Welcome
As part of its outreach mission, GRO is committed to gathering, and sharing information about giftedness with the world. This library contains links to hundreds of articles on a wide-variety of topics concerning giftedness, including scholarly peer-reviewed articles from the fields of medicine, education, physiology and mental health. As it continues to expand, GRO hopes this library will serve both as a resource for personal support as well as the foundation for collaborative research across all professions that serve the gifted population.
If you are unable to find what you are searching for in our library, we invite you to browse the libraries of our fabulous colleagues at The Davidson Institute, GHF and SENG.
| wdt_ID | Title | Year | Author | Category | Keywords | Article | Peer Review | Details (Categories, keywords, summary) | link | Summary | DisplayList |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 3 | Asynchronous Development and Sensory Integration Intervention in the Gifted and Talented Population | 2,011 | Cronin, A. | Diagnosis/Misdiagnosis, Twice Exceptional/2E, Physiological | sensory, diet, sensitive, self-regulation, twice exceptional | Cronin, A. (2011), Asynchronous Development and Sensory Integration Intervention in the Gifted and Talented Population | No | Diagnosis/Misdiagnosis, Twice Exceptional/2E, Physiological (keywords: sensory, diet, sensitive, self-regulation, twice exceptional) An explanation of sensory integration and sensory dysfunctions particularly in relation to the gifted. Offers an appendix with sensory history interview and suggestions for a sensory diet. |
https://www.davidsongifted.org/gifted-blog/gifted-asynchronous-development-and-sensory-integration/ | An explanation of sensory integration and sensory dysfunctions particularly in relation to the gifted. Offers an appendix with sensory history interview and suggestions for a sensory diet. | Asynchronous Development and Sensory Integration Intervention in the Gifted and Talented Population by Cronin, A. (2011) categories: Diagnosis/Misdiagnosis, Twice Exceptional/2E, Physiological; keywords: sensory, diet, sensitive, self-regulation, twice exceptional An explanation of sensory integration and sensory dysfunctions particularly in relation to the gifted. Offers an appendix with sensory history interview and suggestions for a sensory diet. |
| 4 | The Neural Basis of Empathy | 2,012 | Bernhardt, Singer | Social/Emotional, Physiological | empathy, imaging, emotions, neural | Bernhardt, Singer (2012), The Neural Basis of Empathy | Yes | Social/Emotional, Physiological (keywords: empathy, imaging, emotions, neural) **Must sign in to access personal or institutional subscription** A review of research regarding brain imaging studies identifying the neural underpinnings of empathy and what modulates empathy. |
https://pubmed.ncbi.nlm.nih.gov/22715878/ | **Must sign in to access personal or institutional subscription** A review of research regarding brain imaging studies identifying the neural underpinnings of empathy and what modulates empathy. | The Neural Basis of Empathy by Bernhardt, Singer (2012) - Peer Reviewed categories: Social/Emotional, Physiological; keywords: empathy, imaging, emotions, neural **Must sign in to access personal or institutional subscription** A review of research regarding brain imaging studies identifying the neural underpinnings of empathy and what modulates empathy. |
| 6 | Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis | 2,014 | Macnamara, Hambrick, Oswald | Parenting, Education, Social/Emotional | practice, performance, talent, Gladwell, deliberate practice | Macnamara, Hambrick, Oswald (2014), Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis | Yes | Parenting, Education, Social/Emotional (keywords: practice, performance, talent, Gladwell, deliberate practice) A meta-analysis of research on deliberate practice and it's influence on performance for games, music, sports, education and professions showing that deliberate practice accounts for 26% or less of the variance in performance. |
https://www.researchgate.net/publication/263713247_Deliberate_Practice_and_Performance_in_Music_Games_Sports_Education_and_Professions_A_Meta-Analysis | A meta-analysis of research on deliberate practice and it's influence on performance for games, music, sports, education and professions showing that deliberate practice accounts for 26% or less of the variance in performance. | Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis by Macnamara, Hambrick, Oswald (2014) - Peer Reviewed categories: Parenting, Education, Social/Emotional; keywords: practice, performance, talent, Gladwell, deliberate practice A meta-analysis of research on deliberate practice and it's influence on performance for games, music, sports, education and professions showing that deliberate practice accounts for 26% or less of the variance in performance. |
| 7 | Becoming an Expert Takes More Than Practice | 2,014 | Macnamara | Parenting, Education, Social/Emotional | deliberate practice, performance, talent, Gladwell | Macnamara (2014), Becoming an Expert Takes More Than Practice | No | Parenting, Education, Social/Emotional (keywords: deliberate practice, performance, talent, Gladwell) An article that summarizes the research that deliberate practice only accounts for less than 26% of the variance in games performance, and even less in music, education and professions. |
