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Relevant bibliographies by topics / Overexcitability (OE)

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Academic literature on the topic 'Overexcitability (OE)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Overexcitability (OE)"

1

Wells, Christiane, and R. Frank Falk. "The origins and conceptual evolution of overexcitability." Educational Psychology 62, no. 20 (2021): 23–44. http://dx.doi.org/10.5604/01.3001.0015.3816.

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The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity di

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2

Piirto, Jane, and John Fraas. "A Mixed-Methods Comparison of Vocational and Identified-Gifted High School Students on the Overexcitability Questionnaire." Journal for the Education of the Gifted 35, no. 1 (2012): 3–34. http://dx.doi.org/10.1177/0162353211433792.

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Two groups of adolescents ( N = 114), 61 identified-gifted adolescents ( M = 22, F = 39) and 51 vocational school adolescents ( M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores—Psychomotor, Sensual, Imaginational, Intellectual, and Emotional—was subjected to a two-way ANOVA by classification and gender. Any statistically significant interaction effect was further analyzed by testing the group means with six two-group comparison tests. The analyses produced the following results: (a) Differences among the Psychomotor, Sensual, a

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3

Wellisch, Mimi. "Giftedness and the Overexcitability Rabbit-Hole Trap." Australasian Journal of Gifted Education 33, no. 2 (2024): 57–66. http://dx.doi.org/10.21505/ajge.2024.0014.

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Giftedness and Dabrowski's Theory of Positive Disintegration (TPD) have been firmly linked since the Columbus Group's 1991 statement on giftedness and asynchrony. The theory's overexcitabilities (OEs) factor has been the main association with giftedness. Although OEs include certain characteristics associated with giftedness, they also include negative aspects not found in research on gifted characteristics. Instead, those negative aspects May be signs of learning and other disorders, or of mental health issues. Because positive aspects of OEs have been shown to fit within the five-factor mode

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4

Limont, Wiesława Anna, Joanna Teresa Łukasiewicz-Wieleba, Agnieszka Demianowska, and Małgorzata Jabłonowska. "Overexcitability in children aged 8 and 9 in parents’ perception. Does sex matter?" Przegląd Badań Edukacyjnych 36, no. 1 (2022): 5–20. http://dx.doi.org/10.12775/pbe.2022.001.

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Wzmożone pobudliwości psychiczne (OE) przejawiające się w intensywnym, emocjonalnym i głębokim przeżywaniu, są częścią potencjału rozwojowego w Teorii Dezintegracji Pozytywnej Kazimierza Dąbrowskiego. Większość badań OE prowadzona jest z osobami uzdolnionymi z wykorzystaniem samooceny. Niniejsze badanie przeprowadzono wśród dzieci losowo dobranych z ogólnoszkolnej populacji, z wyłączeniem selektywnego kryterium wybitnych zdolności. Za pomocą Overexcitability Inventory for Parents (OIP-II) zebrano opinie rodziców na temat profili OE ich dzieci. OIP-II składa się z sześciu skal: psychomotoryczne

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5

Wood, Vanessa Reineke, Lorraine Bouchard, Els De Wit, S. Pickett Martinson, and Peter Van Petegem. "Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents: A Mixed-Methods Study of Development and Developmental Potential." Education Sciences 14, no. 8 (2024): 817. http://dx.doi.org/10.3390/educsci14080817.

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This study examined the prevalence of the five forms of overexcitability in children ages 4–13 years who were previously identified as highly or profoundly gifted via a Wechsler Intelligence Scale for Children (WISC) score of 140+. The prevalence of overexcitabilities included an examination of the development and developmental potential according to Dabrowski’s human development theory. The results of this study provided an estimate of the prevalence and distinct types of overexcitability among highly-profoundly gifted young people. These findings will aid the inclusive identification and sup

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6

Liao, Chao-Chun, Ching-Chih Kuo, Chin-Hsueh Chen, and Chien-Chi Chu. "Overexcitability and Perfectionism: A Comparative Study of Mathematically and Scientifically Talented, Verbally Talented, and Regular Students." Education Sciences 15, no. 3 (2025): 392. https://doi.org/10.3390/educsci15030392.

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High school students face critical psychological challenges during adolescence, including academic pressures and educational decision-making. Dabrowski’s Theory of Positive Disintegration provides a framework for understanding growth through disintegration and reintegration, with perfectionistic traits acting as intrinsic motivators for self-improvement. This study examined the psychological profiles of 641 Taiwanese high school students: 207 mathematically and scientifically talented students (MSTS), 187 verbally talented students (VTS), and 247 regular students (RS). Using the ME III, refine

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7

Kok, Hwee Chia, and Hock Lim Boon. "UNDERSTANDING OVEREXCITABILITIES OF PEOPLE WITH EXCEPTIONAL ABILITIES WITHIN THE FRAMEWORK OF COGNITION-CONATION-AFFECT-AND-SENSATION." European Journal of Education Studies 3, no. 6 (2017). https://doi.org/10.5281/zenodo.803406.

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People, young and old, with exceptional abilities, be they gifted, talented or savant, often manifest overexcitabilities (OEs) – innate intensities, heightened sensitivity and response to stimuli – that can impact positively or negatively or both on the developmental potential of an individual. The term <em>potential</em> refers to the human behavior (i.e., behavioral potential) that can be expressed in terms of thoughts (<strong>C</strong>ognition), actions (<strong>C</strong>onation), feelings (<strong>A</strong>ffect) and senses (<strong>S</strong>ensation), also known as CCAS model. This p

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