Hodge (2006) has also summarised several ‘possible’ indicators of giftedness, defined as
characteristics or behaviours that have been observed in non-gifted children and where research has provided mixed evidence. The possible indicators highlighted by Hodge (2006) include early
development across domains, precocious reading, sense of humour, birth order, curiosity, high energy level, imagination or creativity, and temperament.
As discussed in Porter (1999), it is difficult to accurately assess giftedness, particularly in young children, and this is a main reason for the reluctance of parents and educators to label a child as gifted. For example, ‘possible’ indicators of giftedness, such as early development across domains, can create uncertainty when our professional ability when identifying giftedness may be better in some areas compared to others. For example, a child with high verbal talent can be more obvious than a child with high mathematical or creative talent. Consequently, although many gifted children may not be reading before they enter school, early reading is a powerful indicator of giftedness and particularly when this skill is evident at an early age and in conjunction with early development of speech and mobility (Gross, 1999b). As discussed in Van Tassel-Baska (1998), a possible indicator of giftedness in young children is an advance sense of humour. She states that as humour is used for a wide range of purposes, such as for self-defence or to interpret the world in a less threatening manner, the young gifted child who uses and understands humour may be demonstrating the ability to interpret the world and their experiences at a level atypical for their same age peers. However, as
stated by summarised by Hodge (2006), some research on this characteristic has suggested that humour may be affected by cultural experiences and influences.
Moreover, birth order is another ‘possible’ indicator of giftedness, and first-borns are
over-represented in gifted samples. Silverman (2002) reports that second children often exhibit different characteristics from their older siblings and are less likely to be achievement driven, consequently, parents may not recognise giftedness expressed differently by subsequent siblings.
Finally, the ‘possible’ indicators of giftedness such as curiosity, high energy level, imagination or creativity, and temperament, are often referred to as ‘over-excitabilities’, which were first
investigated by Kazimierz Dabrowski (Dabrowski, 1967; cited in Piechowski, 1999). Piechowski stated that ‘over-excitabilities’ may occur in intellectual, emotional, psychomotor, sensual and imaginational domains, and are specific characteristics and behaviours experienced by an individual at high intensity. Firstly, intellectual ‘over-excitability’ is expressed at high levels through
behaviours and characteristics such as curiosity and concentration. This may be observed in children who like to analyse, reflect and examine real world experiences and compare these to what would be ideal. They often demonstrate intense concern about world issues and have a strong sense of justice.
Secondly, psychomotor ‘over-excitability’ is expressed at high levels through behaviours and characteristics such as physical energy, enthusiasm, competitiveness, rapid speech, fingernail biting, and a strong desire to ‘do’ things. High energy levels are often reported by parents of gifted and non-gifted children, and as stated by Silverman (1993), children with extra physical energy are ‘doers’
who are constantly on the go. However, it has been recognised that gifted children who have high energy levels usually demonstrate this intensity both physically and psychologically (Schetky, 1981).
Thirdly, imaginational ‘over-excitability’ is expressed at high levels through characteristics such as imagination, creativity, inventiveness, fantasy, creation of imaginary friends when young, ability to visualise and think in images. Sensual ‘over-excitabilities’ are expressed at high levels through
characteristics such as sensitivity to textures, smells, tastes, sights and sounds. Individuals may experience vivid memories associated with the senses, notice subtle differences or have adverse reactions to certain foods or textured fabric – such as the seams or labels in clothing.
Finally, emotional ‘over-excitability’ is expressed at high levels through characteristics such as feelings of inadequacy, guilt, shyness, extremes of positive and negative feelings or feeling several emotions all at once. Piechowski (1997) linked Dabrowski’s ‘over-excitabilities’ to the gifted as he recognised that the emotional sensitivity and intensity found in gifted children – and particularly highly gifted children – could explain their vulnerabilities in childhood and their difficulties in formal education.
Research by White (2007) explored Dabrowski’s five ‘over-excitabilities’ with a view to discovering whether there was any correlation between the ‘over-excitability’ construct and perfectionism - a need to complete tasks to match their vision. The results from this study, which included a sample of 71 gifted and 27 non-gifted students, showed a high correlation between individuals with high levels of perfectionism and giftedness. Perfectionism often becomes evident in a gifted child’s early years and, as discussed by Porter (1999), some characteristics of perfectionism can be counter-productive to learning whilst other characteristics can be positive and enhance potential. For example, a fear of failure with subsequent non-production is a negative side effect of perfectionism, however, realistic high personal standards is a positive characteristic of perfectionism and should be encouraged.
Therefore, gifted children present with a wide range of temperaments but the more commonly recognised emotional characteristics or ‘over-excitabilities’ have been related to perfectionism (Coleman and Cross, 2000; Kottman, 2000); sensitivity – feeling easily hurt and highly empathetic;
and intensity – a concern with moral and social issues.