http://www.psychologicalscience.org/index.php/news/releases/becoming-an-expert-takes-more-than-practice.html | An article that summarizes the research that deliberate practice only accounts for less than 26% of the variance in games performance, and even less in music, education and professions. | Becoming an Expert Takes More Than Practice by Macnamara (2014) categories: Parenting, Education, Social/Emotional; keywords: deliberate practice, performance, talent, Gladwell An article that summarizes the research that deliberate practice only accounts for less than 26% of the variance in games performance, and even less in music, education and professions. |
| 8 | Why the Widespread Belief in 'Learning Styles' Is Not Just Wrong; It's Also Dangerous | 2,015 | Oxenham | Twice Exceptional/2E, Social/Emotional | learning style, Tesia Marshik, University of Wisconsin, myth, teaching | Oxenham (2015), Why the Widespread Belief in 'Learning Styles' Is Not Just Wrong; It's Also Dangerous | No | Twice Exceptional/2E, Social/Emotional (keywords: learning style, Tesia Marshik, University of Wisconsin, myth, teaching) This blog article refers to a TED Talk by Dr. Tesia Marchik on extensive evidence she found that learning styles do not exist, why the belief is so widespread and why it is such a serious problem. |
http://bigthink.com/neurobonkers/why-the-widespread-belief-in-learning-styles-is-not-just-wrong-its-also-dangerous | This blog article refers to a TED Talk by Dr. Tesia Marchik on extensive evidence she found that learning styles do not exist, why the belief is so widespread and why it is such a serious problem. | Why the Widespread Belief in 'Learning Styles' Is Not Just Wrong; It's Also Dangerous by Oxenham (2015) categories: Twice Exceptional/2E, Social/Emotional; keywords: learning style, Tesia Marshik, University of Wisconsin, myth, teaching This blog article refers to a TED Talk by Dr. Tesia Marchik on extensive evidence she found that learning styles do not exist, why the belief is so widespread and why it is such a serious problem. |
| 10 | The Surprising Downsides of Being Clever | 2,015 | Robson, D. | Social/Emotional | IQ, downside, anxiety, life, education system, | Robson, D. (2015), The Surprising Downsides of Being Clever | No | Social/Emotional (keywords: IQ, downside, anxiety, life, education system, ) This BBC article discusses the downsides of high intelligence. The article offers arguments for the potential reasons why having a high IQ can result in a less fulfilling life. |
http://www.bbc.com/future/story/20150413-the-downsides-of-being-clever | This BBC article discusses the downsides of high intelligence. The article offers arguments for the potential reasons why having a high IQ can result in a less fulfilling life. | The Surprising Downsides of Being Clever by Robson, D. (2015) categories: Social/Emotional; keywords: IQ, downside, anxiety, life, education system, This BBC article discusses the downsides of high intelligence. The article offers arguments for the potential reasons why having a high IQ can result in a less fulfilling life. |
| 11 | The Forgotten History of Autism | 2,015 | Silberman, S. | Diagnosis/Misdiagnosis, Twice Exceptional/2E | Asperger, neurodiversity, Silberman, autism, history | Silberman, S. (2015), The Forgotten History of Autism | No | Diagnosis/Misdiagnosis, Twice Exceptional/2E (keywords: Asperger, neurodiversity, Silberman, autism, history) This TED Talk by author Steve Silberman discusses the history of autism, misunderstandings about the autism spectrum and the surprising answers to the crucial question of why the number of autism diagnoses has increased in recent years. |
http://www.ted.com/talks/steve_silberman_the_forgotten_history_of_autism | This TED Talk by author Steve Silberman discusses the history of autism, misunderstandings about the autism spectrum and the surprising answers to the crucial question of why the number of autism diagnoses has increased in recent years. | The Forgotten History of Autism by Silberman, S. (2015) categories: Diagnosis/Misdiagnosis, Twice Exceptional/2E; keywords: Asperger, neurodiversity, Silberman, autism, history This TED Talk by author Steve Silberman discusses the history of autism, misunderstandings about the autism spectrum and the surprising answers to the crucial question of why the number of autism diagnoses has increased in recent years. |
| 12 | What Your Kids Want You to Know | 2,025 | McNeil, A. | Parenting, Education, Social/Emotional | overexcitabilities, students, perfectionism, introversion, needs | McNeil, A. (2025), What Your Kids Want You to Know | No | Parenting, Education, Social/Emotional (keywords: overexcitabilities, students, perfectionism, introversion, needs) After a life-altering loss, we — as parents and caregivers — want to know how to support our children, ensuring they grow into successful, happy, and healthy adults despite knowing grief. When they seem OK on the outside, we worry about thoughts and feelings we can’t see. And, even when they are outwardly distressed or their behavior indicates something more is happening, they may not necessarily be communicating their needs in a way we can understand. |
