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This chapter looks at the Differentiated Model of Giftedness and Talent (DMGT) as a developmental model of giftedness and talent. Along with giftedness and talent, the DMGT introduces four components (see Figure 7.1) that help represent more accurately the complexity of the talent development process: intrapersonal catalysts (1C), environmental catalysts (EC), learning and practicing (LP), and chance (C). Moreover, as stated in the formal definitions previously mentioned, precise thresholds quantify the meaning of "outstanding." Finally, the DMGT discusses the long-term process of talent development, proposing various dynamic interactions among the six components. The present overview is structured around the three themes previously identified: (a) the six components, (b) the prevalence issue, and (c) the dynamics of talent development. In the final section, the author briefly highlight the main differences between the DMGT and other well-known conceptions of giftedness. The second part of this chapter succinctly covers two major questions (see Gagné, 2003b, for an extended discussion). First, what relationships do the six components of the DMGT entertain among themselves? Second, is it possible to create a hierarchy of the five factors in terms of their relative causal power? In other words, where lies the difference between those who become talented and those who do not? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Two nonintellective variables, representing the imaginational (M) and the emotional (E) dimensions of mental life, and one broadly intellective variable (T) have been identified as characteristic of giftedness. A cross-sectional comparison showed no age trend when groups of gifted children (as young as age 9) and adolescents are compared with gifted adults. The broadly intellective variable T showed bimodal distribution creating two subsamples, one with T scores lower than 5, and one with T scores of 5 or more. This did not affect the M and E mean scores of the two subsamples of gifted adolescents. The three variables, E, M, and T are viewed here as critical contributors to the creative power and productivity of gifted people. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

After several years of observations, interviews, and reviews of literature, the authors have developed six profiles of gifted and talented children and youth. These profiles help educators and parents to look closely at the feelings, behaviors, and needs of the gifted and talented. Also, tips on identification of each profile are included as well as information on facilitating the gifted and talented in the school and home. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The approach to wisdom proposed here starts with the construct of tacit knowledge about oneself, others, and situational contexts. An advantage of the proposed theory is that it is linked to a theory of intelligence (the triarchic one) at the same time that it makes explicit how wisdom is different from the triarchic (analytical, creative, and practical) aspects of intelligence as they typically are encountered. Although tacit knowledge is acquired within a domain, it more typically applies to a field. The balance theory of wisdom postulates that tacit knowledge underlying practical intelligence is applied to balance intrapersonal, interpersonal, and extrapersonal interests to achieve a balance of the responses to the environmental context of adaptation to, shaping of, and selection of environments in order to achieve a common good. Values mediate how people use their tacit knowledge in balancing interests and responses. In addition, the balance theory suggest a number of sources of developmental and individual differences in wisdom and giftedness. The chapter concludes by discussing both strengths and weaknesses of this theory of giftedness in wisdom. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter. As will become evident, the goals of past investigations of intelligence have been diverse and ranged from understanding information-processing, sensory, and neurobiological correlates of academic intellectual abilities to studying higher-order reasoning, complex problem solving, giftedness, and the regulation of intelligent behavior in everyday life. In the final section of this chapter, we offer a summary of past research on intelligence in German-speaking countries and discuss possible future investigations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The study of gifts and talents and how various innate abilities interact with one’s environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Many are intrigued with the reasons that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools decides to drop out of high school. What have researchers and scholars learned in the past few decades about the nature of talent development and intellectual giftedness? What general concepts are widely accepted about intellectual giftedness? How is it defined and how can it be developed? What combinations of genetic abilities and talents interact with one’s personality and environment to produce intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research reviewed in this chapter points out, core concepts about giftedness relate to the diversity of expression of gifts and talents, as there are no more varied groups of people than those labeled intellectually gifted. Those labeled gifted as children and/or adults are found in every ethnic and socioeconomic group and culture. They exhibit an unlimited range of personal and learning characteristics and differ in effort, temperament, educational and vocational attainment, productivity, creativity, risk taking, introversion, and extraversion. We begin our review of research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including some work that is considered seminal, and presenting an overview of what we believe to be some interesting and potentially important theories to date. We conclude the chapter with some interesting new research-based trends related to emerging ideas in defining and developing academic gifts and talents. It is important to understand, however, that scholars and researchers continue to debate definitions of giftedness, how intellectual giftedness develops, and the characteristics of diverse groups of high-potential youth that will help educators and psychologists to identify and nurture intellectual gifts and talents. To illustrate the challenges associated with both defining and identifying giftedness in students, four brief case studies are introduced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Thinking and writing about creativity immediately causes us to reflect upon our own experiences and wonder whether or not we think of ourselves as being creative people. This chapter describes an approach to developing creative activities and creativity in children, particularly, ways of influencing teacher behaviors to identify, promote, and develop creative teaching and the strategies for infusing creativity in educational experiences. The chapter provides a brief description on new directions in creativity program (NDC); the three-ring conception of giftedness; the schoolwide enrichment model; and the challenge of change in the real world of schools. The NDC includes five volumes: Mark A, Mark B, Mark I, Mark 2, and Mark 3. The NDC program is designed to help teachers develop the creative thinking abilities of primary and middle grade youngsters, and the premise of NDC is that almost all children have the potential to think creatively and that creative production can be improved by providing systematic learning experiences that foster the use of imagination. The general purpose of NDC can best be explained by contrasting the creative or divergent production abilities with the convergent production abilities emphasized in most elementary school classrooms. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

