This study surveyed 1,234 empirical studies on giftedness, gifted education, and creativity during 1998-2010 (April), using PsycINFO database and targeted journals as main sources, with respect to main topics these studies focused on, methods they used for investigation, and the conceptual spaces they traversed. Four main research topics emerged from the survey: creativity/creatively gifted, achievement/underachievement, identification, and talent development. Rich and broad conceptual spaces linking these four categories to their psychological underpinnings and educational implications have been explored by this body of research, though the conceptual spaces are still too loosely organized to be seen as paradigmatic. Several prominent trends are identified, including the emergent qualitative studies (accounting for a quarter of the total studies) and the dominance of descriptive (comparative and correlational) research. Although most psychosocial studies are conducted in the context of gifted education, there still seems to be a gap between theory and practice, between psychological understanding of gifted development and promoting such development through education. More systematic, sustainable programs of research and more coordination among researchers are warranted to move the field forward.

The body of knowledge related to emerging adulthood has grown in the past decade. This study surveyed published empirical research studies on emerging adulthood, from 2000 to April 2015, using Academic Search Complete and PsycINFO databases and references from The Society for the Study of Emerging Adulthood website resources. These studies (N ¼ 1,334) consisted of peer-reviewed journal articles reporting on empirical research. This study adds to the current knowledge base for the field of emerging adulthood by providing a critical examination of the main topics, the methods, current research trends, and the most prolific authors and publishing outlets in the field. Implications from these results support emerging adulthood as a global and cross-cultural developmental period and field of study. Additionally, results reveal current research trends and expose the need for significant future research to further expand the emerging adulthood knowledge base.

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Emerging adult college students have developmental and educational needs which are unique to their phase of life. Emerging adults are also increasingly identified by their technology use and practices. Collegiate instructors will be better equipped for educating these individuals when armed with insights concerning emerging adults' technology related practices. The purpose of this study is to examine academic and nonacademic technology use by emerging adult college students. Survey results (N = 235) provide insights into emerging adult college student technology preferences and frequency of use for academic and non-academic purposes. This study found that emerging adult college students have distinct technology preferences and practices relating to both academic and non-academic use, and prefer contextualization of technology accordingly.