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This article describes an important, yet largely neglected, kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article is an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a useful way of of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

presents a pentagonal implicit theory of giftedness and a set of data testing the theory / discuss what an implicit theory is and why such theories are important / describe the pentagonal theory, specifying 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labelled as gifted [excellence, rarity, productivity, demonstrability, and value criteria] / consider the relation of the pentagonal theory to explicit theories of giftedness / present data supporting the theory / discuss some implications of the pentagonal theory for gifted education (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In this chapter, I present a theory of giftedness that emphasizes that giftedness should be defined not just in terms of general-intellectual skills, as it has been in the past, but in terms of adaptive-intellectual skills—a person’s ability to make a positive, meaningful, and potentially enduring difference to the world. People who are adaptively intelligent not only are “smart” in a traditional sense, but they also have the skills to become active engaged citizens and ethical leaders. I discuss the theory, the research, and the implications of the work for gifted identification and instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The WICS model is a possible common basis for identifying gifted individuals (Sternberg, 2003c). WICS is an acronym standing for Wisdom, Intelligence, Creativity, Synthesized. According to this model, wisdom, intelligence, and creativity are sine qua nons for the gifted leaders of the future. Without a synthesis of these three attributes, someone can be a decent contributor to society, and perhaps even a good one, but never a great one. In the remainder of this chapter, each of these attributes is discussed, although for didactic purposes, they are not discussed in the order in which they are stated in the acronym. The discussion starts with intelligence, which is a basis for creativity and wisdom and so should be discussed first. Then, creativity is discussed, which is essential in wisdom, as well. Finally, wisdom is discussed, which builds on but goes beyond intelligence and creativity. Then, methods are described for measuring the attributes. Finally, some general conclusions are drawn. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This article presents a pentagonal implicit theory of giftedness and a set of data testing the theory. The exposition is divided into five parts. First, we discuss what an implicit theory is and why such theories are important. Second, we describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. These conditions help us understand not only why some people are labeled as gifted but also why some others are not. Third, we consider the relation of the pentagonal theory to explicit theories of giftedness. Fourth, we present data supporting the theory. Finally, we discuss some implications of the pentagonal theory for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter reviews the previous chapters in the book and identifies points of agreement and disagreement among authors. The greatest point of agreement is that those wishing to identify and develop giftedness in young people need to go beyond IQ in their conception of what it means to be gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

