Skip to main content
SpringerLink
Log in

Contemporary Models of Giftedness

  • Chapter
International Handbook on Giftedness

Abstract

One powerful method for understanding, identifying, and studying gifted individuals is through theory-based models that meet high standards. Contemporary models of giftedness have evolved, in part, because views of intelligence have become more complex. First, three recent views of intelligence that have shaped these models will be reviewed: three-stratum theory, multiple intelligences, and the triarchic theory of successful intelligence. Second, five additional components of several current models of giftedness will be discussed: sources of giftedness, social responsibility, creativity, gender, and the role of the environment. Examples of models exemplifying each component will be described and then analyzed in terms of whether they (a) are based on relevant assumptions and empirical findings, (b) are well specified, understandable, and falsifiable, (c) are economical, (d) provide practical guidance about identifying and fostering giftedness, (e) describe, explain, and predict gifted behavior over time and across situations, and (f) generate new research and applications that advance the field. Finally, conclusions will be drawn and recommendations will be offered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 669.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 849.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 849.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bickley, P. G., Keith, T. Z., & Wolfe, L. M. (1995). The three-stratum theory of cognitive abilities: Test of the structure of intelligence across the life span. Intelligence, 20, 309–328.

    Article  Google Scholar 

  • Borland, J. H. (2005). Gifted education without gifted children: The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 1–19). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Bouchard, T. J. Jr. (1997). IQ similarity in twins reared apart: Findings and responses to critics. In R. J. Sternberg & E. L. Grigirenko (Eds.), Intelligence, heredity, and environment (pp. 126–160). New York: Cambridge University Press.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Carroll, J. B. (1996). A three-stratum theory of intelligence: Spearman’s contribution. In I. Dennis & P. Tapsfield (Eds.), Human abilities: Their nature and measurement. Mahwah, N.J.: Lawrence Erlbaum Associates.

    Google Scholar 

  • Carroll, J. B. (2005). The three-stratum theory of cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 69–76). New York: Guilford Press.

    Google Scholar 

  • Ceci, S. J. (1996). On intelligence: A bioecological treatise on intellectual development. (Expanded Edition). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Chen, J., & Gardner, H. (1997). Alternative assessment from a multiple intelligences theoretical perspective. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 105–121). New York: Guilford Press.

    Google Scholar 

  • Davidson, J. E. (1990). Intelligence recreated. Educational Psychologist, 25(3&4), 337–354.

    Article  Google Scholar 

  • Davidson, J. E., & Sternberg, R. J. (1984). The role of insight in intellectual giftedness. Gifted Child Quarterly, 28, 58–64.

    Article  Google Scholar 

  • Ericsson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.

    Article  Google Scholar 

  • Fasko, D. Jr. (2001). An analysis of multiple intelligences theory and its use with the gifted and talented. Roeper Review, 23(3), 126–130.

    Article  Google Scholar 

  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 64–79). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 98–119). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Galton, F. (1869). Hereditary genius: An inquiry into its laws and consequences. New York: Macmillan and Company.

    Google Scholar 

  • Galton, E. (1874). English men of science: Their nature and nurture. New York: Macmillan and Company.

    Google Scholar 

  • Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.

    Google Scholar 

  • Gardner, H. (1992). Assessment in context: The alternative to standardized testing. In B. Gifford & M. O’Connor (Eds.), Alternative views of aptitude, achievement, and instruction. Boston: Kluwer.

    Google Scholar 

  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10th anniversary edition). New York: Basic Books.

    Google Scholar 

  • Gardner, H. (1999). Intelligence reframed. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Gottfredson, L. S. (2003). The science and politics of intelligence in gifted education. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 100–112). New York: Allyn & Bacon.

    Google Scholar 

  • Gruber, H. E. (1986). Self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 417–435). New York: Cambridge University Press.

    Google Scholar 

  • Heller, K. A. (2003). WICS – A prototype of synthetic approaches to giftedness in the new century? High Ability Studies, 14(2), 147–148.

    Article  Google Scholar 

  • Heller, K. A., Perleth, C., & Lim, T. K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 147–170). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Hempel, C. G. (1966). The philosophy of natural science. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Hollinger, C. L., & Fleming, E. S. (1992). A longitudinal examination of life choices of gifted and talented young women. Gifted Child Quarterly, 36, 207–212.

    Article  Google Scholar 

  • Horn, J. L. (1989). Models of intelligence. In R. L. Linn (Ed.), Intelligence, measurement, theory, and public policy (pp. 29–33). Urbana: University of Illinois Press.

    Google Scholar 

  • Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Greenwood.

    Google Scholar 

  • Kaplan, A. (1964). The conduct of inquiry: Methodology for behavioral science. San Francisco: Chandler.

    Google Scholar 

  • Kerr, B. A. (2000). Guiding gifted girls and young women. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 649–657). New York: Elsevier.

    Chapter  Google Scholar 

  • Kerr, B. A., & Nicpon, M. F. (2003). Gender and giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 493–505). New York: Allyn & Bacon.

    Google Scholar 

  • Monks, F. J. (1992). Development of gifted children: The issue of identification and programming. In F. J. Monks & W. A. M. Peters (Eds.), Talent for the future (pp. 191–202). Proceedings of the Ninth World Conference on Gifted and Talented Children. Assen, The Netherlands: Van Gorcum.

