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The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self-management processes; (b) environmental (E) catalysts, like socio-demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5-level metric-based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic 'top 10 per cent' threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: 'What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?'. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This comprehensive volume explores the origins, development, and applications for Françoys Gagné’s Differentiating Model of Giftedness and Talent (DMGT). In an authoritative yet accessible style, Professor Gagné offers a holistic coverage of the DMGT, including its implications for the field, and its main divergent points with competing theories of talent development. Chapters guide readers through each of the five DMGT components, addressing the diversity of gifts, the contributions of Nature and Nurture, the most important personal qualities, the overemphasized power of outside agents, the key role of chance, and more. Filled with illustrative examples and vignettes from the author’s estimable career, this book is the authoritative resource for researchers and students looking to understand the DMGT and its unique role in shaping gifted education as we know it today. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

This chapter pursues two main goals: (a) demonstrate that natural abilities—and their outstanding expression as gifts—really exist (the mainstream Pronat position), and that recent attacks by a few researchers who deny their existence (the Antinat position) can be easily parried empirically; (b) expose improper scholarly behavior by some Antinat researchers. Part I surveys the author's Differentiated Model of Giftedness and Talent (DMGT) and analyzes the concept of natural ability, pointing out its main defining characteristics. Then, it demonstrates with extensive empirical evidence that general intelligence meets all defining criteria of a natural ability. Part II illustrates how some influent Antinat researchers systematically exclude relevant evidence, accumulate irrelevant information, ignore crucial objections, and select from published studies only the results that support their position. These repeated instances of ethically improper scientific behavior show their lack of openness to an objective examination of all the available evidence and reassessment of their entrenched beliefs (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, one can be gifted without necessarily being talented (as with the case of underachievers), but not vice versa. Several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter looks at the Differentiated Model of Giftedness and Talent (DMGT) as a developmental model of giftedness and talent. Along with giftedness and talent, the DMGT introduces four components (see Figure 7.1) that help represent more accurately the complexity of the talent development process: intrapersonal catalysts (1C), environmental catalysts (EC), learning and practicing (LP), and chance (C). Moreover, as stated in the formal definitions previously mentioned, precise thresholds quantify the meaning of "outstanding." Finally, the DMGT discusses the long-term process of talent development, proposing various dynamic interactions among the six components. The present overview is structured around the three themes previously identified: (a) the six components, (b) the prevalence issue, and (c) the dynamics of talent development. In the final section, the author briefly highlight the main differences between the DMGT and other well-known conceptions of giftedness. The second part of this chapter succinctly covers two major questions (see Gagné, 2003b, for an extended discussion). First, what relationships do the six components of the DMGT entertain among themselves? Second, is it possible to create a hierarchy of the five factors in terms of their relative causal power? In other words, where lies the difference between those who become talented and those who do not? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Since its first appearance in Gifted Child Quarterly, the Differentiated Model of Giftedness and Talent (DMGT) has evolved into a full-fledged theory of talent development now referred to as the DMGT 2.0. No chapter-length text can encompass all the details of its contents and dynamics. Consequently, I offer the present text as a "detailed overview"—a potential oxymoron!—of the updated DMGT. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter surveys the Differentiated Model of Giftedness and Talent (DMGT), a talent development theory whereby outstanding natural abilities, or gifts, are progressively transformed into outstanding systematically developed skills and knowledge, which define expertise or talent in a specific occupational field. The text briefly describes complex interactions among the six components that help or hinder that process, and succinctly answers a fundamental question: 'What factor(s) differentiate(s), on average, between those who emerge among the talented and those who remain average?' The field of gifted education defines its special population around two key concepts: giftedness and talent. For the vast majority of scholars, these two terms are considered synonyms. Yet, these same scholars keep mentioning one particular idea in almost every discussion of the giftedness construct, namely a distinction—implicit or explicit—between early emerging forms of giftedness, to some extent innate and usually manifested in childhood, and fully developed, adult forms of 'giftedness'. The distinction will be expressed with terms like potential versus achievement, aptitude versus realization, promise versus fulfillment. But it will rarely, if ever, systematically be operationalized. I believe it can be done. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

For most people, talent development is the implementation of specific resources aimed at fostering the growth of outstanding performances in specific occupational fields: natural and social sciences, technology, visual and performing arts, health and education, commerce, sports, and so forth. Considering this handbook focuses on the field of gifted education, this chapter similarly adopts as its focus the emergence of outstanding school achievements, from kindergarten forward. I analyze academic talent development (ATD) from two distinct perspectives: theoretical and practical. Each of these perspectives can be circumscribed by the following questions. Which personal and contextual causal influences contribute significantly to the emergence of excellence in school subjects? Which educational resources will maximize the transformation of outstanding aptitudes into academic excellence? These two questions will guide the contents of this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, the integrative model of talent development (IMTD), and especially its differentiating model of giftedness and talent (DMGT) component, will serve as the conceptual framework to answer the five following questions: (1) How does the DMGT distinguish gifts from talents? (2) How does the DMGT describe the talent development process? (3) Where do gifts come from; are they innate? (4) How can we best foster academic talent development? (5) What makes the DMGT/IMTD unique? (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter attempts to survey the scientific literature of the past few decades on the process of talent development in sports. We structure that overview around Gagné's (2003) Differentiated Model of Giftedness and Talent (DMGT). We examine separately the relevant literature associated with each of the DMGT's five causal components: (a) natural abilities or gifts, (b) the developmental process itself, (c) intrapersonal catalysts, (d) environmental catalysts, and (e) chance factors. This survey brought us to a crucial integrative question: What makes the difference between reaching and not reaching high levels of talent in sports? We had to acknowledge that there was not yet a very clear and final answer to that complex question, and that the best way to summarize the existing literature was to speak of complex interactions between the components, acting differently from one athlete to the next, and from one stage to the next in a sports career. Of what use can this chapter be to educators in schools? What suggestions can the field of sports offer to teachers of gifted and talented adolescents, and to the professionals and school administrators responsible for planning, funding, and implementing enrichment programs in the school system? Two major observations come to mind. First, it seems clear that the vast majority of trainers and coaches in sports readily recognize the large breadth of individual differences in natural physical abilities. The second observation concerns the way professionals in sports foster the talent development process. Two key concepts could summarize typical programming activities in sports: ability grouping and accelerative enrichment. Implications of these observations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)