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Musical expertise cannot be summed up by simply counting the sheer number of years or hours an individual has been practicing. This chapter describes some of the existing studies on expertise and how researchers have defined musicianship, and explains how musical training is related to the way we think (cognitive processing) and the way we perceive (perceptual processing) the world. Like the general definition of a genius, a musical genius can be defined in three ways: high general intelligence, exceptional talent or giftedness, and extraordinary eminence. Of these definitions, the third seems the most important because it alone acknowledges the need for any genius to make creative contributions to a genre's repertoire. Although very little is known about the genes that underlie music-related traits, individual differences in most, if not all, traits involved in human music playing are at least partly due to underlying genetic influences. And this even includes music practice. Both genes and the environment play essential roles in musical expertise, as predicted by the multifactorial gene-environment interaction model. Competitions play a significant role in the music industry. Music competitions are big business, whether they are prestigious classical music competitions or televised competitions for musical "idols". (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter focuses on gifted and talented education (GATE) in service of US students who are given the label, gifted and talented, and students who have the potential to earn that label. It discusses that the notion of potential is related to the philosophy of giftedness. However, the focus on potential is also related to concerns about equity of identification and access to programs. The chapter is intended to help schools serve all students with high academic potential. It begins with a brief overview of the history of gifted education, a definition of giftedness, and an overview of the talent development megamodel on which the work is based. The chapter provides some guidance on how to use assessment as a tool for identifying students with well-developed talents as well as students with potential. Using the Cole and Siegel (2003) model, it discusses consultation in the context of primary, secondary, and tertiary prevention and intervention, adapted for the context of maximizing talent development rather than managing risk. The chapter provides an annotated bibliography of print and electronic resources that can be used by educators and school personnel in working with gifted and talented students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).Then, the multidimensional and integrative approach to identify high intellectual and/or creative potential at the CNAHP is examined. We propose a model that highlights the central role of the environment in the development of intellectual/creative potential in children, notably their family, school, and societal environment. Four main environmental factors contribute to the development and expression of children’s high potential: fostering and sustaining motivation, providing opportunities of enrichment, valuing effort, and offering support for the child. After identification of the child’s profile (based on cognitive, conative, and psycho-affective assessments) in order to understand better the child’s needs and possible difficulties, the objective of the CNAHP, presented in the last part, is to provide appropriate care, enhance children’s well-being, and enable them to express and develop their potential. Simultaneous interventions are conducted in the family, school, and societal environments in collaboration with parents, teachers, and caregivers, taking into account the motivation, enrichment, effort, and support factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Conceptions of giftedness and talent have undergone significant changes since Galton (Hereditary genius: An inquiry into its laws and consequences. London, UK: Macmillan, 1869) and Terman (Genetic studies of genius: Vol. 1, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press, 1925). The general consensus seems to be that human potential is pluralistic rather than monolithic, dynamic rather than fixed; talent is shaped through developmental interaction with the environment over time in a bidirectional, probabilistic manner, rather than uni-directionally determined. In line with this general trend, I present Evolving Complexity Theory (ECT), a theory of talent development I have built with a developmental systems approach, as an attempt to account for a diverse range of talent outcomes. In this chapter, I first present major arguments of ECT phrased as a set of eight interrelated propositions regarding what develops, how it develops, and when it develops. I then compare ECT with other conceptions of talent development to show how a theoretical synthesis like ECT contributes to our understanding of developmental potential and its short-term and long-term development. Finally, I discuss practical implications of ECT, particularly with respect to educational policy, identification, educational intervention, and psychological guidance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter focuses on creative-productive giftedness and proposes that young people showing creative potential and an investigative mindset should also have access to special opportunities, resources, and encouragement. It also describes the evolution of the Three Ring Conception of Giftedness, with its three interacting clusters of traits: above average (not necessarily superior) ability, task commitment, and creativity. Various considerations that have guided the development of the Three Ring Conception of Giftedness include the differences between two kinds of assessment. The first, assessments of learning, focuses on what students already know based on cognitive and achievement test scores. This approach to the development of giftedness and talents in all areas of human productivity takes into consideration factors related to another type of student data called assessment for learning. Factors include sensitivity to traits such as curiosity, interests, preferred instructional styles and expression styles, enjoyment of learning, collaboration, communication, cooperation, planning, and self-regulation. Recurring questions about the Three Ring Conception of Giftedness are discussed, as is the overall goal of both this definition and the recommended programming approach called the Schoolwide Enrichment Model. That goal is to increase the world’s reservoir of creative and productive young people who will contribute to the scientific, economic, social, and cultural development of mankind and to preserve the earth’s resources for future generations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, I present a theory of giftedness that emphasizes that giftedness should be