    Google Scholar 

  • Putnam, R. D. (2000) Bowling alone. The collapse and revival of American community. New York: Simon and Schuster.

    Google Scholar 

  • Reis, S. M. (2005). Feminist perspectives: A research-based conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 217–245). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). New York: Cambridge University Press.

    Google Scholar 

  • Renzulli, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84(33–40), 57–58.

    Google Scholar 

  • Renzulli, J. S. (2005). The three-ring conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 246–279). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Robinson, N. M. (2005). In defense of a psychometric approach to the definition of academic giftedness: A conservative view from a die-hard liberal. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 327–342). New York: Cambridge University Press.

    Google Scholar 

  • Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 295–311). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Siegler, R. S., & Kotovsky, K. (1986). Two levels of giftedness: Shall ever the twain meet? In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 417–435). New York: Cambridge University Press.

    Google Scholar 

  • Silverman, L. K. (1995). Why are there so few eminent women? Roeper Review, 18(1), 5–13.

    Article  Google Scholar 

  • Simonton, D. K. (2005). Genetics of giftedness: The implications of an emergenic-epigenetic model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 312–326). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Song, K. & Porath, M. (2005). Common and domain-specific cognitive characteristics of gifted students: An integrated model of human abilities. High Ability Studies, 16(2), 229–246.

    Article  Google Scholar 

  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

    Google Scholar 

  • Sternberg, R. J. (1993). Sternberg Triarchic Abilities Test. Unpublished test.

    Google Scholar 

  • Sternberg, R. J. (2000). Giftedness as developing expertise. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 55–66). New York: Elsevier.

    Chapter  Google Scholar 

  • Sternberg, R. J. (2003a). Our research program validating the triarchic theory of successful intelligence: Reply to Gottfredson. Intelligence, 31(4), 399–413.

    Google Scholar 

  • Sternberg, R. J. (2003b). WICS as a model of giftedness. High ability Studies, 14(2), 109–137.

    Google Scholar 

  • Sternberg, R. J. (2004). Introduction to definitions and conceptions of giftedness. In R. J. Sternberg & S. M. Reis (Eds.), Definitions and conceptions of giftedness. Thousand Oaks, Ca: Sage Publications.

    Google Scholar 

  • Sternberg, R. J. (2005). The WICS model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 327–342). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Sternberg, R. J., Castejon, J. L., Prieto, M. D., Hautamaki, J., & Grigorenko, E. L. (2001). Confirmatory factor analysis of the Sternberg triarchic abilities test in three international samples: An empirical test of the triarchic theory of intelligence. European Journal of Psychological Assessment, 17(1), 1–16.

    Article  Google Scholar 

  • Sternberg, R. J., & Davidson, J. E. (1986). Conceptions of giftedness: A map of the terrain. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 3–18). New York: Cambridge University Press.

    Google Scholar 

  • Sternberg, R. J., Ferrari, M., Clinkenbeard, P. R., & Grigorenko, E. L. (1996). Identification, instruction, and assessment of gifted children: A construct validation of a triarchic model. Gifted Child Quarterly, 40(3), 129–137.

    Article  Google Scholar 

  • Sternberg, R. J., & Grigorenko, E. L. (1997). Intelligence, heredity, and environment. New York: Cambridge University Press.

    Google Scholar 

  • Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46(4), 265–277.

    Article  Google Scholar 

  • Subotnik, R. F., Arnold, K. D., & Noble, K. D. (1995). Gifted is as gifted does but what does gifted do? Roeper Review, 18(1), 4–5.

    Article  Google Scholar 

  • Subotnik, R. F., & Jarvin, L. (2005). Beyond expertise: Conceptions of giftedness as great performance. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 343–357). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 417–435). New York: Cambridge University Press.

    Google Scholar 

  • Tannenbaum, A. J. (2000). Giftedness: The ultimate instrument for good and evil. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 447–465). New York: Elsevier.

    Chapter  Google Scholar 

  • Tannenbaum, A. J. (2003). Nature and nurture of giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 45–59). New York: Allyn & Bacon.

    Google Scholar 

  • VanTassel-Baska, J. (2005), Domain specific giftedness: Applications in school and life. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 358–376). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • von Karolyi, C., Ramos-Ford, V., & Gardner, H. (2003). Multiple intelligences: A perspective on giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 100–112). New York: Allyn & Bacon.

    Google Scholar 

  • Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.

    Google Scholar 

  • Ziegler, A. (2005). The actiotope model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 411–436). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Ziegler, A., & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 3–21). New York: Elsevier.

    Chapter  Google Scholar 

  • Ziegler, A., & Stoeger, H. (2004). Identification based on ENTER within the conceptual frame of the actiotope model of giftedness. Psychology Science, 46(3), 324–341.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Lewis & Clark College, Portland, OR, USA

    Janet E. Davidson

Authors
  1. Janet E. Davidson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Janet E. Davidson .

Editor information

Editors and Affiliations

  1. Département des sciences administratives Pavillon Lucien-Brault, Université du Québec en Outaouais, 101, rue Saint-Jean-Bosco, Case postale 1250, succursale Hull, J8X 3X7, Gatineau, Québec, Canada

    Larisa V. Shavinina

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Davidson, J.E. (2009). Contemporary Models of Giftedness. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_4

Download citation

Publish with us

Policies and ethics

Search

Navigation