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Mathematical talent is an intriguing human phenomenon. From the time of Poincare (1908/1952), who linked mathematical talent to mathematical creation, the relationship between mathematical talent and mathematical creativity has been at the heart of the discussion of mathematical talent. Analysis of the criteria used for empirical examination of mathematical talent shows that researchers connect mathematical talent to general giftedness, to mathematical achievement, or to mathematical creativity. This chapter discusses the developing mathematical talent in schoolchildren. It starts by discussing the components and complexities of mathematical talent and goes on to review several frameworks for its development. It briefly addresses characteristics of mathematical content and didactical principles directed at the development of mathematical talent. Finally, it briefly addresses the proficiency required for teaching the gifted and presents examples of mathematical problems and their solutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter briefly discusses programming options for the primary grades, intermediate grades, and upper grades. Adopting a talent development framework for gifted education services in schools requires significant shifts in perspective and practice, but these are shifts that many administrators find appealing and that communities will support. A talent development approach expands the traditional concept of a gifted education program. Gifted education programs that emphasize domains of talent instead of a notion of global giftedness are easily understood and embraced, not only by other education professionals, but also by the public, which can lead to expanded parental, legislative, and corporate support for services for gifted students. With this support from important stakeholders, parents of gifted learners and K–12 educators are able to address a wide variety of challenges that impede school districts from providing appropriate services across all grade levels on a day-to-day basis for students with gifts and talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on the contributions of non-cognitive or psychosocial factors to school achievement, as well as studies on factors that influence the attainment of scholarly productivity and artistry within specific domains of non-academic talent. Although there are several theoretical frameworks and models of giftedness, talent development, ability, and intelligence, each with varied areas of emphasis and desired outcomes, the research base and practical applications for the talent development megamodel (TDMM) can serve as a guide to leaders and school administrators in making fiscal and programmatic decisions that maximize short- and long-term impacts for individuals and society. In this article, we discuss some of the practical implications of the model for assessment, curriculum and instruction, and psychosocial development within a school context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This chapter focuses on gifted and talented education (GATE) in service of US students who are given the label, gifted and talented, and students who have the potential to earn that label. It discusses that the notion of potential is related to the philosophy of giftedness. However, the focus on potential is also related to concerns about equity of identification and access to programs. The chapter is intended to help schools serve all students with high academic potential. It begins with a brief overview of the history of gifted education, a definition of giftedness, and an overview of the talent development megamodel on which the work is based. The chapter provides some guidance on how to use assessment as a tool for identifying students with well-developed talents as well as students with potential. Using the Cole and Siegel (2003) model, it discusses consultation in the context of primary, secondary, and tertiary prevention and intervention, adapted for the context of maximizing talent development rather than managing risk. The chapter provides an annotated bibliography of print and electronic resources that can be used by educators and school personnel in working with gifted and talented students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter addresses the question of how gifted athletes were discovered and developed their potential into exceptional performance. It focuses on talent identification and talent development in game sports. Some coaches in youth basketball, football, or soccer may feel delighted when someone joins their team who appears to be "a natural," "a once-in-a- century-talent," or a prodigy, expecting that the individual's involvement in their practice program will lead to exceptional performance within a few years. On the other hand, coaches may believe that only hard work makes champions or perhaps hard work beats talent until talent starts to work hard. The chapter first outlines central tenets of general frameworks for research into giftedness and the developmental acquisition process of expertise. It describes significant particularities of the game sports domain and provides an overview of existing empirical research evidence with reference to the generic frameworks. Finally, it discusses implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, the authors present a comprehensive conception of talent development that draws from research in the psychological sciences and is applicable across diverse domains, from academics and athletics to the visual and performing arts. The model is distinguished by the following components: (a) recognizing the varied beginnings of domain trajectories from the earliest manifestations of talent to expertise and beyond; (b) promoting the role of opportunities not only inside, but outside, and beyond school; and (c) the increasing importance of malleable social and mental skills as well as insider knowledge as individuals progress to higher stages of performance and creative productivity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, we review research related to the practices within the field of gifted education. Talent and giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-on definition of giftedness to guide practice and programs, as there is with other special categories of children; and there is no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. We try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. We also provide some perspectives on how this developing area of research and practice fits more broadly into the field of educational psychology and identify critical areas of future research and educational policy reform. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The material in this chapter results from a comprehensive review of the scientific literature in psychology that draws from these five views of giftedness and talent development as well as research on expertise, high performance, creativity, motivation, and human development. The outcome of the Subotnik et al. analysis is a framework that includes the following central points: (a) giftedness is not static but maleable and needs to be developed; (b) it is more useful to consider giftedness as domain specific rather than global; (c) psychosocial skills play an outsize role in optimal development; and (d) the desired outcome of gifted education is to provide the skills, knowledge, and opportunities needed for talent to be developed to optimal levels of performance or creative productivity at each phase, which includes eminence for those individuals who wish to and are able to pursue that goal. