Conceptions of Giftedness: Beyond Expertise: Conceptions of Giftedness as Great Performance

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Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “However, giftedness is not a lifelong designation and is affected by numerous factors, including hard work, appropriate instruction, and even chance (Subotnik & Jarvin, 2005).”
Talent Development as a Framework for Gifted Education (2015, background): “…from teachers and mentors are critical when children are learning the foundational techniques and knowledge of a domain, whereas independent thinking and the confidence to challenge and question instructors are important when individuals are more advanced in their fields (Subotnik & Jarvin, 2005).”
The Social World of Gifted Children and Youth (2008, background): “Despite the obvious positive outcomes of successful talent development (Czikszentmihalyi et al., 1993; Subotnik & Jarvin, 2005; von Rossum & Gagné, 2006), the aspiring student may be isolated from classmates both by being actively excluded from friendships and because of time commitments that…”
Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework (2007, methodology): “Throughout our paper we address a number of criticisms raised against the expert performance approach by some theorists of giftedness (Gagné, 2005; Subotnik & Jarvin, 2005; Simonton, 2005; Sternberg, 1996; von Károlyi & Winner, 2005) as well as several commentators to Howe et al’s (1998) article.”