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The purpose of this article is to review the Fuzzy Conception of Giftedness (FCG) and discuss its implications for the identification and education of gifted students. According to the Fuzzy Conception of Giftedness, the manifestation of giftedness results from the interplay between personal dispositions and stimulus conditions; thus, giftedness exists in the interaction between a person and the environment (e.g., stimulus conditions). While a person is disposed to carry out actions, the environment is potent to allow these actions. In line with this proposition, the identification and education of gifted students should be built on interactions. Interactive models are useful to identify and educate students who have overachievement potential. The FCG proposes three components to define giftedness that could be used in identifying and educating gifted students: intellective and non-intellective dispositions, stimulus conditions, and interaction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The purpose of this qualitative research was to explore how gifted girls perceived and coped with loneliness and the relationship between loneliness and giftedness from their perspectives. Participants were four middle-school gifted girls. A loneliness scale was used to select gifted students with a high level of loneliness experience. In-depth semi-structured interviews were conducted with each participant. In addition, they drew pictures of loneliness. Participants associated loneliness with exclusion. They felt like an outlander in their schools due to being treated like a stranger by their peers. Being alone gradually transformed from an imposed state into a choice for the participants. Their loneliness was rooted in their dissimilarities from peers, how they interacted with peers and being unaware of their behavioral problems. The way they coped with loneliness reflected their perceptions of loneliness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Dr. Ugur Sak is the founding Director of the Center for Research and Practice for High Ability Education and professor of gifted education studies at Anadolu University. He is the editor of the Turkish Journal of Giftedness and Education, and has been on advisory and executive boards of international associations in gifted education. His research has been published in major journals of creativity and giftedness. In this interview, Dr. Sak discusses a new test of intelligence and reviews the processes and procedures in terms of its standardization. He reviews validity and reliability information as well as standardization and utilization of the test. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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The Fuzzy Conception of Giftedness (FCG) posits that most conceptions and practices concerning giftedness (e.g., propositions and identification practices) are vague. The Fuzzy Conception of Giftedness itself is vague as well. The two editions of the landmark book Conceptions of Giftedness (Sternberg & Davidson, Conceptions of giftedness (Advance uncorrected proofs). New York, NY: Cambridge University Press, 1986; Conceptions of giftedness (2nd ed.). New York, NY: Cambridge University Press, 2005) cover over 20 different conceptions of giftedness. Each conception has its own unique vagueness. In this chapter, first, I discuss the vagueness of the concept “giftedness,” with an emphasis on problems related to vagueness in conceptions of giftedness. Then, I propose the Fuzzy Conception of Giftedness and suggest identification and education practices based on this conception. The FCG is composed of personal dispositions, stimulus conditions, and stimulus conditions. The manifestation of giftedness is situated in the interaction. Therefore, the identification of and education for gifted students are strictly based on interactional models. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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- Book Section (1)
- Journal Article (3)