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This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The study involved 196 younger adolescents, of whom 63 intellectually gifted (M = 11.6 years old, 30 boys and 33 girls), 34 artistically gifted (M = 12.1 years old, 5 boys and 29 girls) and 99 from the control group (M = 11.6 years, 46 boys and 53 girls). Analysis of the average values of the Urban test indicators revealed statistically significant intergroup differences in categories such as humor, non-traditional use – any manipulation of the form; any surreal, fictional and/or abstract use of elements or patterns; any use of symbols and signs, and speed. For the first time, an attempt was made to analyze the values of the Urban test categories, regardless of its overall value in the context of identifying the specifics of the manifestation of creativity in young adolescents with artistic and intellectual giftedness. The results expand the toolbox for specialists, clarifying the capabilities of an already familiar test, and allowing to optimize the diagnostic process.

The work is aimed at identifying specific manifestations of creativity and basic cognitive characteristics in young adolescents with artistic and intellectual giftedness. The relevance of the study is due to lack of study of the issue of cognitive manifestations of different types of giftedness in early adolescence, in which the issue of specialization of education is often resolved. The study involved 54 intellectually gifted adolescents (M = 11.4 years old) and 32 artistically gifted peers (M = 11.2 years old). The study used the following methods: a computerize d battery of test tasks for studying bas ic cognitive characteristics (“number sense”, visua l working memory and information processing speed), "Raven’s Progressive Matrixes”, “Verbally-figura l creativity test”, drawing tests of Urban and "Horizon Line ". The results confirm the hypothesis about the specificity of creativity in younger adolescents with different types of giftedness (intellectual and artistic). Intellectually gifted younger adolescents show higher rates of divergent verbal creativity compared to their artistically gifted peers; and artistically gifted younger adolescents surpass their intellectually gifted peers in terms of picturesque (figurative) creativity and are distinguished by their highquality originality, revealing a high emotional expressiveness and creative approach to the implementation of the plan. No statistically significant intergroup differences in the basic indicators of cognitive development and general intelligence were found, although artistically gifted adolescents better than their intellectually gifted peers compare asymmetrically expressed amounts (“number sense”), but they are inferior in terms of information processing speed.

The study introduces unique research results on the topic of artistically gifted and talented children and young people, and their interactions with the environment and exhibitions of Slovak galleries. Artistically gifted teenagers (N = 32) from different regions of Slovakia participated in the research. Based on the research results, we consider the gallery environment stimulating for artistic talent of a person in a specific way. The authors of the study confirmed that in the observed group of artistically gifted teenagers, their artistic talent was positively impacted. Progress was captured in specific components of artistic expression (imagination, fantasy and creativity), which was identified as direct influence of visiting galleries.

Starting from the contemporary understanding of giftedness as a domain-specific quality that is reflected not only in the development of certain types of abilities, but also in different combinations of personal characteristics, an empirical study has been conducted that seeks to complement the knowledge of the motivation of gifted students. The aim is to determine the distinctive features of students gifted in different domains in reference to the following components of the achievement motive: competing with other people, perseverance in achieving the goal and planning orientation. In an effort to get an answer to the question posed, in the focus of this research are four domains of giftedness: music, painting, sports and mathematics. The MOP 2002 instrument was used for the motivation process. The survey was conducted in Serbia on a sample of 473 respondents who attended specialized high schools for the gifted in Novi Sad, Belgrade and Kraljevo. Overall, the results indicate that students gifted in the four specified domains differ statistically significantly in all aspects of the achievement motive. When it comes to examining the differences between the four groups of respondents in terms of propensity to compete with others and perseverance in achieving the goal, it was found that sports gifted students were statistically significantly different from the artistically and mathematically gifted and have these features more pronounced. Such findings suggest that athletes, in comparison with painters and mathematicians, are most prominent in terms of competitiveness, and that they are prone to compete with others and in the absence of structured situations of this kind, which reflects positively on their motivation and success. Also, gifted students in the domain of sport have a longer persistence in performing relevant activities, probably because they are inherent in some kind of event resistance that may have a disruptive impact. On the other hand, by examining the differences between the gifted in the specified domains in terms of propensity to plan, it was found that the musical and mathematically gifted students are statistically significantly different, and that they prevail in the development of this feature. Such findings are explained by the fact that music, as a highly structured domain, requires elaborate exercise that is carried out on a daily basis, which means, at the same time, that mastering the domain of music requires the effort to achieve what is considered valuable, for which the propensity to plan is especially important. The findings that giftedness implies different constellations of aspects of achievement motives, depending on the type of domain with which the individual interactssuggest that the motivation of the gifted can only be accurately perceived and adequately supported if located within individual domains. General recommendations for encouraging the motivation of the gifted in the teaching process are: collaboration of students of similar interests and abilities, independent work of students, positioning the teacher in the role of a guide, advisor and facilitator, student-centered teaching, linking teaching content to realworld problems. [ABSTRACT FROM AUTHOR]