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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)

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)

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)

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)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). 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. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

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 reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 7-15. (The following abstract of the original article appeared in record 1994-01215-001.) 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) 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 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)

The recent popularity of Multiple Intelligences (MI) theory corresponds with current efforts to move away from the use of standardized measures of achievement and ability to more authentic assessment techniques, including portfolio and performance-based assessment. Gardner and his colleagues have strongly encouraged the application of MI theory to performance-based assessment. This study investigates the reliability and validity of a battery of instruments based on MI theory, including teacher checklists and performance-based assessment activities. The purpose in developing the instruments was the identification of talent in culturally diverse and/or low income kindergarten and first grade students. Results suggest acceptable evidence of reliability but raise questions about the validity of the assessments. This study has implications for both future research efforts and the application of MI-based, performance measures to the assessment and identification of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In comparison to most research approaches and theoretical traditions in other fields of psychology, educational-psychological approaches to these concepts have been related more closely to practice in a wide variety of educational settings in and out of schools. For example, topics of research in the areas of motivation and cognition have been concerned with learning and achievement, and the language used has tended to be familiar to educators and teachers. Educational psychologists integrated new concepts and methods from other fields of psychology into their research as a way to more fully address issues of practice. Thus, when psychometric approaches relying on quantitative measures became dominant in the area of intelligence research, many investigators in the field of educational psychology began to conceptualize and measure variables using psychometric approaches. Statistical tools were adopted to measure talent (giftedness), as well as cognitive factors based on traditional intelligence tests. As a consequence, research efforts focused on interindividual differences. This line of research however, did not address intraindividual development, nor information about the relations between the variables under consideration (Krapp, 1999; Medved, Midi, & Ainley, 2002; Murphy & Alexander, 2000). (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The extensive research of our team that has involved 76 scholars around the world reveals common psychological traits, as well as family, educational, and cultural conditions of more than 200 men (historically recognized as highly eminent) born between the 14th and 20th centuries, such as Mozart, Newton, and Lincoln. Our research combines psychology and "Cliometrics," the quantitative study of history, after Clio, the muse of history. The criterion of eminence employed (the number of words written about each man in biographical dictionaries and encyclopedias) proved technically reliable; but the ratings of traits and conditions are no doubt distorted to some extent by the accidents of what history and biography have recorded as well as the subjectivity involved in making the ratings. Our research proves little by itself; but since it corroborates recent studies on eminent living Americans (Arieti, 1976; Goertzel, Goertzel, & Goertzel, 1978; Passow, 1979; Stein & Heinze, 1964; Taylor & Barren, 1963; Taylor & Getzels, 1975) and accomplished, prize-winning adolescents in science and the arts (Walberg, 1969, 1971), it helps to maintain some balance both in research and policy between the need for minimal educational competencies and the desire to produce in our generations great men and women comparable to those of past centuries, through child-rearing and education practices and the provision of social and cultural opportunities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)