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Explore the definition, characteristics, and needs of intellectually gifted individuals, including assessment methods and nurturing strategies in psychology.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming.
Starting from and extending two seminal studies on neuromyths, several novel statements on intellectual giftedness have been included in order to explore knowledge and misconceptions concerning giftedness.
Theories about giftedness include the many ways in which intellectual giftedness develops; how culture defines and influences giftedness, and the presence and importance of nonintellectual components of giftedness in determining performance.
Different views about and conceptions of intellectual giftedness are discussed in this chapter, including the work of Sternberg, Gardner, Renzulli, Reis, and other new and emerging theorists.
What general concepts are widely accepted about intellectual giftedness? How is it defined and how can it be developed? What combinations of genetic abilities and talents interact with one’s personality and environment to produce intellectual giftedness?
First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.
The perspective viewing intellectual giftedness as a protective factor relies on a substantial body of evidence associating high cognitive ability with a wide range of positive life outcomes, such as educational achievement (Sniekers et al., 2017) and job performance (Schmidt & Hunter, 2004).
Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a
What have researchers and scholars learned in the last few decades about the nature of talent development and intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized.