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The material in this chapter results from a comprehensive review of the scientific literature in psychology that draws from these five views of giftedness and talent development as well as research on expertise, high performance, creativity, motivation, and human development. The outcome of the Subotnik et al. analysis is a framework that includes the following central points: (a) giftedness is not static but maleable and needs to be developed; (b) it is more useful to consider giftedness as domain specific rather than global; (c) psychosocial skills play an outsize role in optimal development; and (d) the desired outcome of gifted education is to provide the skills, knowledge, and opportunities needed for talent to be developed to optimal levels of performance or creative productivity at each phase, which includes eminence for those individuals who wish to and are able to pursue that goal. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Gifted education in the United States is not a high priority. Federal funding is allocated primarily through the Javits Act, a federal initiative that funds intervention research aimed at traditionally underserved populations of gifted learners. Poverty has many deleterious effects on children, and these can begin at birth. The achievement gap is present at the start of school and persists through all levels of schooling. This chapter provides several strategies for schools to use in operationalizing giftedness using a talent development framework. Very often, schools or districts rely on teachers to recommend students for gifted services as either a first step in their identification protocol or as a major component in the identification process. The field of gifted education has tended to approach programming with a one-size-fits-all strategy. Schools can help students envision a future trajectory and identity within their talent area by exposing them to professionals that share their educational and career paths. The image associated with school psychology and gifted education is typically an IQ test. School psychology training includes the limitations of individual test scores, the understanding of potential, and the important role that culture and identity can play in performance outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This chapter provides a framework for conceptualizing talent development within two professional domains: medicine and software engineering. It reviews these two domains as they cover two of the most impactful science, technology, engineering, and mathematics (STEM) professions in the United States. Based on the literature reviewed, it suggests that although cognitive factors and environmental supports are necessary to generate talent, psychosocial factors catalyze transitions through developmental stages within each specific domain. Talent development currently focuses on two points of interest: the cognitive, psychosocial, and environmental factors that contribute to the development of giftedness; and stages of talent development. The chapter discusses higher mastery framework which contributes to the understanding of giftedness by making the factors that aid transitions between stages and the identification of long-term giftedness more easily identifiable, and to introduce a new perspective with which to conceptualize development of giftedness within professional fields. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Negative responses to the proposal that eminence should be the ultimate outcome of gifted education was surprising to us, especially as this outcome emerged from the extant literature (e.g., Albert, 1992a). As should be the case, the responses led us to revisit the proposed role of eminence in a formulation of gifted education. We concluded that we did not articulate what we meant as clearly as we intended, an omission that this chapter attempts to rectify by incorporating our most recent thinking on this issue. Additionally, much of the pushback against eminence is based on a misunderstanding of the concept and the process by which eminence is attained. To set the stage for addressing these misconceptions, we discuss definitions of eminence, and propose a definition of our own (see also Chapter 18, this handbook). We review some of the definitions of giftedness and talent in our field, and the reasons why individuals are identified for gifted and talented programs. We also highlight the similarities between the goals of gifted education in several of the well-known models of gifted education and the quest for eminence, drawing from the extant literature on outstanding performers as well as more popular media, and addressing the focus on a small elite population. We also discuss eminence in relation to groups that are underrepresented in gifted and talented education programs in school. Finally, we conclude with a rationale for proposing eminence as a goal for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Family is the first and often most powerful influence on a developing child, impacting the existence and quality of educational opportunities, promoting productive mindsets and meaningful values and beliefs, and encouraging cognitive, social, psychological, and emotional growth. For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish. In this chapter, we present research findings on the psychological aspects of family functioning as they affect talent development. We also discuss parenting within a general conceptual and developmental model for talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on a conception of giftedness that encompasses five main principles in defense of domain-specific talent development. First, ability is a cornerstone of talent development, especially ability in specific domains (e.g., mathematics, music, creative writing). Second, foundational abilities are malleable and need to be developed. These developing abilities begin, peak, and end their trajectories at different ages. That is, talent in violin or mathematics may be recognizable in elementary school with reasonable accuracy, whereas potential giftedness in diplomacy or mediation skills may not emerge until adulthood. Third, to transform potential into accomplishment, opportunities need to be offered to talented individuals that match their stage of talent development, and it is important that talented individuals take those opportunities. Fourth, all individuals can benefit from psychosocial skills training or coaching to enhance their performance and confidence in risk taking. Some children and adolescents are reluctant to take opportunities when offered, which may be due to underdeveloped psychosocial skills. Fifth, in this conception of talent development, the aspired outcome of gifted education is to prepare talented youth seeking to “change the world” to transform their abilities into creative or path-breaking contributions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, our purpose is to present mixed research as an alternative approach toward addressing five challenges characterizing the field of gifted education research. First, we provide a critique of the dominant types of monomethods—quantitative and qualitative research—utilized in the field of gifted education. In so doing, we contend that mixed research, which involves the mixing or embedding of quantitative and qualitative research approaches within the same framework, offers a better potential to address the five challenges than do monomethod studies. Second, we present a formal definition of mixed research, followed by a discussion of the mixed research process. Third, we present a mixed data collection model applicable for identifying various rationales and purposes for conducting mixed data collection techniques within a single study or a gifted program of research. This discussion is followed by a presentation of mixed analytical techniques (i.e., techniques involving combining quantitative and qualitative analyses). Additionally, we contextualize our discussion of mixed data collection and analytical techniques with illustrative examples addressing the five gifted education research challenges. Our chapter concludes with a call for researchers to conduct more mixed studies in gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter comprises three sections: (a) commentary on the Colombo, Shaddy, Blaga, Anderson, and Kannass chapter titled "High Cognitive Ability in Infancy and Early Childhood" (chap. 2, this volume; see record 2009-00231-002); (b) consideration of issues concerning early prediction of gifted intelligence; and (c) discussion of implications regarding early identification of intellectual giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Chief among the attributes of giftedness is the expression of exceptionality in one or more domains of talent or ability, and most commonly this exceptionality is expressed in the domain of cognition. In this chapter, we address issues pertaining to the concept of such high ability within the period of infancy and early childhood, and we do so from both the empirical and theoretical realms. In the empirical realm, we present new data on the prediction of high cognitive ability (HCA) from infancy and early childhood. In the theoretical realm, we outline a recent significant advance in the field of early cognition and its implications for how intelligence is thought about. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)