Conceptions of Giftedness and Talent

Robert J. Sternberg is Professor of Human Development at Cornell University, USA and Honorary Professor of Psychology at Heidelberg University, Germany.  He has won the Grawemeyer Award in Psychology and the Cattell and James Awards of the APS. He is past-president of the APA and of the Federation of Associations in Brain and Behavioral Sciences. Don Ambrose is Professor of graduate education at Rider University, USA and editor of the Roeper Review. He leads numerous interdisciplinary scholarly projects involving eminent researchers studying creative intelligence. He serves on the editorial boards for numerous, major journals and book series. He has won international, national, regional, and institutional awards including the NAGC distinguished scholar award.

• 1. Interdisciplinary Exploration Guiding Conceptions of Giftedness.- 2. Talent Development, Cultural Diversity and Equity: The Challenge of the Andean Countries.- 3. The Trouble with Conceptions of Giftedness.- 4. Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools.- 5. Where Does Creativity Come from? What is Creativity? Where is Creativity Going in Giftedness?.- 6. A School-Based Conception of Giftedness: Clarifying Roles and Responsibilities in the Development of Talent in Our Public Schools.- 7. Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education.- 8. What Is Distinctive about Artistically Gifted Children?.- Chapter 9. Equity-Based Gifted and Talented Education to Increase the Recruitment and Retention of Black and Other Underrepresented Students.- 10. Approaches to the Identification and Development of Gifts into Talents in Russia.- 11. Urban Bilingual Gifted Students.- 12. Cognitive Ability, Personality, and Privilege: A Trait-Complex Approach to Talent Development.- 13. Eminent Women Were Once Gifted Girls: How to Transform Gifted Potential into Eminent Talents.- 14. Finnish Conceptions of Giftedness and Talent.- 15.  Children with High Intellectual and Creative Potential: Perspectives from a Developmental Psycho-Environmental Approach.- 16. Giftedness, Talent, and Human Evolution: A Framework for Understanding Extreme Behavior.- 17. Smart Contexts for 21st Century Talent Development.- 18. Creative Productive Giftedness in Women: Their Paths to Eminence.- 19. The Three Ring Conception of Giftedness: A Change in Direction from Being Gifted to the Development of Gifted Behaviors.- 20. Relationships Between Talent, Training, Polymathy, and Creativity.- 21.  The Fuzzy Conception of Giftedness.- 22.Giftedness, Talent, and Genius: Untangling Conceptual Confusions.- 23. A New Model of Giftedness Emphasizing Active Concerned Citizenship and Ethical Leadership that Can Make a Positive, Meaningful, and Potentially Enduring Difference to the World.- 24. The Talent Development Megamodel: A Domain-Specific Conceptual Framework based on the Psychology of High Performance.- 25. A Conception of Giftedness as Domain-Specific Learning: A Dynamism Fueled by Persistence and Passion.- 26. Futures Studies and Future Thinking Literacy in Gifted Education: A Multidimensional Instructional-Based Conception.- 27. Giftedness as a Propensity to Use Creativity-generating Intellectual Styles; Li-fang Zhang.- 28. Uniform Points of Agreement in Diverse Viewpoints on Giftedness and Talent.

“The editors provide summaries of all the chapters and suggest that the collective contributions provide an international floating network for research and practice. I recommend this text as superb background reading of the diverse issue of giftedness and talent.” (Belle Wallace, Gifted Education International, February 25, 2021)