First, "giftedness" is a label-nothing more. We are frequently asked whether such-and-such or so-and-so child is gifted. The answer depends on the criteria one sets. But there is no one absolute or "correct" set of criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as to how the label should be applied. Second, the label can be applied in either a more general or a more specific way. The more general way implies that giftedness is relatively general across many domains--that is, someone is either gifted or not. On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is something that is potentially limited to one or several narrow domains-for example, verbal skills; or within the verbal domain, writing skills; or within the writing domain, fiction--writing skills. Indeed, relatively few successful fiction writers are also successful nonfiction writers, and vice versa. Third, conceptions of giftedness can and do change over time and place. At times in the past, a child's ability rapidly to learn classical Greek and Latin might be viewed as an important sign of giftedness. Today, such an ability generally would be relatively less valued. Similarly, the skills that lead a child to be labeled as gifted might be different in a hunting and gathering village in rural Tanzania than in urban Los Angeles. Fourth, conceptions of giftedness can be based on either explicit theories or implicit theories of giftedness. An explicit theory is one proposed by a scientist or educator who has studied giftedness and has arrived at a conception of giftedness that has been subject to some kind of empirical test. An implicit theory is simply a layperson's conception of a phenomenon. It has no explicit scientific basis. It might be looked at as a "pragmatic" conception rather than as one based on rigorous research. As we review conceptions of giftedness, keep in mind the four constraints above. The chapter does not provide final "answers," because there are no such answers. Rather, each reader will have to decide for him- or herself which conception or conceptions he or she finds to be compelling. (PsycInfo Database Record (c) 2023 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)

Giftedness, talent, expertise, and creative achievement are inextricably linked concepts. As we seek to understand the development of abilities in youth and the rise to high-level achievement in adulthood, these concepts may guide our efforts to nurture and establish conditions for their full fruition. The purpose of this chapter, then, is to examine the basic nature of giftedness, talent, expertise, and creative achievement and their interrelationships as they affect and guide the education of gifted and talented youth and to delineate guidelines for the development of high-level and creative achievement in adulthood. What genetic potentials and facilitative conditions combine and interact to produce expertise and/or high-level creative achievement? From exhaustive study of the lives of creative achievers, Gardner (1993) and Simonton (1997) offer some insights based on in-depth analysis of the lives of high-level, creative achievers. At first one is struck by the diversity among very high achievers: staid Albert Einstein, flamboyant Picasso, isolated Georgia O'Keefe, scholarly Darwin, and adventurous Ernest Hemingway! Are there common characteristics that might account for their genius or serve as predictors of creative achievement? Or are they too unique as examples of high-level achievement? Insights derived from research on the lives of great achievers are examined later in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

