Transforming gifts into talents: the DMGT as a developmental theory1

By F. Gagné. 2004

818 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9707754cf1ddef4123ed42bbdf3eaa15528c7ea0

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Ten Commandments for Academic Talent Development (2007, background): “Yet as I have tried to demonstrate with the DMGT, not only do gifts and talents correspond to distinct types of abilities, but both can also be subdivided into many subcategories.”
Creative Potential and its Measurement (2013, background): “Gagné (2004) in his Differentiated Model of Giftedness and Talent (DMGT) notes that giftedness designates outstanding abilities, called aptitudes whereas talent is linked to achievement and designates the outstanding mastery of systematically developed abilities, called competencies (knowledge and…”
The Psychological Well-Being of Early Identified Gifted Children (2016, background): “These points of view merge in the differentiated model of giftedness and talent (Gagné, 1985, 2004).”
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).”
Rethinking Giftedness and Talent in Sport (2006, background): “Despite the discovery of giftedness, talent will not necessarily evolve (Gagné, 2003).”
A multidisciplinary review into the definition, operationalization, and measurement of talent (2014, background): “talent is commonly understood as corresponding to an aboveaverage ability that makes the individuals who possess, detect, develop, and deploy it, perform excellently in a given performance domain (Gagné, 2004; Tansley, 2011).”
The Influence of Self-Perception of Abilities and Attribution Styles on Academic Choices: Implications for Gifted Education (2010, background): “The reason is drawn from the existing research body that shows IQ scores explaining on average five times or more achievement variance than measures of motivation (Gagné, 2004).”
Evaluation of a Mental Toughness Training Program for Youth-Aged Australian Footballers: I. A Quantitative Analysis (2009, background): “Taken together with research that has examined gifted and talented school children and athletes (e.g., Côté, 1999; Gagné, 2004) as well as talent development research (e.g., Martindale, Collins, & Daubney, 2005), the available evidence DEVELOPING MENTAL TOUGHNESS I 309 suggests that mental…”
The DMGT: Changes Within, Beneath, and Beyond (2013, background): “Figure 2, taken from one of the texts that just preceded the update (Gagné, 2004), confirms the major developments brought to the model over the two decades.”
On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “Without undermining the importance of the research on gifted children, there is a need to expand our understanding of the particular experiences of gifted adolescents as it is another critical developmental point in the translation of gifted potential into performance or talent (Gagne, 1985 , 2003”
Motivation within the DMGT 2.0 framework (2010, background): “Occasional distinctions between the two terms will take many forms, and give rise to a diversity of views and theories (Gagné, 2004).”