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What is the aim of giftedness? Is the goal to narrow in on the gifts of a select few or to nurture everyone’s gifts such that they may be exchanged with each other? Drawing from creativity theory, we emphasize the possible interactive element of giftedness. Current paradigms risk ignoring hidden creativities and for potential to remain in the shadows. Is the promise of one possible eminent creator worth thousands of everyday creators? Do we need to make such a choice? By fostering perspective-taking and other collaborative skills, we may try to have it all. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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What is the usual language of creativity? In science we often hear about novelty and value, originality, significance, innovation, giftedness, talent, genius, art, science, invention, inspiration, improvisation, imagination, divergent thinking, discovery, so on and so forth. What would a focus on language and its processes teach us about creativity? As we will see here, it would bring to the fore new terms such as dialogue, genre, centripetal and centrifugal forces, intertexuality, indexicality, games, and so on. The first vocabulary applies well to the creative person and his or her creative output; the second focuses our attention on process and context, both crucial for understanding and using language. But, before turning to these notions, let us start by unpacking further the bi-directional relation between language and creativity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Although Catharine Cox's (1926) study of 301 geniuses was published as the second volume of Lewis Terman's (1925-1959) five-volume Genetic Studies of Genius, it adopts a completely different approach to addressing the relation between early intellectual giftedness and later adulthood achievement. Rather than a psychometric prospective study of high-IQ children. Cox conducted a historiometric retrospective study of eminent creators and leaders, estimating early IQs from biographical data. For a subset of 100 geniuses, she also augmented the IQ scores with measures on 67 character traits, and thereby established the key role played by personality factors, most notably drive and persistence. The net result is a monograph that represents the greatest single historiometric investigation ever conducted, providing a model for subsequent research on the relation between IQ and achieved eminence in both creativity and leadership. Later inquiries also reinforced the supreme importance of motivational factors in attaining success. Future research should update the list of eminent creators and leaders for whom we have comparable IQ estimates. In addition, the inventory of personality variables should expand to include several omitted factors, including traits associated with subclinical psychopathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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