defined not just in terms of general-intellectual skills, as it has been in the past, but in terms of adaptive-intellectual skills—a person’s ability to make a positive, meaningful, and potentially enduring difference to the world. People who are adaptively intelligent not only are “smart” in a traditional sense, but they also have the skills to become active engaged citizens and ethical leaders. I discuss the theory, the research, and the implications of the work for gifted identification and instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The number of theories and conceptions endeavoring to understand gifted and talented behavior are surprisingly numerous because of different scholarly convictions, practices impacted by culture, and motives to study and further the achievement potential of this relatively small but extraordinary group of individuals. In spite of intense study all over the world, we do not seem to be much closer to a common understanding of what giftedness and talent are in the scholarly community. This chapter does not present yet another theory, but it does propose a framework of important issues to consider in trying to forge all current theories and conceptions together motivating scholars to seek consensus on the basis of well-established knowledge in biology and evolutionary theory. These offer fundamental and scientifically uncontroversial knowledge shedding important light on the subject matter of education, psychology, and other social sciences and their derived practices. An evolutionary understanding offers new perspectives and will inevitably create a more sustainable knowledge base for understanding the social significance of giftedness, talent, and its education in a collective society by setting boundaries to what is likely to be possible, and perhaps of greater importance, to also suggest what is, in fact, impossible. The latter is likely to limit the impact of cultural and ideological biases on scholarship and educational practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Trait complexes of cognitive ability, personality, and privilege can be used to conceptualize potential future roles of gifted adolescent students. The Counseling Laboratory for the Exploration of Optimal States (CLEOS) uses ACT scores; Big Five personality factors; and intersectional measures of gender, ethnicity, and socioeconomic status used to assess distance from privilege. Combinations of these characteristics can be organized into a “Beehive,” in which professional workers (Worker Bees), nurturing and healing professions (Honeybees), business and political leaders (Strivers), scholars (Foragers), innovators (Drones), and visionaries (Queens) are represented. Combinations of ability and personality suggest the domain of work that may be appropriate and the training needed, while the addition of intersectional privilege suggests the social, cultural, and financial capital that are necessary for the attainment of the highest status within each domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The achievement and opportunity gaps between low-income students and their more economically advantaged peers present serious challenges for gifted education. Further, for rural students these excellence gaps may be even more pronounced, and the recognition of giftedness and subsequent program options are thus limited. The need to re-orient educators to think in terms of definition of giftedness, identification based on opportunity to learn, and provision of curricular interventions form the core of this chapter. Drawing on early work on curriculum for gifted students across populations and the lessons learned in working in rural schools (Callahan et al., Am Educ Res J 52:137–167, 2015) and ongoing work in a five-year project focusing on promoting gifted education in rural schools, we present a definition of giftedness based on specific academic ability, an identification process derived from the conception of place in the consideration of talent, steps in identification that incorporate the conception of opportunity to learn, and an outline of curricular interventions that also incorporate place-based pedagogy as a core element in selection of content. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

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)

Most conceptions of giftedness have been based on intellectual and academic potential or aptitudes for high-level performance in a valued human endeavor. Individual characteristics have been used as markers for acknowledging advanced development at each stage of development. Moreover, these conceptions have driven our responses to advanced development in schools, in the work world, and in the larger society. As a society in general, we have chosen to ignore positive individual differences in favor of focusing on individual pathologies. Yet, some pockets of our society have always acknowledged the need for talent development through selective admission to mentorships and tutorials, advanced education, and work settings including the military, sports, and political spheres. This chapter discusses the research on conceptions of giftedness and the curriculum interventions that address a domain-specific approach at different stages of development. It explores: (1) the argument and evidence for a domain-specific conception of giftedness, (2) the identification models that prevail in practice, featuring the Stanley talent search model as the most systematic, and (3) an approach to intervention that features the Integrated Curriculum Model, a differentiated model of curriculum found effective with K-12 populations. The role of educators to foster talent development rather than let it lie dormant also receives comments. Finally, implications are drawn for an integrated tapestry of learning that may serve as a model for advanced interventions at all stages of development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Interdisciplinary work is gaining recognition for its importance in theory development and empirical research, especially in the natural sciences. Arguably, gifted education needs interdisciplinary contributions even more than most fields because it addresses the immensely complex dynamics of the human mind. This analysis describes the nature of interdisciplinary work, including its strengths and weaknesses, and the ways in which it can enrich scholarship and practice in our field. Here are a few of many examples of productive interdisciplinary borrowing and applications to conceptions of giftedness: constructs from ethical philosophy and recent, more enlightened work in economics can magnify the importance of ethics and dissuade us from portraying selfish rational actors and accomplished ethnocentric leaders as highly gifted; warnings about sterile certainty from a prominent mathematician and the flight from reality in the human sciences from a leading political scientist can inoculate us against