High Ability Studies
Aims & Scope
High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas.
The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.
The journal is concerned with aspects of development, personality, cognition, social behaviour and cross-cultural issues in relation to high ability. Theoretical modelling and measurement techniques, as well as instructional strategies and curriculum issues, are of interest. Consequently, the journal presents material which is relevant to researchers in the field, to managers who have highly able individuals employed, to policy makers who need to find frameworks by which to make the best use of high ability in society, to mentors, coaches, teachers, counsellors and parents of highly able children. Furthermore, the contents are not restricted to the study of manifest high level achievement, but include the identification and nurturance of unexercised potential.
High Ability Studies is an international refereed journal which publishes papers in English, as well as reviews of books and other relevant material. It is the official scholarly journal of the European Council for High Ability (ECHA).
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Disclaimer for Scientific, Technical and Social Science
Taylor & Francis and European Council for High Ability make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and European Council for High Ability and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and European Council for High Ability.