Conceptions of Giftedness: From Gifts to Talents: The DMGT as a Developmental Model

By F. Gagné. 2005

261 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/36b2354e80f5af6050aaa9755b1094fe30383dfd

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In Experimental and Cognitive Psychology

Citations in the corpus

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.”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Gifted underachievement has also been defined as the failure to transform exceptional ability into exceptional achievement (Gagné, 2004, 2005).”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Moderator theories (e.g., Gagné, 2005; Heller et al., 2005) assume that domain-specific gifts are transformed into achievement in that domain via learning, a process that is moderated by non-cognitive and environmental influences.”
Identifying and Assessing Creativity as a Component of Giftedness (2012, background): “Other prominent theories of giftedness also include creativity: Gagné’s (2005) Differentiated Model of Giftedness and Talent (DMGT) conceptualizes “gifts” as the innate abilities (or”
Conceptions of Giftedness (2005, background): “Françoys Gagné (2005) proposed a theory of giftedness that emphasizes the talent-development process.”