What is it that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or simply two children of the same age? This chapter will deal with this question. The focus of the chapter will be on cognitive skills, although, of course, children can be similar and different with respect to many other kinds of skills as well. The chapter is divided into five parts. In the first part of the chapter, I will briefly describe seven main paradigms that have been used for understanding individual differences in cognitive development. In the second part of the chapter, I will discuss at some length three of these paradigms for understanding individual differences in cognition. In the third part of the chapter, I will discuss origins and stability of individual differences, in particular, issues of heritability and modifiability of cognitive skills. In the fourth part of the chapter, I will discuss extremes in individual differences: giftedness and retardation in cognitive skills. In the fifth part of the chapter, I will discuss group differences and their relationship to individual differences in cognitive skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, one can be gifted without necessarily being talented (as with the case of underachievers), but not vice versa. Several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Questions what it is that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or 2 children of the same age. The focus of the chapter is on cognitive skills. Topics discussed include: paradigms for understanding individual differences in cognition and cognitive development; two key paradigms for studying individual differences in cognition (the psychometric paradigm, the Galtonian paradigm, the Binetian paradigm); intelligence testing as a means of assessing individual differences in cognition (factor theories, the systems paradigm); heredity, environment, and modifiability (separated identical twins, identical versus fraternal twins, adoption, modifying cognitive skills); extremes in cognitive skills (intellectual giftedness, mental retardation); group differences in cognitive abilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This position paper is a call for efforts to increase connections between studies of giftedness and mainstream psychological and educational research. Most mainstream researchers have paid scant attention to the literature on giftedness and have ignored the field's journals. However, Studies of giftedness have contributed to mainstream theory and may play some special roles in theory development. Strategies for overcoming barriers to further integration with mainstream research are proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter attempts to capture the nature of giftedness and talent by briefly tracing key studies, programs, and developments in the field. The author begins by defining the terms, using the U.S. Office of Education definition: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. (p. IX) They then tackle such questions as what is giftedness? Who is gifted? Who is talented? How are giftedness and talent manifested? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Creativity is an important facet of giftedness. Creativity is, however, very difficult to define and measure. Divergent thinking tests are often used, though of course they really just estimate the potential for creative thought. In the past few years, the technologies for the assessment and enhancement of divergent thinking have changed dramatically. This article reviews the most recent research on divergent thinking. Several new assessment techniques are reviewed, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. Special considerations for the creativity of gifted children are noted throughout the article, and specific directions for future research on the divergent thinking of gifted children are presented in the conclusion. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Our most famous resources for the future of our society are human resources. We made an important commitment of scientific talent and financial support about 25 years ago to enhancing the developmental potential of the retarded among us. The progress in this area has been gratifying. A concomitant commitment has not been made to understanding the developmental potential of the gifted among us. The time is past due for that commitment. It is important to draw out the developmental issues related to the gifted and the talented in such a way as to frame productive scientific questions. The model presented in this essay has been used to frame such a set of questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The basic premise of this article is that the child prodigy is a distinct form of giftedness which must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based in part on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent two distinct evolutionary trends to maximize the likelihood of human survival. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter begins with an overview of the historical relationships between the intelligence testing movement and the corresponding dominance of the IQ definition of giftedness that has evolved. Then a sample of representative definitions of giftedness reflecting changing conceptions of intelligence during the last 3 decades is used to illustrate the range of variability in current thinking. Finally, the chapter includes a review of the issues underlying discussions of the value or relevance of the various definitions and a summary of promising developments in the research on gifted children and adults that may inform practice in identifying and providing appropriate educational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Sternberg explores a new use for alternative assessment as a value-added aspect of identification of gifted learners, exploring the employment of practical and creative performance-based assessment tasks as part of a college admissions process at a selective university. Rather than discontinue the use of the SAT, which he argues measures primarily analytical abilities, he and his Rainbow Project collaborators devised a system that added additional tasks to the college application form, resulting in finding more minority students who qualified for admission during the pilot year of the initiative. The theory underlying this new "Rainbow Assessment" is the theory of successful intelligence (Sternberg, 1997), which also forms the basis for a theory of giftedness (Sternberg, 2000, 2005). His pilot use of this multifaceted testing approach at grades 4-7 also is briefly described. Sternberg concludes his chapter by asserting the need to identify for diversity and to validate tests that are successful in doing so. Such a stance provides a strong purpose for identification, yet it is clearly different from our testing history that has sought to identify the students who are most advanced in cognitive development across and within areas of learning. Sternberg then raises an important issue about the core purposes of testing for gifted programs: Should diversity trump evidence of advanced ability? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The aim of this chapter is to provide a different perspective on talent development, based on the ethnic-linguistic diversity of the understudied Andean countries. The current status of gifted education and talent development in the population living under highly vulnerable conditions of Andean society will be explored, under the frame of a comprehensive analysis about the needs of the gifted children in Latin America. Multicultural diversity in the Andean societies may easily lead to polarization due to the poverty conditions in which the majority lives. In order to make a significant contribution, a developmental, cross-cultural, inclusive approach is critical to conceptualize gifted education, and to explain talent development in this part of the world. Studies about the identification and differentiation programs for the gifted are analyzed, and the status of young scholars coming from low socio-economic and ethnic minority groups will be discussed. Results of on-going studies about variables related to gifted performance will be included. Plus, the challenges of gifted education in Latin America that underline the advocacy efforts to serve the indigenous population with equity will be presented. Implications for future research and public policies to serve the gifted students are also considered. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The development of Kronborg’s Model of Talent Development for Eminent Women was underpinned by the Model of Adult Female Talent Development. Additionally, the purpose of the feminist research which underpinned Kronborg’s Model was to explore the lives of ten eminent women in seven talent domains in order to gain knowledge and understanding from the women’s reflections, as to what contributed to their talent development across the lifespan. Various psychological and sociological themes were identified in the Model which influenced the talent development of these gifted females leading to their eminence in diverse talent domains. Based on theories and models of talent development, including Kronborg’s Model, strategies for identifying and teaching gifted students for talent development are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

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)

Interdisciplinary work is gaining recognition for its importance in theory development and empirical research, especially in the natural sciences. Arguably, gifted education needs interdisciplinary contributions even more than most fields because it addresses the immensely complex dynamics of the human mind. This analysis describes the nature of interdisciplinary work, including its strengths and weaknesses, and the ways in which it can enrich scholarship and practice in our field. Here are a few of many examples of productive interdisciplinary borrowing and applications to conceptions of giftedness: constructs from ethical philosophy and recent, more enlightened work in economics can magnify the importance of ethics and dissuade us from portraying selfish rational actors and accomplished ethnocentric leaders as highly gifted; warnings about sterile certainty from a prominent mathematician and the flight from reality in the human sciences from a leading political scientist can inoculate us against excessively precise, mechanistic measurements of human ability; findings from cultural anthropology can make our conceptions of giftedness less Western-centric; and discoveries in social epidemiology can show how widespread, chronic stress in severely unequal societies hides giftedness in deprived populations while severely distorting it in the privileged. Finally, this chapter concludes with recommendations for strengthening interdisciplinary work in scholarship on giftedness and talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)