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Replies to the comments of J. H. Borland (see record 1999-10122-002), D. K. Detterman and J. Ruthsatz (see record 1999-10122-003), D. H. Feldman (see record 1999-10122-004), E. A. Hany (see record 1999-10122-005), and N. M. Robinson (see record 1999-10122-006) on the original article by F. Gagné (see record 1999-10122-001) concerning his structured statements about the nature of human abilities, talents, and gifts. Gagné defends the worthiness of his quest to achieve some consensus among professionals in the field of gifted education over the definition of the core concepts of giftedness and talent and also, the validity and usefulness of his distinction between high natural abilities (gifts) and high systematically developed ones (talents) in comparison to alternative proposals. He finally reiterates, in the light of the criticisms received, the basic arguments supporting his conviction that his own differentiation between giftedness and talent is the most appropriate and defensible solution to gifted education's terminological conundrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Comments on the article by J. A. Sloboda and M. J. Howe (see record 1991-30071-001) examining the backgrounds of promising young musicians. Gagné demonstrates that the authors incorrectly interpreted their data because they did not acknowledge the role of musical giftedness as a significant determinant of the large differences observed in their sample between exceptional and average students. Gagné intends to show that their results cannot be correctly interpreted without introducing musical aptitudes as a significant causal factor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Addresses the laxity in terminology that afflicts the field of gifted education, especially the definitions of 2 central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between 2 types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are described and exemplified. The model is used as a guide for a series of comments on the appropriate use of labels to describe more accurately the target population(s), emphasizing the predominance of intellectually gifted and academically talented pupils. Four other labels that have been used to describe gifted and talented children and adults are discussed (i.e., precocity, ableness, genius, and prodigy). (A correction concerning this article appears in Roeper Review, 1996[Feb–Mar], Vol 18[3], 231. The correct version of Figure 1 is presented.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Explored estimates of the percentage of gifted and talented persons in the population. 341 adults were asked their estimates; for half of them the target concept was "gifted" persons, while the other half were questioned about "talented" persons. Ss also indicated if they perceived a difference between being gifted and being talented, and if so what was the nature of that difference. Estimates varied greatly between Ss for both concepts; the average estimate was almost twice as large for talented persons (36%) as for gifted persons (17%); the perceived discrepancy was the same even for those Ss (20%) who judged the 2 concepts to be synonymous. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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The research reported in this chapter tests the hypothesis that talents pertinent to the classroom ecosystem can be consistently recognized by peers and teachers through the behaviors manifested by the individual. The rate of talent acknowledgment and types of talents identified also are explored. Findings suggest that when the types of valued talents increase, the pool of talented individuals likewise expands (prevalence); however, the number of students recognized as displaying multiple talents also increases (polyvalence), thereby creating a talent-incubating dynamic. In conceptualizing the investigation, Gagné implicitly endorses the power of the classroom ecosystem through his use of peers as recognizers of talent. Ss consisted of 2,432 French-speaking upper-elementary pupils, about equally distributed between the sexes and between Grades 4 to 6. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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definitions of giftedness (and talent) abound in the literature / so numerous are the definitions that Stankowski [1978] found it necessary to extract a more synthetic view through a classification system in five categories: (a) after the fact definitions focusing on adult prominent accomplishments, (b) IQ definitions specifying a particular threshold score, (c) talent definitions emphasizing outstanding performance in specific artistic and/or academic fields, (d) percentage definitions varying from a generous 20% or more to a strict 3% or less and (e) creativity definitions stressing original and productive accomplishments in a particular field Stankowski's system emphasizes the two general components implicitly or explicitly present in most definitions and models: (a) a "what is" statement pertaining to the core nature of the construct, its central or prototypical elements and (b) a "to whom" or "how many" statement about the size of the population targeted by the label / these two statements correspond to the usual distinction, in logic, between the comprehension of a concept and its extension; these two components will be examined separately (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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[book section covering several chapters] "Deeper and Broader: The Pyramid of Talent Development in the Context of the Giftedness Construct" / Jane Piirto "Learning About the Nature of Gifts and Talents Through Peer and Teacher Nominations" / Françoys Gagné "Development of Social Giftedness and Gifted Personality in Context" / Cornelis F. M. van Lieshout "Talent in Sport: Significant Others in the Career of Top-Level Dutch Athletes" / Jacques H. A. van Rossum "Gifted Children's Early Years by Parental Interviews" / Maria Herskovits and Éva Gyarmathy (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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