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This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(1), 11-14. The following abstract of the original article appeared in (see record 1984-27279-001). Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3-5% of the normal curve. The 1st pitfall is the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3-5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This article describes a continuum of definitions of giftedness from conservative to liberal, and how these definitions relate to the development of the 3-ring conception of giftedness. In this definition, above-average ability, task commitment, and creativity are seen as 3 interactive clusters of traits that gifted students may exhibit or are capable of developing. The 3-ring conception of giftedness provides an operational definition that can be used by schools as the basis for identification that, in turn, leads to more targeted programming options for gifted students. Recent research related to the 3-ring conception focuses on the infinite number of interactions that contribute to giftedness including personality and environmental factors that have an impact on one's ability to engage in creative and productive endeavors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

This reprinted article originally appeared in Gifted Child Quarterly, 1986, Vol 30(1), 20-23. The following abstract of the original article appeared in (see record 1987-12029-001). Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

"The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences." We believe there is no more potentially dangerous and false myth than the one above. Let us, therefore, begin this response with the following resounding statement: There is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Our current federal definition suggests that gifted and talented students are indeed a diverse group of individuals, students with varying abilities and potentials in one or many domains. This widely accepted federal definition of giftedness (Ross, 1993) highlights students’ intellectual, creative, and/or artistic areas; unusual capacity for leadership; or excellence in specific academic fields. This definition discusses outstanding talents present in children and youth from all cultural groups, across all economic strata, in all areas of human endeavor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Education Quarterly, 1984, Vol 28(4), 157-161. The following abstract of the original article appeared in (see record 1985-23827-001). Argues for the replacement of the current identification/placement paradigm, which is used to assess giftedness and talent in children, with one that focuses more on assessment and education. The separate identification step should be replaced by curriculum-imbedded and curriculum-determinitive processes. Suggestions for increasing the contributions of school psychologists in the assessment phase are outlined, along with the need to develop more individualized adaptive education programs for gifted students. Implications for school district policy are also noted. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

The Three-Ring Conception of Giftedness focuses on creative/innovative productivity, which differs from schoolhouse or lesson-learning giftedness. Giftedness that leads to innovation emerges from the interaction and overlap of three clusters of traits--well above average ability in a particular domain, task commitment, and creativity--and occurs in certain individuals, at certain times, under certain conditions. A broader conception of giftedness will allow researchers, theorists, and educators to more fully address, answer, and respond to the most pressing questions about where innovation 'comes from'. Simultaneously, this model, when applied, will assist in the development of individuals most capable of engaging in innovation and improving the quality of life for society. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In the sections that follow, I summarize the two major theories underlying my work: the three-ring conception of giftedness and the enrichment triad model. Also interrelated with this phase is a subtheory that defines a procedure for regular curriculum modification called curriculum compacting. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In this chapter, the author provides a description of the major theoretical issues underlying various conceptions of giftedness, an overview of the three-ring conception of giftedness, some of the research that led to the initial development of the theory, and a brief description of research carried out in places that have used this model. Also included are a new dimension of the overall theory that deals with co-cognitive characteristics and a brief description of a plan for identifying students for special programs and services based on this conception of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, Vol 34(1), 21-26. The following abstract of the original article appeared in (see record 1990-21181-001). Compared performance on tests of specific abilities commonly associated with intelligence for 112 13-yr-olds who were extremely mathematically gifted (MG) or verbally gifted (VG). VG Ss scored higher on verbal and general knowledge tests, and MG Ss scored higher on tests of nonverbal reasoning, spatial ability, and memory. Findings suggest that speed might also be an important component of extreme giftedness. Results (1) have implications for the selection of MG and VG Ss for special programs and (2) support the use of the Progressive Matrices for identification of MGs in particular. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

Discusses the development of creativity in children through the Enrichment Triad Model (J. S. Renzulli, 1976), which was originally developed to provide children with the opportunity to develop their above-average abilities, creativity, and task commitment as was based on a central premise: If we give children the opportunities to become involved in self-selected, creative, productive work in school, this will increase the likelihood that the will emerge as creatively productive adults in whatever area they select as their future work. Two kinds of giftedness are examined: Schoolhouse giftedness and creative-productive giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Quarterly, Vol 28(4), 149-151. The following abstract of the original article appeared in (see record 1985-23834-001). Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

As conceptions of giftedness expanded, researchers provided support for views of giftedness that went beyond high cognitive potential, and more persons became interested in affective issues, moral and ethical development, and what we will describe as intelligences outside the normal curve. A better understanding of people who use their gifts in socially constructive ways can help us create conditions that expand the number of people who contribute to the growth of social as well as economic capital. In the sections that follow, we examine the scientific research that defines several categories of personal characteristics that have been associated with such commitments and form the basis for Operation Houndstooth Theory: Optimism, Courage, Romance With a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. We will refer to these traits as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of human abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The authors describe the Renzulli Learning System (RLS), a way that teachers can use technology to differentiate effectively for a broad range of individual differences and diverse student needs, and increased pressures to improve student achievement. The main goal of the RLS is simultaneously to increase achievement and the enjoyment of learning by making available an easy-to-use, research-based system that promotes student engagement. Research on the role of student engagement is clear and unequivocal: high engagement results in higher achievement, improved self-concept and self-efficacy, and more favorable attitudes toward school and learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

"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)