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 chapter outlines a view of creativity that pinpoints a mechanism that underlies all creative work, including that of children and adults, and that allows objective study and assessment. It is grounded in existing theories of lifespan development, and it translates easily to practice. Examples of such practices are discussed throughout this chapter. This chapter also compares this theory of creative giftedness with other existing theories. We will see that there are both points of agreement and points of disagreement. First, the mechanism underlying original and creative activity is described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at a psychometric approach to the definition of academic giftedness. A historical overview of the scientific study of giftedness is given, and assessment of ability and achievement in terms of readiness is discussed. The author also explains the predictive usefulness of psychometric information, and why a psychometric definition of giftedness can be imperfect. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Conceptions of giftedness that focus on domain-specific considerations hold the most promise for promoting talent development in individuals at all stages of development because of the capacity to make appropriate correspondences between aptitudes and interventions, between predispositions and interests, and between the life of the mind and creating a life in the real world. Although general intelligence thresholds matter in real-world and school-based problem-solving situations, the level of g necessary to function at very high levels in specific domains remains debatable (Tannenbaum, 1996) and may depend greatly on a particular discipline or field (Jensen, 1998). This chapter explores the theories and applications of domain-specific giftedness as they have been articulated to date and analyzes how they differ from other conceptions of giftedness. The chapter concludes with applications of a domain-specific conception of giftedness to practice in the areas of identification, curriculum and instruction, and assessment in school and beyond. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

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)

The research reviewed in this chapter highlights the complex choices made by talented girls and women as well as the belief that the outcomes of these choices are profound, both in the women's individual lives and for society at large. Over the last two decades, the author has studied talented girls and women from all domains across their life spans and have answered some questions, but introduced even more (Reis, 1987, 1995, 1998, 2001). The decision to identify this diverse group as talented or eminent rather than gifted stems from their collective preferences for these descriptors. Some of the complex reasons that fewer talented women with high potential achieve a high level of eminence and the characteristics of those who do are summarized in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

There are many ways to conceptualize giftedness, ranging from practical conceptualizations based on years of experience in working with gifted students to political conceptualizations based on moral principles. However, the distinguishing feature of the scientific study of giftedness is that theories are tested against evidence that has been collected using sound methodologies. The theme of this chapter is that there is value in the scientific study of giftedness, that is, in using an evidence-based approach to assessing the usefulness of various theories of giftedness and in assessing the effects of various academic programs for gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

What is giftedness? My short answer to this question is that giftedness, in the context of the schools, is a chimera. But, because I am an academic, there is a predictably longer answer. I believe that the concept of the gifted student is incoherent and untenable on a number of grounds. The first of these is that the concept of the gifted child in American education is a social construct of questionable validity. The second is that educational practice predicated on the existence of the gifted child has been largely ineffective. The third is that this practice has exacerbated the inequitable allocation of educational resources in this country. I elaborate on each of these assertions in this section of the chapter. The fourth component of my thesis is that the construct of the gifted child is not necessary for, and perhaps is a barrier to, achieving the goals that brought this field into existence in the first place. In other words, I argue that we can, and should, have gifted education without gifted children. I discuss this in the following section in responding to another of the questions we were asked to address, "How should gifted individuals be instructed in school and elsewhere?" (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The contribution of metacognition to the better understanding of giftedness is explored in the context of the "triarchic" of intelligence and its subtheory of insight proposed by Sternberg and his colleagues at Yale University, and in relation to research into the interaction between availability and flexibility of cognitive style on one hand, and metacognitive knowledge and skill on the other. Support is offered for the importance of interactions among the elements (meta-components, performance components, and knowledge-acquisition components) of the triarchic theory to better explain giftedness. Finally, rather than regarding a theory of giftedness to be a subtheory of one of intelligence, might there be merit in considering the opposite order? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Our purpose is to analyze critically the development, characteristics, strengths, and weaknesses of the psychometric approaches to the study of human creativity in order to inform future research efforts using this and other approaches. First, an overview of the psychometric approach's historical development and main characteristics is presented. Second, comparisons are made to other approaches to the study of creativity. Third, major areas of psychometric work are examined in detail. Fourth, an area of study upon which the psychometric approach often focuses—the relationship between creativity and other cognitive constructs such as intelligence and giftedness—is analyzed. Fifth, criticisms of the psychometric approach are considered. Finally, the implications of past psychometric work for future creativity study, both psychometrically and through other methodologies, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)