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Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The late Marcia Gentry sought equity in the identification and instruction of the gifted. This was a noble and proper goal: Inequity has been a problem in the field of giftedness since the very beginning. A related challenge that feeds into the inequity problem is that educators often look for the wrong thing. What matters is not merely how gifted a person is, or how many gifts they possess, but rather what they do with those gifts. Many of the problems in today’s world derive from people who are gifted and then use their gifts for selfish and even narcissistic ends. A model is needed that takes into account one’s deployment of gifts, not just one’s possession of them. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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In this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)
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