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The present study examined an implicit theory of giftedness among service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 yrs) from China Central Teachers' University. Participants responded to inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross-validate two of the five criteria in the pentagonal model. Results indicate that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Giftedness is a multifaceted construct and, as such, can be conceptualized in numerous ways. In this chapter, it is argued that giftedness can be conceptualized as a propensity to use creativity-generating intellectual styles. Intellectual styles refer to people’s preferred ways of processing information and dealing with tasks. This chapter is composed of three parts. The first part introduces the construct of intellectual style and provides justifications for the present conception. The second part reviews two types of research evidence supporting the conception: The first type comprises studies aimed at identifying the intellectual styles of the gifted; and the second type consists of studies examining the relationship between intellectual styles and several attributes long considered to be crucial to the notion of giftedness. The final part discusses the implications of the research findings for identification of gifted students and for special gifted education programs and inclusive gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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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)
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In the discourse on the intellectual styles of exceptional learners, three specific issues readily present themselves. The first issue is the diversity of exceptional learners. By exceptional learners, one refers to a heterogeneous group of learners that includes, among others, learners with dyslexia, learners with attention deficit/hyperactivity disorder (ADHD), learners with autism spectrum disorder, and highly able or gifted learners. The question is whether there are distinct intellectual styles or profiles of styles for distinct groups of exceptional learners. The second issue has to do with the connection between abilities and styles. Perhaps what set exceptional learners apart from normal nonexceptional learners are their profiles of marked strengths and weaknesses, which are likely to correspond to their areas of giftedness and deficits. It is likely that there is a possibly stronger ability-style connection among exceptional learners, given that exceptionality is often defined in terms of abilities (talents) or disabilities (deficits). The question is whether or not exceptional learners are predisposed to prefer specific intellectual styles in line with their abilities and disabilities. The third issue is the role of intellectual styles in the teaching and learning of exceptional learners. Given the possibly stronger ability-style connection, the question is whether or not instruction matching intellectual styles of exceptional learners should assume greater importance in the effective teaching and learning of these more able and more vulnerable learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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