https://www.taps.org/stories/2025/what-your-kids-want-you-to-know/ | After a life-altering loss, we — as parents and caregivers — want to know how to support our children, ensuring they grow into successful, happy, and healthy adults despite knowing grief. When they seem OK on the outside, we worry about thoughts and feelings we can’t see. And, even when they are outwardly distressed or their behavior indicates something more is happening, they may not necessarily be communicating their needs in a way we can understand. | What Your Kids Want You to Know by McNeil, A. (2025) categories: Parenting, Education, Social/Emotional; keywords: overexcitabilities, students, perfectionism, introversion, needs After a life-altering loss, we — as parents and caregivers — want to know how to support our children, ensuring they grow into successful, happy, and healthy adults despite knowing grief. When they seem OK on the outside, we worry about thoughts and feelings we can’t see. And, even when they are outwardly distressed or their behavior indicates something more is happening, they may not necessarily be communicating their needs in a way we can understand. |
| 13 | Grit and Work Engagement: A Cross-Sectional Study | 2,015 | Suzuki,Tamesue,Asahi,Ishikawa | Parenting, Education, Social/Emotional | grit, Japan, happiness, meaning, engagement | Suzuki,Tamesue,Asahi,Ishikawa (2015), Grit and Work Engagement: A Cross-Sectional Study | Yes | Parenting, Education, Social/Emotional (keywords: grit, Japan, happiness, meaning, engagement) This study examined questions regarding grit using a cross-sectional design among a large number of working adults in Japan. Result showed that Japanese people are likely to be grittiest if they seek happiness through meaning, while U.S. people are likely to be grittiest if they seek happiness through engagement. Grit was a strong predictor for work performance as well as academic performance. |
http://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0137501 | This study examined questions regarding grit using a cross-sectional design among a large number of working adults in Japan. Result showed that Japanese people are likely to be grittiest if they seek happiness through meaning, while U.S. people are likely to be grittiest if they seek happiness through engagement. Grit was a strong predictor for work performance as well as academic performance. | Grit and Work Engagement: A Cross-Sectional Study by Suzuki,Tamesue,Asahi,Ishikawa (2015) - Peer Reviewed categories: Parenting, Education, Social/Emotional; keywords: grit, Japan, happiness, meaning, engagement This study examined questions regarding grit using a cross-sectional design among a large number of working adults in Japan. Result showed that Japanese people are likely to be grittiest if they seek happiness through meaning, while U.S. people are likely to be grittiest if they seek happiness through engagement. Grit was a strong predictor for work performance as well as academic performance. |
| 14 | Howard Gardner: Multiple Intelligences are not Learning Styles | 2,013 | Strauss, Gardner | Parenting, Education | multiple intelligences, learning styles, right brain, auditory, intelligences | Strauss, Gardner (2013), Howard Gardner: Multiple Intelligences are not Learning Styles | No | Parenting, Education (keywords: multiple intelligences, learning styles, right brain, auditory, intelligences) **Must login to Washington Post to download article** In this Op-Ed, Howard Gardner explains why his theory of multiple intelligences is not synonymous with learning styles, which he believes are labels are unhelpful, at best, and ill-conceived at worst. |
https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/ | **Must login to Washington Post to download article** In this Op-Ed, Howard Gardner explains why his theory of multiple intelligences is not synonymous with learning styles, which he believes are labels are unhelpful, at best, and ill-conceived at worst. | Howard Gardner: Multiple Intelligences are not Learning Styles by Strauss, Gardner (2013) categories: Parenting, Education; keywords: multiple intelligences, learning styles, right brain, auditory, intelligences **Must login to Washington Post to download article** In this Op-Ed, Howard Gardner explains why his theory of multiple intelligences is not synonymous with learning styles, which he believes are labels are unhelpful, at best, and ill-conceived at worst. |
“Much of the study of, and formalized interventions for, gifted individuals is confined to education. While classroom support is important and can be beneficial, it may not be sufficient. GRO is taking initiative to provide a much needed bridge to help gifted individuals connect with the kind of medical, psychological, and socio-emotional support that they may need. While it has become acceptable to ask for help with difficulties associated with psycho-physiological differences like autism, ADHD, and depression, there is still much stigma around the idea that phenomena associated with intelligence can be an etiological factor in difficulties related to physical, mental, and socio-emotional health. Qualified professionals are needed across fields to provide differential diagnoses so that gifted individuals can receive care that is appropriately targeted to their needs.”
Aubra Shepard, LMHC, PhD Student in Gifted and Creative Education