Conceptions of Giftedness: Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents

By Linda E. Brody, J. Stanley. 2005

58 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3fcd3325560bfc0dec90dd51ed99a8d5d9b10526

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Gagné
2. Robert J. Sternberg
3. Scott Barry Kaufman
4. Li‐fang Zhang
5. Paul J Silvia
6. A. Kadir Bahar
7. V. Glăveanu
8. R. Reiter‐Palmon

In Experimental and Cognitive Psychology

1. Robert J. Sternberg
2. F. Gagné
3. Scott Barry Kaufman
4. Colin G. DeYoung
5. James C. Kaufman
6. Paul J Silvia
7. Anatoliy V. Kharkhurin
8. Jonathan Plucker

In Statistics and Probability

1. F. Gagné
2. Robert J. Sternberg
3. Scott Barry Kaufman
4. Joseph S. Renzulli

Citations in the corpus

• Conceptions of Giftedness (2005, background): “The domain-specific modelers often do not include additional psychological processes in their model of giftedness, nor do they see them as necessary (Brody & Stanley, 2005; VanTassel-Baska, 2005).”
• Motivation within the DMGT 2.0 framework (2010, background): “It manifests itself in statements like these: ‘Talent development is important to achieving one’s full potential’ (Brody & Stanley, 2005, p. 28); ‘Being gifted means moving beyond potential to actual performance’ (Cross & Coleman, 2005, p. 53); ‘To be born with high talent potential and later…”