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Discusses the possibility of differentiating between giftedness and talent in the context of the difference between a concept and a term. The use of both words (synonyms) for one psychological concept is common. Current views on this matter converge on understanding giftedness to mean a multidimensional phenomenon, a phenotypical characteristic of man, and even more frequently, every individual's own characteristic. The author sketches the most important areas on which giftedness research should concentrate (heredity, structure and types of talent, identification and development, social environment, education, development of giftedness, talents of the disabled and implicit theories). The author also discusses forms of education of gifted children (from integrated to segregated) and the mutual relationship between science and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The author defines giftedness (or talent) as a complex of properties responsible for regulating man's activities. He then differentiates between impairment of psychic, physiological and anotomical structures, disorders of the function (health impairment), and handicap (social disadvantage). He goes on to show that giftedness and handicap, as also giftedness and impairment are reciprocally independent and may occur in any combination. He supports this thesis with case histories from his own practice. Finally, he summarizes recommendations for identifying and promoting talent in handicapped children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Defines notion as a reflection of objective reality; selected principles of Marxian psychology are used in this definition: historicism, the unity of mind and activity, the mutual quantity–quality relation, and the dialectic unity of opposites. Using this definition, the author discusses talent and giftedness. In contrast to aptitude and ability, which can be developed, giftedness is viewed as a complex of stable internal conditions of activity and a functional substructure of personality. Various proposals for distinguishing talent from giftedness are reviewed, and the author concludes that the 2 terms are synonymous. (Russian abstract) (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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On the basis of an evaluation of the present state of knowledge, an attempt is made to formulate a Marxist psychological conception of talent. In defining this construct 2 components are distinguished: presumptive (mainly abilities) and activative (will and motivation). Possibilities are suggested as to the way of identifying talented children in keeping with their psychic development. An important role is assigned to the school, which ought to encourage talent by a proper organization of the teaching process. (Russian summary) (18 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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- Journal Article (4)
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Entre 1900 y 1999
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