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Describes profiles of 3 female graduate students with different kinds of intellectual giftedness and argues that conventional intelligence tests provide, at best, a modest assessment of only 1 kind of giftedness. The triarchic theory of intelligence is described. According to this theory, intelligence must be understood in terms of the internal and external worlds of the individual and the interface between these 2 worlds as it unfolds through experience. The theory is explained through the Ss' profiles, and measures based on this theory that better assess all 3 kinds of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the debate between R. Jarrell and J. Borland (1980) and J. Renzulli (1986) over the concept of giftedness and presents 3 criteria for a "good" definition of this concept. The debate over giftedness is recast in terms of these criteria. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)

The general goal of this book is to present a new, "triarchic" theory of human intelligence. I believe the theory goes beyond many previous theories in its scope and answers a broader array of questions about intelligence than has been answered in the past by most single theories, including my own former componential theory. Indeed, the theory is to some extent an outgrowth of the componential theory: That theory is now one of three subtheories that comprise the triarchic theory. The first subtheory, a contextual subtheory, specifies how intelligent behavior is defined in large part by the sociocultural context in which this behavior takes place. The second subtheory, an experiential subtheory, posits that for a given task or situation, contextually appropriate behavior is not equally "intelligent" at all points along the continuum of experience with that behavior or class of behaviors. . . . The same holds true for situations. The third subtheory, a componential subtheory, specifies the structures and mechanisms that underlie intelligent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Proposes a subtheory of intellectual giftedness according to which giftedness is understood in terms of 3 types of insight skills: (a) selective encoding, by which relevant information in a given context is sifted from irrelevant information; (b) selective combination, by which relevant information is combined in a novel and productive way; and (c) selective comparison, by which new information is related in a novel way to old information. This conceptualization is compared with traditional views of giftedness and insight in terms of theory and implications for assessment. It is shown how the theory could be tested. Some preliminary data are presented on the relation between insight skills and IQ and measures of inductive and deductive reasoning. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a pentagonal implicit theory of giftedness and a set of data testing the theory, using 24 college students and 39 parents of gifted children. The goal of the theory is to capture and systematize people's intuitions about what makes an individual gifted. The exposition is divided into 5 parts. Part 1 discusses what an implicit theory is and why such theories are important. Part 2 describes the pentagonal theory, specifying the 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. Part 3 considers the relation of the pentagonal theory to explicit theories of giftedness. Part 4 presents data supporting the theory, and Part 5 discusses its implications for gifted education. Survey results confirm that Ss took the 5 points of the theory into account when making evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article addresses the cross-cultural generalization of the pentagonal implicit theory of giftedness (R. J. Sternberg and L. F. Zhang, 1995) as well as differential expectations regarding excellence for girls vs boys. An instrument based on the pentagonal theory was used with a sample of 72 in-service and pre-service teachers (aged 20–50 yrs). In a second study, a questionnaire designed to assess conceptions of "excellence", one of the attributes for giftedness described in the pentagonal model, was administered to a different sample of 102 in-service and pre-service teachers (aged 22–48 yrs). Results showed a good fit of the pentagonal model to the data collected, paralleling results obtained in the US. However, it was also found that in Hong Kong, unlike in the US, teachers had higher expectations of excellence for boys than for girls. Implications for identification, instruction, and programming for the gifted are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)

tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

my goal in the essay is to propose a general theory of intelligence that can explain, at some level and within a single conceptual framework, the psychological phenomena of retardation, disability and giftedness the remainder of the essay is divided into three parts / first, I shall seek to define the constructs for which an explanation is sought / second, I will present the rudiments of my "triarchic" theory of human intelligence, describing at each step of the presentation how the theory can be used to account for the various kinds of exceptional intelligence / finally, I will summarize and integrate the material in the earlier parts of the paper, and draw some conclusions about the nature of intellectual exceptionality (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The authors review 8 different cognitive conceptions of expertise: (a) general process (speed and accuracy in executing applicable cognitive processes in a given task); (b) quantity of knowledge (extensive stored knowledge about task or field); (c) organization of knowledge (attention to the deep structures of problems); (d) automaticity (mental efficiency in information processing); (e) analytical ability (making inferences beyond given information); (f) creative ability (application of insight to novel problems); (g) practical ability (application of tacit knowledge or "savvy"); and (h) labeling (getting oneself "recognized"). The authors conclude that no single conception captures the essence of expertise: All are necessary. The authors then propose a ninth, synthetic view, in which expertise (and giftedness) become a prototype against which a person is compared and recognized as gifted, depending on the degree to which she or he resembles the expert prototype. What is exciting about this proposal is that it requires use of a clear, independent criterion in identifying individuals as gifted. In a time of "talent development" and a move toward eliminating the use of the term gifted, the authors' conceptualization allows us to maintain a manageable field of study that is based on current theories of cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)