Editing Intellectual giftedness (section)

=== Across cultures ===
Characteristics and attributes associated with giftedness varies across cultures. While intelligence is extremely important in [[Western culture|Western]] and some other cultures, such an emphasis is not consistent throughout the world. For example, in [[Japanese culture|Japan]], there is more of a value placed on an individual's motivation and diligence. When Japanese students are given a task, they attribute success to factors like effort, whereas American students tend to attribute success to ability. Similarly, when Japanese students fail, they refer the failure to lack of effort. On the other hand, American students believe failure is due to a lack of ability.<ref name="Sternberg, Robert J. 2011">Sternberg, Robert J., et al. Explorations in Giftedness. Cambridge University Press, 2011, http://eclass.hua.gr/modules/document/file.php/OIK268/%CE%A7%CE%B1%CF%81%CE%B9%CF%83%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B1/explorations%20of%20giftedness.pdf.</ref> There are conceptions in rural Kenya that identify four types of intelligence: initiative (paro), knowledge and skills (rieko), respect (luoro), and comprehension of how to handle real-life problems (winjo).<ref name="ReferenceA">{{Citation | author1=Vialle, Wilma | author2=Australian Association for the Education of the Gifted and Talented | author3=Asia-Pacific Conference on Giftedness (11th : 2010 : Sydney, Australia) | title=Giftedness from an Indigenous perspective | date=2011 | publisher=Australian Association for the Education of the Gifted and Talented | isbn=978-0-9808448-1-8 }}</ref> Chan cites the Chinese belief that aspects of giftedness are innate, but that people can become gifted through industriousness, perseverance, and learning.<ref name="Sternberg, Robert J. 2011"/> Not all who are intellectually gifted display every noticeable characteristic.

There are many reasons gifted students who have various backgrounds are not as successful at Western intelligence/achievement tests:<ref name="ReferenceA"/>

*Not used to answering questions just for the purpose of showing knowledge – they must use their knowledge to respond to authentic problems.
*May perform poorly on paper-and-pencil tasks in an artificial lab setting.
*May perform poorly on a culturally biased test, especially if not their own.
*Have test anxiety or suffer from [[stereotype threat]].

Many traits that demonstrate intellectual giftedness are identified across a multitude of cultures, such as:<ref name="ReferenceA"/>

*Displaying advanced reasoning and [[creative thinking]], generating ideas beyond the norm
*Resourceful and adaptable
*Strongly motivated to understand the world
*Well developed vocabulary in native language
*Learns concepts quickly, and builds/develops these concepts
*Strong sense of justice and [[morality]]
*Displays leadership skills in various ways, such as persuasion, taking initiative, and leading by example
*Comprehending and using [[humor]] beyond their age