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Comments on an article by Françoys Gagné (see record 2004-22507-002). This paper by Françoys Gagné represents a substantial effort to examine a large body of research and theory related to human abilities and interpret it from the perspective of his Differentiated Model of Giftedness and Talent (DGMT). While the DMGT is highly speculative and tries hard to relate its message to technical conceptions of giftedness and talent, he has nevertheless done an excellent job of drawing in much of the most relevant theory and research. One major problem with the paper is his efforts to define 'giftedness', a term used very little outside of the professional field of gifted education: high ability, natural ability, precocity, talent, aptitude--which should it be? And then he goes on and tries to give us frequency or numbers or percentages for 'giftedness and talent' reflecting a continuing and often seemingly arbitrary and fruitless quest for the magic numbers. Finally, the author disagrees with Gagné's dismissal of Ericsson's excellent and well-recognized research on the development of skills and expertise--topics which are highly relevant to talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews current conceptions of giftedness and intelligence and presents a conception of giftedness as an interaction of intelligence, special abilities or talents, self-concept, and resultant motivation to achieve. A distinction is made between traits that are identified in young children and behaviors that serve as goals or outcomes of a program for gifted students. It is concluded that motivation, self-concept, and creativity should not serve as components of an identification scheme, but should be major goals of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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