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Discusses several common definitions of the terms giftedness and talent, with particular emphasis on the models proposed by J. S. Renzulli (1979) and S. J. Cohn (1981). The critique of these 2 models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities that foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, an individual can be gifted without necessarily being talented (as in the case of underachievers), but not vice versa. Several factors that can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (36 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses developing social competence in gifted preschoolers in terms of definitions of giftedness, intellectual giftedness and social cognition, intellectual giftedness and social adjustment, and helping gifted youngsters improve social competence. Also discussed are the effects of uneven development and inappropriate educational environments and informal approaches to teaching social skills. It is suggested that social skills development is an important component of a young child's educational program. Gifted preschool children may require special guidance to help them understand and cope with their unusual abilities. A sensitive understanding of gifted preschool children's social and emotional development can provide the foundation for fostering the development of social competence both informally, through classroom interactions, and formally, through structured group lessons. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 2 issues that have hindered the past development of gifted education—the use of IQ tests as the sole criterion for determining giftedness and criticisms of the tracking system. Current problems are noted with respect to the liberalization of the criteria and the trivialization of the concept of giftedness. It is suggested that the future of gifted education will depend on a new conceptualization of giftedness, derived from developmental psychology, that will attend to affective as well as cognitive factors. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness according to which giftedness is understood in terms of 3 types of insight skills: (a) selective encoding, by which relevant information in a given context is sifted from irrelevant information; (b) selective combination, by which relevant information is combined in a novel and productive way; and (c) selective comparison, by which new information is related in a novel way to old information. This conceptualization is compared with traditional views of giftedness and insight in terms of theory and implications for assessment. It is shown how the theory could be tested. Some preliminary data are presented on the relation between insight skills and IQ and measures of inductive and deductive reasoning. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Relates the concept of giftedness and the procedures for identifying the gifted to cognitive-developmental (CD) theory, as represented by Piaget's (1952, 1972) theory of intelligence. The authors define giftedness as academic or intellectual talent that does not include characteristics such as creativity or artistic abilities. The CD approach is characterized by the following assumptions: (1) Cognitive development occurs in a stagelike, sequential fashion; (2) each stage is qualitatively different from one another, but later stages are derivatives of earlier stages; (3) each stage is characterized by the presence of a unique set of cognitive structures that determine the level and form of cognitive functioning; (4) cognitive growth is largely the result of active involvement with the world; and (5) movement from one stage to another is marked by transition points. The concept of giftedness most consistent with CD theory is one that views giftedness as extremely high aptitude within a specific content area. A CD approach can make distinctions between gifted and normal children at the end of the concrete operational level, probably between 8–20 yrs of age. CD theory clarifies identification and definitional issues, highlights problem areas, and directs future research and practical innovations in the field. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

100 children registered in 22 different kindergarten classes served as Ss. Their teachers were asked to make judgments of giftedness after 6 weeks of class and again after 7 mo. of class. No definition of giftedness was given to the teachers. Stanford Binet, Form L-M, and California Test of Mental Maturity (CTMM) were administered to the children. Using a Binet IQ of 130 as the criterion for giftedness it was found that the teacher's 1st judgment agreed with it in 26% of the cases. That teacher's 2nd judgment agreed with it in 38% of the cases and CTMM agreed with it in 39% of the cases. The lack of teacher agreement with the criterion raised a question about her ability to identify gifted children. (6 ref.) (PsycInfo Database Record (c) 2025 APA, all rights reserved)

At its meeting held in honor of Leta S. Hollingworth at Columbia University, in December, 1940, the Conference on Education for the Gifted defined giftedness to include those who have special abilities in non-verbal as well as verbal areas, and favored extending college education to those gifted in any field. Social giftedness was emphasized. The conference was against educational segregation for potential leaders as being against the best interests of democracy. It favored a guided and more flexible curriculum, but reached no decision as to whether the curriculum should be selected by the student or the faculty. There was some agreement that financial assistance should be based on giftedness (broadly defined) rather than need. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