excessively precise, mechanistic measurements of human ability; findings from cultural anthropology can make our conceptions of giftedness less Western-centric; and discoveries in social epidemiology can show how widespread, chronic stress in severely unequal societies hides giftedness in deprived populations while severely distorting it in the privileged. Finally, this chapter concludes with recommendations for strengthening interdisciplinary work in scholarship on giftedness and talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The Fuzzy Conception of Giftedness (FCG) posits that most conceptions and practices concerning giftedness (e.g., propositions and identification practices) are vague. The Fuzzy Conception of Giftedness itself is vague as well. The two editions of the landmark book Conceptions of Giftedness (Sternberg & Davidson, Conceptions of giftedness (Advance uncorrected proofs). New York, NY: Cambridge University Press, 1986; Conceptions of giftedness (2nd ed.). New York, NY: Cambridge University Press, 2005) cover over 20 different conceptions of giftedness. Each conception has its own unique vagueness. In this chapter, first, I discuss the vagueness of the concept “giftedness,” with an emphasis on problems related to vagueness in conceptions of giftedness. Then, I propose the Fuzzy Conception of Giftedness and suggest identification and education practices based on this conception. The FCG is composed of personal dispositions, stimulus conditions, and stimulus conditions. The manifestation of giftedness is situated in the interaction. Therefore, the identification of and education for gifted students are strictly based on interactional models. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter examines the evolution of the concept of talents and gifts in Russia and its current “incarnation” in federal and regional versions. This discussion will cover a range of definitions and a range of programs that have been put into practice, but never formally evaluated, throughout the twentieth and twenty-first centuries. Special attention will be given to the description and evaluation of the two currently dominant federal year-around residency programs for gifted and talented children, Artek and Sirius. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter reviews the previous chapters in the book and identifies points of agreement and disagreement among authors. The greatest point of agreement is that those wishing to identify and develop giftedness in young people need to go beyond IQ in their conception of what it means to be gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

An ongoing and unjust issue in the United States is the underrepresentation of Black and Hispanic students in gifted and talented education. In this chapter, we discuss barriers to recruiting and retaining these students, with a concerted focus on deficit thinking among teachers and other educators. Several theories and models are shared that are grounded in equity and cultural responsiveness in order to address human-made barriers head on and to support educators. We share our sense of urgency in helping educators be introspective, along with equity-minded and culturally responsive. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, we highlight creativity’s role in giftedness. We first highlight the three Ds present in how creativity can apply to giftedness: its developmental trajectory, issues of domain specificity, and array of diverse perspectives. We highlight some theories of creativity that are particularly relevant for the field of giftedness, and then we discuss some specific concepts that we believe will guide us forward to help creativity play a more important role in giftedness. A core principle is that of creativity for all. This concept includes multiculturalism (considering non-Western perspectives), embracing the contributions of many mini-c creators as opposed to a single great Big-C creator, the potential of new technologies to help identify and promote creativity, and the ways in which creativity can help identify underrepresented gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Although my own research has focused on genius, according to standard dictionary definitions, genius has considerable conceptual overlap with both giftedness and talent. Thus, the goal of this chapter is to disentangle any conceptual confusions among the three concepts. I begin with giftedness, endorsing unmodified the definition put forward by the National Association for Gifted Children. That endorsement allows me to introduce a distinctive definition for talent. Given those two definitions, I turn to genius, offering yet another conception that renders that construct distinct from either giftedness or talent. From there I advance to the practical implications by addressing the following questions about each of the three concepts: Is high IQ required? What’s the relative role of nature and nurture? Where is it placed in the life span? How is it identified? And can it be enhanced through interventions? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Giftedness as a construct is increasingly found relevant in all of life’s endeavors. It is a construct with a long history in schools. As institutions tasked with the academic preparation of young people, schools must consider the practical application of any conception adopted. The constraints of schools and their institutional purpose determine what giftedness is in that setting. The optimal conception of giftedness within these boundaries provides for the development of exceptional abilities, while supporting the psychological well-being of students. It requires a commitment from schools to provide resources, supports, and opportunities that foster the development of students’ talents, with an eye toward their success beyond the K-12 experience. Students must also commit to their own talent development, bringing their abilities, interests, and the psychosocial skills required to bear in their approach to the school-provided opportunities. This chapter addresses the roles and responsibilities of stakeholders in a practical, school-based conception of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, the authors present a comprehensive conception of talent development that draws from research in the psychological sciences and is applicable across diverse domains, from academics and athletics to the visual and performing arts. The model is distinguished by the following components: (a) recognizing the varied beginnings of domain trajectories from the earliest manifestations of talent to expertise and beyond; (b) promoting the role of opportunities not only inside, but outside, and beyond school; and (c) the increasing importance of malleable social and mental skills as well as insider knowledge as individuals progress to higher stages of performance and creative productivity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)