The article considers modern tendencies in studying of giftedness. Controversial problems of psychology of giftedness are being discussed. Argumentation for usefulness of general psychological approach, which is being developed in Tihomirov’s school for solving many of these problems, is being provided. Theoretical and methodological backlog created in this school allows to overcome a number of substantial disadvantages of wide spread static “segmental” approach to studying of giftedness, and facilitates the developing of new methods of its diagnostics.

The article puts special emphasis on the necessity of giving a scientifically grounded definition to such a concept as «giftedness». By taking a retrospective look on the problem the author reveals reasons why the perception of giftedness as «intellect above average» is so widespread. Determining a unit of analysis of giftedness (i.e. ability to develop activity on one’s own initiative) and creating a method for its measurement («systematic observation») made it possible to realize F. galton’s concept of giftedness.

The present paper discusses contemporary problems and approaches to the development of assessments in domains of educational psychology and psychology of abilities. We briefly report the results of the development and the adaptation of two assessment batteries based on R. Sternberg’s theory of successful intelligence. The paper shows that a cross-cultural adaptation of contemporary foreign assessments is a productive approach.