Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Adaptation influences perception not only of simple stimulus qualities such as motion or colour, but also of complex stimuli such as faces. Here we demonstrate contrasting aftereffects of adaptation to facial age. In Experiment 1, participants adapted to either young or old faces, and subsequently estimated the age of morphed test faces with interpolated ages of 30, 40, 50 or 60 years. Following adaptation to old adaptors, test faces were classified as much younger when compared to classifications of the same test faces following adaptation to young faces, which in turn caused subjective test face "aging". These aftereffects were reduced but remained clear even when facial gender changed between adaptor and test faces. In Experiment 2, we induced simultaneous opposite age aftereffects for female and male faces. Overall, these results demonstrate interactions in the perception of facial age and gender, and support dissociable neuronal coding of male and female faces.

Previous studies have suggested a link between the processing of the emotional expression of a face and how attractive it appears. In two experiments we investigated the interrelationship between attractiveness and happiness. In Experiment 1 we presented morphed faces varying in attractiveness and happiness and asked participants to choose the more attractive of two simultaneously presented faces. In the second experiment we used the same stimuli as in Experiment 1 and asked participants to choose the happier face. The results of Experiment 1 revealed that the evaluation of attractiveness is strongly influenced by the intensity of a smile expressed on a face: A happy facial expression could even compensate for relative unattractiveness. Conversely, the findings of Experiment 2 showed that facial attractiveness also influences the evaluation of happiness: It was easier to choose the happier of two faces if the happier face was also more attractive. We discuss the interrelationship of happiness and attractiveness with regard to evolutionary relevance of positive affective status and rewarding effects.

Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a "grass roots" strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. KEYWORDS enrichment program giftedness effectiveness propensity score analysis Curricular and extracurricular activities targeting the needs of gifted children are commonly believed to be a viable means to support gifted children in their academic and socioemotional development (e.g., Plucker & Callahan, 2014; Subotnik, Olszewski-Kubilius, & Worrell, 2011, 2012). Around the world, however, several associations such as the Asian-Pacific Federation on Giftedness (APFG), the European Council for High Ability (ECHA), and the National Association for Gifted Children (NAGC) have argued that gifted children's specific needs are often neglected, a practice that subsequently leads to the shriveling of their abilities and potential. Correspondingly, these associations and others have repeatedly called for the implementation of programs that are aimed at appropriately fostering gifted children (promotion programs; e.g., via acceleration, grouping, or enrichment).

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