and judgement about life: the life-span development of wisdom (M. Pasupathi, U. Staudinger). Part III: Identification of Giftedness and Talent. Identification of gifted and talented youth for educational programs (J.F. Feldhusen, F.A. Jarwan). Dynamic assessment of gifted students (L. Kanevsky). Indicators of high ability in young children (C. Perleth, F.J. Monks). Prediction of excellence in school, University and Work (G. Trost). Part IV: Gifted Education and Programming. Conceptual foundations and theoretical lenses for the diversity of giftedness (L-N.M. Cohen et al.).Curriculum research and development for the gifted (J. VanTassel Baska). The schoolwide enrichment model (J.S. Renzulli, S.M. Reis). Instructional psychology and the gifted (H. Gruber, H. Mandl). Education of verbally talented students (P. Olszewski-Kubilius, S.P. Whalen). Nurturing talents/gifts in mathematics (W. Wieczerkowski et al.).Talent development in science and technology (M. Pyryt). Promotion of giftedness in vocational training (R. Manstetten). Giftedness: the ultimate instrument for good and evil (A.J. Tannenbaum). New trends in research on moral development in the gifted (O.D. Andreani, A. Pagnin). Programs and strategies for nurturing creativity (A. Cropley, K.K. Urban). Developing gifted programs (S. Moon, H. Rosselli). Academic competitions and programs designed to challenge the exceptionally talented (J. Campbell et al.). Evaluation as a critical component of program development and implementation (C.M. Callahan). Cross cultural studies in gifted education (L. HernÃ¡ndez de Hahn). Part V: Counseling and Nurturing Giftedness and Talent. Global professionalism and perceptions of teachers of the gifted (A. Baldwin et al.).Families: the essential context for gifts and talents (J. Freeman). Identifying and educating poor and under-represented gifted students (J.H. Borland, L. Wright). Counseling gifted students (N. Colangelo, S. Assouline). Underachievement in gifted children and adolescents: theory and practice (W. Peters et al.). Attention deficit hyperactivity disorder in gifted students (F.A. Kaufmann, F.X. Castellanos). Gender differences in engineering and inorganic sciences among the gifted: an inorganic-organic distinction (D. Lubinski et al.).Guiding gifted girls and young women (B. Kerr). Inclusive education for gifted students with disabilities (C. Yewchuk, J. Lupart). Part VI: Examples of Country Efforts, Policies, Programs and Issues. National/provincial gifted education policies: present state, future possibilities (R.A. Rudnitski). Changing paradigms for gifted education in the United States (J. Gallagher). A study of education for high ability students in Canada: policy, programs and student needs (J.A. Leroux). Gifted education in Europe: programs, practices, and current research (R. Persson et al.).Russian gifted education in technical disciplines: tradition and transformation (E. Grigorenko). Middle-East region: efforts, policies, programs and issues (T. Subhi, N. Maoz). Psychological research on and education of gifted and talented children in China (Shi Jiannong, Zha Zixiu). Programs and practices for identifying and nurturing giftedness and talent in Asia (outside the mainland of China) (Wu-Tien Wu et al.).Programs and practices for identifying and nurturing giftedness and talent in Australia and New Zealand (E. Braggett, R.I. Moltzen). The status of gifted child education in Africa (C. Taylor, S. Kokot). Programs and practices for identifying and nurturing giftedness and talent in Latin American countries (E.M.L. Soriano de Alencar et al.).Part VII: Present and Future of Research and Education of the Gifted and Talented. A multidimensional framework for synthesizing disparate issues in identifying, selecting, and serving gifted children (R.J. Sternberg, R.F. Subotnik). The study of giftedness: reflections on where we are and where we are going (F.J. MÃ¶nks et al.).