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The genetic endowment underlying giftedness may operate in a far more complex manner than often expressed in most theoretical accounts of the phenomenon. First, an endowment may be emergenic. That is, a gift may consist of multiple traits (multidimensional) that are inherited in a multiplicative (configurational), rather than an additive (simple) fashion. Second, the endowment may not appear all at once but, rather, will more likely unfold via an epigenetic process. These 2 complications have consequences regarding such aspects of giftedness as the likelihood of early signs, the appearance of early versus late bloomers, the distribution of giftedness in the general population,, and the stability and continuity of gifts over the course of childhood and adolescence. These complexities lead to a 4-fold typology of giftedness that has important practical implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Although the association between giftedness and genius has been the subject of several retrospective, longitudinal, and historiometric studies, this research concentrated on majority-culture samples. In the current study, Cox's (1926) findings regarding 301 geniuses were replicated on a sample of 291 eminent African Americans. Relative genius was measured by two archival eminence measures (majority White and minority Black culture) and by scores on the Creative Achievement Scale (Ludwig, 1992). Giftedness was assessed by raters blind to the identity of the individuals being evaluated. Control variables were defined for gender, year of birth, status as a living contemporary, and 18 domains of achievement. Multiple regression analyses indicated that adulthood eminence and creative achievement are positively correlated with early giftedness, with an effect size comparable to that found in the Cox study. Furthermore, this association was not moderated by gender, birth year, or most of the remaining variables. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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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). Gagné has offered a most impressive synthesis of the developmental literature regarding the giftedness and talent. Given the comprehensiveness of the treatment, it would seem difficult that any commentator would be able to do anything more that tinker with some tangential feature of the model. Nonetheless, I would like to suggest that in future, elaborations of the model should be devoted to the specification of developmental trajectories-how participating factors, components and processes change over time. Especially crucial would be the explicit recognition that these trajectories may assume a far more complex form than specified in unidimensional and monotonic maturation models. Two examples are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In this chapter, the author outlines some of the potential complexities of giftedness and talent. His initial focus is on the innate, particularly genetic, features of giftedness. After scrutinizing the intricacies of genetic endowment, the author turns briefly to the role of the environment in converting potential giftedness into actual outstanding achievement. The chapter closes with a discussion of the more practical implications of this more complicated view of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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Human beings usually live a long time. During their lifetime, certain attributes will follow them from birth to death. The question that has preoccupied me for more than 30 years is where giftedness falls along this dimension. Is giftedness confined to childhood and perhaps adolescence? Or can it be like gender—something that we possess from the moment of conception and which remains with us until the day we die? The attribution of giftedness appears to be a curvilinear inverted-U function of the person's age since conception, with the peak in childhood. Yet I would argue that the actual distribution should be more egalitarian. A gifted child was probably a gifted infant, even zygote, and may later become a gifted adolescent and adult, and may even die being gifted. The only difference across the life span is changes may take place in the nature of the gift or in the degree of its manifestation. To make this case I will offer a brief review of what we know about giftedness from a lifespan developmental perspective. The review starts with conception to birth, turns to childhood through adolescence, and ends with adulthood and maturity. The overview will stress giftedness of the highest order, giftedness that leads to exceptional achievement. In order words, the gift that the individual received eventually creates gifts that are given to others. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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