Conceptions of Giftedness from a Meta-Theoretical Perspective

By Albert Ziegler, K. Heller. 2000

157 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b427635268b3b3a8434330d02c36fc147f1a1984

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In Experimental and Cognitive Psychology

1. Richard Bailey *
2. D. Collins
3. K. Heller

Citations in the corpus

• The Standard Model of Talent Development and Its Discontents (2013, result): “This presumption is in contradiction to contemporary theorists who almost universally favor multidimensional models of high ability, cognizant of a wide range of factors (Simonton, 1999; Ziegler & Heller, 2000).”
• Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood (2005, unknown): “…or outcome (e.g., Dai, Moon, & Feldhusen, 1998; Feldhusen, 1986; Gagné, 2000; Gottfried & Gottfried, 1996; Gottfried et al., 1994; Lens & Rand, 2000; Renzulli, 1986; Ziegler & Heller, 2000), examining motivation as its own form of giftedness represents a new direction (Gottfried & Gottfried, 2004).”
• Toward the Development of a Conceptualization of Gifted Motivation (2004, unknown): “…motivation as a prerequisite for, component of, catalyst of, and even an outcome of giftedness (e.g., Dai, Moon, Feldhusen, 1998; Feldhusen, 1986; Gagné, 2000; Gottfried & Gottfried, 1996; Gottfried, Gottfried, Bathurst, & Guerin, 1994; Lens & Rand, 2000; Renzulli, 1986; Ziegler & Heller, 2000).”
• Identification of gifted and talented students. (2004, background): “For a meta-theoretical overview see Ziegler & Heller (2000).”
• Towards a model of talent development in physical education (2006, unknown): “Contemporary theorists, however, almost universally favour multi-dimensional models of high ability (Ziegler and Heller, 2000), cognisant of a wide range of personal and environmental factors.”