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In this article, I discuss two kinds of giftedness, transactional and transformational. Transformational giftedness is giftedness that is transformative. Transformationally gifted individuals seek positively to change the world at some level—in their own way, to make the world a better place. Transactional giftedness is giftedness that is based on exchange. It is tit-for-tat in nature. The individual is identified as gifted and then expects and is expected to do something in return. That something, for children, is typically high-level performance in academic coursework. Society also may expect that the individual later in life will continue to show high educational achievement. The two kinds of giftedness are not inborn. Rather, they are shaped through life in school and in the home interacting with the personal attitudes toward life of the gifted individual. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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Gifted children are an extremely precious resource. But what does it mean to be gifted? Ellen Winner has devoted much of her career to addressing this question. In this essay, I argue that our society misdefines giftedness, placing undue emphasis on analytical skills. Moreover, the problem is getting worse. Amplifying factors in society are narrowing rather than broadening our definition of giftedness. I discuss what is happening, why, and what we can do about it. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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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)
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- Book Section (1)
- Journal Article (2)