While the field of gifted education has relied on educational, cognitive, counseling, behavioral, developmental, and social psychology, the domain of depth psychology offers special insights into giftedness, especially with regard to individuation. The notion of passion, or the thorn (J. S. Piirto, 1999, 2002), the incurable mad spot (F. C. Reynolds 1997, 2001), the acorn (J. Hillman, 1996, 1999), the daimon (C, G. Jung, 1965); the importance of integration through the arts and through dreams; the existence of the collective unconscious; the presence of archetypes; and the transcendent psyche-all have resonance with the binary etymological idea of "gift" as both blessing and poison. Depth psychology offers a way of understanding that is physical, psychological, and spiritual. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). We appreciate the opportunity to respond to Gagné's interesting paper. In a theory of such large scope, it is hard to know where to begin one's assessment. We have chosen to use Gagné's own criteria. At the close of his paper, Gagné lists four characteristics of the DMGT that make a very distinct and unique conception of giftedness and talent. We will respond to his first two characteristics. The first is that 'the DMGT stands alone in its clearly differentiated definitions of the field's two key concepts'. Although we agree that there has been confusion in how the field defines its terms, it is not clear to us how the distinction Gagné makes between natural abilities and systematically developed skills (of which gifts and talents are merely subsets) differs from the more commonly used labels of aptitude and achievement. Gagné's second criterion is that it is important to set prevalence estimates of giftedness and talent. Although setting the initial cut at 10 per cent seems completely arbitrary, the system of identifying many levels of giftedness has great potential value. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002). This paper by Françoys Gagné represents a substantial effort to examine a large body of research and theory related to human abilities and interpret it from the perspective of his Differentiated Model of Giftedness and Talent (DGMT). While the DMGT is highly speculative and tries hard to relate its message to technical conceptions of giftedness and talent, he has nevertheless done an excellent job of drawing in much of the most relevant theory and research. One major problem with the paper is his efforts to define 'giftedness', a term used very little outside of the professional field of gifted education: high ability, natural ability, precocity, talent, aptitude--which should it be? And then he goes on and tries to give us frequency or numbers or percentages for 'giftedness and talent' reflecting a continuing and often seemingly arbitrary and fruitless quest for the magic numbers. Finally, the author disagrees with Gagné's dismissal of Ericsson's excellent and well-recognized research on the development of skills and expertise--topics which are highly relevant to talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Gifted Rating Scales is a newly published teacher rating scale designed to assess the characteristics of giftedness across a wide range of ages. The GRS is available in two age-differentiated forms: the GRS Preschool Form (GRS-P) and the GRS School Form (GRS-S). The GRS-P was developed for children aged 4 years through 6 years. It contains 60 items that contribute to five scales. Its school-age counterpart, the GRS-S, was developed for children aged 6 years through 13 years. Its 72 items contribute to six scales. The GRS meets several goals outlined by the authors. The GRS is a brief and user-friendly instrument that is easy to complete and to score. Users may find the GRS to be an economical and informative alternative to individually or group-administered intelligence tests when screening groups of children for giftedness. Because the GRS has been linked to the standardization of the Wechsler intelligence scales, users may also feel more confident when engaged in the identification and eligibility process by combining these assessment instruments. In addition, the GRS includes measures of several characteristics of giftedness outlined by the U.S. Department of Education. Thus, the GRS could be widely used for screening or identification because most states have adopted some version of this federal definition of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Whereas perspectives on giftedness have included motivation as a construct related to giftedness, the proposed conceptualization advances a new view that motivation is an area of giftedness in and of itself. Academic intrinsic motivation (i.e., enjoyment of school learning) is the domain focused upon in this conceptualization inasmuch as it has inherent ties to cognition, gifted intellect, and achievement. Research supports the following criteria, advanced as a beginning effort toward the development of a conceptualization of a gifted motivation construct: (a) significantly higher academic intrinsic motivation is evidenced by intellectually gifted compared to their comparison cohort; (b) academic intrinsic motivation is significantly, positively, and uniquely related to academic achievement above and beyond IQ; (c) academic intrinsic motivation evidences substantial continuity from childhood through adolescence; and (d) environment is significantly related to academic intrinsic motivation. The construct of gifted motivation serves heuristic purposes to advance further inquiry and also has implications regarding the development and implementation of giftedness programs. Suggestions are made regarding research needed for further development of a gifted motivation construct. