Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
By K. Heller, C. Perleth, T. Lim. 2005
188 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/c7013329448f4cb40f777926f275587571d9ac75
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
- K. Nandagopal
- K. Anders Ericsson
- Roy W. Roring
- Christiane Spiel
- Barbara Schober
- Marko Lüftenegger
- John M. Keller
- Tua Björklund
In Social Psychology
- K. Anders Ericsson
- K. Nandagopal
- Roy W. Roring
- Christiane Spiel
- Barbara Schober
- Marko Lüftenegger
- R. Leow
- Melissa A. Bowles
Citations in the corpus
- Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework (2007, background): “…that arguing about the correct definition of giftedness and innate talent and about global theories of the structure of giftedness (Gagné, 2005; Heller et al., 2005; Renzulli, 2005; Sternberg, 2005) has not led to much progress toward the development of a science of high ability or superior…”
- 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.”