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Gifted education in the United States is not a high priority. Federal funding is allocated primarily through the Javits Act, a federal initiative that funds intervention research aimed at traditionally underserved populations of gifted learners. Poverty has many deleterious effects on children, and these can begin at birth. The achievement gap is present at the start of school and persists through all levels of schooling. This chapter provides several strategies for schools to use in operationalizing giftedness using a talent development framework. Very often, schools or districts rely on teachers to recommend students for gifted services as either a first step in their identification protocol or as a major component in the identification process. The field of gifted education has tended to approach programming with a one-size-fits-all strategy. Schools can help students envision a future trajectory and identity within their talent area by exposing them to professionals that share their educational and career paths. The image associated with school psychology and gifted education is typically an IQ test. School psychology training includes the limitations of individual test scores, the understanding of potential, and the important role that culture and identity can play in performance outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This chapter provides a framework for conceptualizing talent development within two professional domains: medicine and software engineering. It reviews these two domains as they cover two of the most impactful science, technology, engineering, and mathematics (STEM) professions in the United States. Based on the literature reviewed, it suggests that although cognitive factors and environmental supports are necessary to generate talent, psychosocial factors catalyze transitions through developmental stages within each specific domain. Talent development currently focuses on two points of interest: the cognitive, psychosocial, and environmental factors that contribute to the development of giftedness; and stages of talent development. The chapter discusses higher mastery framework which contributes to the understanding of giftedness by making the factors that aid transitions between stages and the identification of long-term giftedness more easily identifiable, and to introduce a new perspective with which to conceptualize development of giftedness within professional fields. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Negative responses to the proposal that eminence should be the ultimate outcome of gifted education was surprising to us, especially as this outcome emerged from the extant literature (e.g., Albert, 1992a). As should be the case, the responses led us to revisit the proposed role of eminence in a formulation of gifted education. We concluded that we did not articulate what we meant as clearly as we intended, an omission that this chapter attempts to rectify by incorporating our most recent thinking on this issue. Additionally, much of the pushback against eminence is based on a misunderstanding of the concept and the process by which eminence is attained. To set the stage for addressing these misconceptions, we discuss definitions of eminence, and propose a definition of our own (see also Chapter 18, this handbook). We review some of the definitions of giftedness and talent in our field, and the reasons why individuals are identified for gifted and talented programs. We also highlight the similarities between the goals of gifted education in several of the well-known models of gifted education and the quest for eminence, drawing from the extant literature on outstanding performers as well as more popular media, and addressing the focus on a small elite population. We also discuss eminence in relation to groups that are underrepresented in gifted and talented education programs in school. Finally, we conclude with a rationale for proposing eminence as a goal for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Family is the first and often most powerful influence on a developing child, impacting the existence and quality of educational opportunities, promoting productive mindsets and meaningful values and beliefs, and encouraging cognitive, social, psychological, and emotional growth. For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish. In this chapter, we present research findings on the psychological aspects of family functioning as they affect talent development. We also discuss parenting within a general conceptual and developmental model for talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on a conception of giftedness that encompasses five main principles in defense of domain-specific talent development. First, ability is a cornerstone of talent development, especially ability in specific domains (e.g., mathematics, music, creative writing). Second, foundational abilities are malleable and need to be developed. These developing abilities begin, peak, and end their trajectories at different ages. That is, talent in violin or mathematics may be recognizable in elementary school with reasonable accuracy, whereas potential giftedness in diplomacy or mediation skills may not emerge until adulthood. Third, to transform potential into accomplishment, opportunities need to be offered to talented individuals that match their stage of talent development, and it is important that talented individuals take those opportunities. Fourth, all individuals can benefit from psychosocial skills training or coaching to enhance their performance and confidence in risk taking. Some children and adolescents are reluctant to take opportunities when offered, which may be due to underdeveloped psychosocial skills. Fifth, in this conception of talent development, the aspired outcome of gifted education is to prepare talented youth seeking to “change the world” to transform their abilities into creative or path-breaking contributions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Imagine a scenario where you wake up as principal of an elementary school. You are standing in front of parents explaining the implementation of a new gifted program. In this dream, you are describing to the audience how you will be serving high IQ children with a daily program designed to enhance and support the participating children’s gifts. The next night you are once again in the limelight at a parent meeting rationalizing a new program for mathematically talented students, selected by virtue of demonstrated interest, achievement, and creativity in mathematics. What arguments would you use in each case? Which program would be easier for you to explain to the parents and to other audiences in your professional world? We hope in this chapter to acknowledge drawbacks while leaving readers as supporters of the domain-specific talent development approach to gifted education. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)