Transforming gifts into talents: the DMGT as a developmental theory—a response

By M. Porath. 2004

561 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Human Factors and Ergonomics, Safety Research

View Paper: https://www.semanticscholar.org/paper/e85a97eeb7099c6283cbc4268c1ef3bc9c698490

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In Experimental and Cognitive Psychology

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Citations in the corpus

HR managers’ talent philosophies: prevalence and relationships with perceived talent management practices (2019, background): “HR managers who hold an exclusive/developable talent philosophy believe that talent is a rare and latent construct that can be wasted if it remains undiscovered, and that will only result in excellent performance if it is systematically developed (Gagn e, 2004).”
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).”
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).”
Examining the Development Environments of Elite English Football Academies: The Players' Perspective (2014, background): “Overall, this recognised need to cultivate appropriate developmental climates in which to nurture young players underlines Gagne ́’s [11] contention that exceptional natural abilities can remain solely as gifts if not effectively nurtured via the developmental process into systematically developed t”
Transforming gifts into talents: the DMGT as a developmental theory1 (2004, methodology): “Borrowing from a conception of self-management proposed by De Waele, Morval, & Sheitoyan (1993), this catalyst was recently redefined (Gagné, 2003b) and given a much broader and more central role view self-management as ‘a practical philosophy of life’ (De Waele et al., 1993, p. 5).”
Conceptions of Giftedness: The Actiotope Model of Giftedness (2005, unknown): “Gagné (2003) recognized the necessity of incorporating such occurrences into the explanation of excellence.”
On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “…2 decades, there has been growing acceptance in Australia of the developmental conceptions of giftedness proposed by Tannenbaum (1983, 2003) and Gagné (1985, 1995, 2000, 2003), which highlight the role of a range of catalysts that are both internal and external to gifted individuals in the…”
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).”
Rethinking Giftedness and Talent in Sport (2006, background): “Indeed, Gagné (1985) originally placed chance within the environmental catalysts but later separated chance because of its infl uence throughout the components of the DMGT.”
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.”
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…”
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.”
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).”
Intellectual Giftedness and Psychopathology in Children and Adolescents (2016, background): “In our view, such a definition is most in line with the notion of intellectual potential, which composes at least part of the most commonly used definitions of giftedness (e.g., Gagné, 1995, 2003; Renzulli & Reis, 1985, 1997; Sternberg, 1984).”