WICS as a model of giftedness

By Robert J. Sternberg. 2003

272 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6afffc1e85a83fec71095d716020cdeec71f7a26

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In Experimental and Cognitive Psychology

Citations in the corpus

Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students (2005, background): “IP address: 54.70.40.11, on 01 Dec 2019 at 19:39:09, subject to the Cambridge Core terms 158 Kurt A. Heller, Christoph Perleth, and Tock Keng Lim decision paradigms mentioned here, and elsewhere, is given in Cronbach and Gleser (1965), Wiggins (1973), Heller (1989), Hany (1993), or Sternberg and Sub”
Identification of gifted and talented students. (2004, background): “It would appear that the topic of giftedness or talent is being rediscovered as a research task (cf. Ziegler & Heller, 2000; Sternberg, 2000, 2003).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Several major theories of giftedness (Gagné, 2005; Horowitz, 2004; Renzulli, 2005; Sternberg, 2005) define giftedness as demonstrably high ability, particularly intellectual ability.”
The Psychological Well-Being of Early Identified Gifted Children (2016, background): “The second defines giftedness as tangible behavior expressed in excellent achievements within a certain subject (Sternberg, 2005).”
Conceptions of Giftedness: The Actiotope Model of Giftedness (2005, unknown): “A further alternative was to assign gifts to an ensemble of several psychological variables as suggested by Sternberg (2003) or Renzulli (1986).”
A Process View of Wisdom (2008, background): “Sternberg defines wisdom as “the application of intelligence and creativity as mediated by values toward the achievement of a common good through a balance among (a) intrapersonal, (b) interpersonal, and (c) extrapersonal interests, over the (a) short- and (b) long-terms, in order to achieve a balan”
Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “As simple as this statement seems, it is particularly difficult in a field where a plethora of definitions of the construct exists (e.g., Coleman & Cross, 2005; Kaufman & Sternberg, 2008; Pfeiffer, 2002; Sternberg, 2005; Sternberg & Davidson, 1986).”
Conceptions of Giftedness (2005, background): “Another important systems model of giftedness is Sternberg's WICS model of giftedness, in which giftedness is conceptualized as a synthesis of wisdom, intelligence , and creativity (Sternberg, 2003, 2005).”
ACCEL: A New Model for Identifying the Gifted (2016, background): “Leadership as defined here refers to setting out on a path whereby one makes a positive, meaningful, and enduring difference to the world, at some level (Sternberg, 2003a, 2003b, 2016).”
Honors Students’ Perceptions of Their High School Experiences (2014, background): “While there are other broader ways to define gifted (Renzulli, 2005; Sternberg, 2005), we were interested in understanding these honors students’ experiences because these students experienced academic success in high school, which, as McCall et al. (1992) found, was a better predictor for college…”