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Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). We appreciate the opportunity to respond to Gagné's interesting paper. In a theory of such large scope, it is hard to know where to begin one's assessment. We have chosen to use Gagné's own criteria. At the close of his paper, Gagné lists four characteristics of the DMGT that make a very distinct and unique conception of giftedness and talent. We will respond to his first two characteristics. The first is that 'the DMGT stands alone in its clearly differentiated definitions of the field's two key concepts'. Although we agree that there has been confusion in how the field defines its terms, it is not clear to us how the distinction Gagné makes between natural abilities and systematically developed skills (of which gifts and talents are merely subsets) differs from the more commonly used labels of aptitude and achievement. Gagné's second criterion is that it is important to set prevalence estimates of giftedness and talent. Although setting the initial cut at 10 per cent seems completely arbitrary, the system of identifying many levels of giftedness has great potential value. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current authors focus on how to avoid selecting the "Denny's" of the world, referring to to a former gifted student who seemed primed for success-but then committed suicide. They argue that gifted education programmes, and especially those for younger students, should focus on finding all students of high ability and helping them develop their talents. In doing so we also hope the number of Denny's in the world might be reduced-not by excluding them from gifted programmes, but by including them and better preparing them to deal both with the positive and negative consequences of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler-Binet stronghold, among them the Cognitive Assessment System (CAS). The CAS is based on the PASS theory, which centers on Planning, Attention, Simultaneous, an Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article the authors summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Essentials of creativity assessment presents balanced coverage of the wide variety of assessments that can be used to gauge creativity, enabling mental health professionals to select the creativity assessment method that best fits the situations, groups of people, and programs that are involved. Written to gather as many resources as possible to enable professionals to make their own judgment about the most appropriate creativity assessments, this book covers: divergent thinking tests; The Consensual Assessment Technique; self assessment; and assessment by others: teacher, peer, and parent measures. Like all the volumes in the Essentials of psychological assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help readers gauge and reinforce their grasp of the information covered. Offering myriad ways to assess creativity, Essentials of creativity assessment arms readers to find the most appropriate technique or combination of techniques for their particular creativity assessment purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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This chapter focuses on the cognitive components of giftedness in mathematics as postulated in Milgram's multidimensional 4x4 model of the structure of giftedness. The challenge was to develop operational definitions of domain-specific creative ability in mathematics, to assess them reliably, and to investigate their relationship to general creative thinking ability. In addition, the authors investigated the interrelationships between general and specific creative ability in mathematics and general and specific academic ability in mathematics. This required the development of two new instruments to assess domain-specific creativity in mathematics: the Multiscale Academic and Creative Abilities in Mathematics and the Tel Aviv Activities and Accomplishments Inventory: Mathematics. The authors developed two mapping sentences to provide an exact and detailed conceptual description of the postulated academic and creative abilities in mathematics at four levels of understanding. They used the two mapping sentences to guide the process of building the items to assess specific academic and specific creative thinking abilities in mathematics, respectively. In addition, a precise scoring guide was developed to operationally define differences in academic and creative abilities in mathematics between and within four ability levels. The between-level measurement refers to four qualitatively distinct levels of cognitive process ordered by level of difficulty based on an ordinal scale. The within-level measurement refers to eight qualitatively distinct levels of cognitive processes, ordered by degree of complexity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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Israel is a small country in which the academic and creative abilities of people are considered a major natural resource (Milgram, 2000). The identification and education of gifted and talented children and adolescents have been the focus of considerable interest in Israel for many years. The rationale underlying this interest is that a small country, bereft of natural resources, must place high priority on its human resources, that is, on the abilities and talents of its people. This chapter is divided into four sections. In the first section, we present a summary of research in Israel on topics of creativity. In the second section, we present a theoretical model of the structure of giftedness and creativity (Milgram, 1989, 1991) that has generated the bulk of theory-driven empirical research on creativity in Israel. In the third section we report on international research on learning style and creativity that included Israel, and in the fourth section we discuss new directions in research on creativity in Israel. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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