The Three-Ring Conception of Giftedness

By Joseph S. Renzulli. Reflections on Gifted Education, 2005

359 citations recorded by the source corpus.

Outwitted He drew a circle to shut us out Heretic, rebel, a thing to flout. But love and I had the wit to win We drew a circle that took him in. Edwin Markham, Quatrains The record of human accomplishments and the progress of civilization can, in many ways, be charted by the actions of history's most gifted and talented contributors to the arts, sciences, and all other areas of human performance. As early as 2200 B.C., the Chinese had developed an elaborate system of competitive examinations to select outstanding persons for government positions (DuBois, 1970), and down through the ages almost every culture has had a special fascination for persons who have made notable contributions to their respective areas of interest and involvement. The areas of performance in which one might be recognized as a “gifted” person are determined by the needs and values of the prevailing culture, and scholars and laypersons alike have debated (and continue to debate) the age-old issues of how certain human abilities, personalities, and environmental conditions contribute to what we call giftedness. A fascination with persons of unusual ability and potential for extraordinary expertise in any and all fields of human performance has given rise to an area of study in psychology and education called gifted education. In a very general sense, this field focuses on two major questions: What makes giftedness? How can we develop giftedness in young people and adults?

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e9d40a9452384bcf97427b3b7b92fb547cb3bc34

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In Experimental and Cognitive Psychology

Citations in the corpus

Is there still a need for gifted education? An examination of current research (2010, background): “Rapid learning as compared to others in the population; attention control, memory efficiency, and characteristics of perception; desire to develop one’s gifts; and task commitment are all proposed as aspects of giftedness in and across the different models in this collection (Heller, Perleth, & Lim,”
Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, result): “This finding is inconsistent with the findings of past research implying the positive relationship between interest and creative performance (Delcourt, 1993; Kanevsky, 1992; Renzulli, 2005).”
Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences (2009, background): “In both this definition, as well as other well-researched conception of giftedness, the notion that giftedness is a developmental construct is widely supported by leading researchers in the field (Bloom, 1985; Gardner, 1983; Renzulli, 1978, 1986, 2005; Sternberg & Davidson, 1986, 2005).”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, background): “Teacher nomination helps identify students who may not perform well on standardized achievement tests due to reasons such as language or cultural bias (Callahan & Miller, 2005; Renzulli, 2005).”
Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, background): “Further, theory and research in the field of high achievement and giftedness agree on the essential contribution of motivation to progress toward higher levels of talent development (e.g. Gagne, 2010; Gottfried et al., 2006; Patrick et al., 2015; Renzulli, 2016; Ritchotte, Matthews, & Flowers, 2014;”