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this contribution ENTER will be used as a basis to determine which traits can be used to characterize identifications within the conceptual framework of the Actiotope Model of Giftedness. In contrast to alternative conceptions of giftedness this model employs a systemic approach which does not emphasize the identification of persons, but rather the identification of a learning path which leads to excellence. Following a brief overview of ENTER and the Actiotope Model of Giftedness, information pertinent for each step of ENTER will be specified. In conclusion a critical discussion of practical applications based on ENTER will be conducted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's discussion of WICS as a model for giftedness (see record 2004-10570-002) and discusses whether the WICS model can accurately predict who will develop into an elite level athlete. The current authors agree that the concepts presented in the WICS model are important factors in explaining giftedness across a wide range of domains, however, evaluating a person's wisdom, intelligence, and creativity as the sole indicators of 'giftedness' is problematic because this approach does not consider two more significant factors in attaining high achievement, access to essential resources and commitment. They make the claim that regardless of the level of wisdom, intelligence and/or creativity a person has, if they are not properly committed to perform the thousands of hours of training required to refine their skills, they will not achieve 'greatness', and suggest that further development is required before the WIGS model can be seen as a model of giftedness that can be applied to sport. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author examines the reasons for the fact that complex models of giftedness seem to be en vogue at the start of this new millennium, and discusses whether the WICS model can offer new insights regarding the nature of giftedness from a cross-cultural perspective. He suggests that if Sternberg is able to theoretically and empirically confirm the three components intelligence, creativity, and wisdom not only with respect to their complementary relationships, but also regarding their different levels of complexity (with wisdom as inclusive, encompassing, and the highest level of complexity), he may accomplish-similar to the coup made by the hierarchical model of intelligence prominent in the English school during the middle of the last century-a 'Quantum leap' in giftedness research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)

Individual and age-related factors are closely linked in the phenomenon of giftedness in children. The author introduces the notions of age-related factors of giftedness and age-related giftedness, and focuses on the difficulties of diagnosis and prognosis. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored the relationships among IQ, perceptions of giftedness, and self-concepts in a sample of 116 Chinese junior secondary school students (aged 12-16 yrs) in Hong Kong. These students, nominated by their schools to join the university gifted programs, were assessed on their IQ, global and domain-specific self-concepts, as well as their perceptions of their own giftedness in terms of their concern for feeling different, their critical attitude in evaluating their own performance, and their experience of high expectation to achieve from their parents. The findings indicated that in general the ways students perceived their giftedness affected differentially global self-worth and specific self-concept domains. While difference concern and critical evaluation affected students' specific self-concepts adversely, high parental expectation had a more positive influence. Self-concept domains related to social acceptance and friendship issues were most strongly and adversely affected. Implications of the findings for interventions to enhance the self-esteem of gifted students through restructuring their perceptions of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Investigations viewed mostly the intellectual aspects in the study of giftedness. Psychological researches focused on talents, which are measurable with intelligence tests. Many researches focused on the normal development of different abilities, but the development of children with prominent talents and performances, their special characteristics and needs are still not widely known. Only recent studies are interested in abilities and performances, as those are not measurable with intelligence tests. Giftedness can be separated from creative activity or scientific activity. This article below presents the giftedness in the visual arts, music and mathematics and their developmental issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)