What Makes Giftedness?: Reexamining a Definition

By Joseph S. Renzulli. 2011

756 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f3f1f0c7fb6148bfa6038131b10e36c127d73f68

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Intellectual Giftedness and Psychopathology in Children and Adolescents (2016, background): “Given that intelligence is a common element in most definitions of giftedness (e.g., Gagné, 2003; Renzulli, 1978; Sternberg, 1984), and that the relationship between intelligence test performance and academic performance is well documented (Brody, 1997; Duckworth et al.”
Is there still a need for gifted education? An examination of current research (2010, background): “Hébert (1993) and Delcourt (1993) found that gifted programs which were based on Renzulli’s Triad/SEM approach (Renzulli, 1977; Renzulli & Reis, 1985, 1997) and focused on interest development and productivity in areas of interest, had a positive effect students’ subsequent interests, positively aff”
Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “Whereas many theorists focused solely on the aptitudes or abilities that can be developed, Renzulli (1978, 1999) has argued that psychological variables interact with ability to produce gifted individuals.”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, background): “Note that we do not intend to discuss in-depth the nuances of different definitions and conceptions of giftedness, or how they affect the identification of gifted students in this study because an abundant body of literature has already addressed these issues (e.g., Borland, 2003; NAGC, 2010; Renzul”
An Empirical Review of Research Methodologies and Methods in Creativity Studies (2003–2012) (2014, background): “Creative ability is also an important part of giftedness (Renzulli, 1978).”
The Three-Ring Conception of Giftedness (2005, neutral): “Rather, it is the interaction among the three clusters that research has shown to be the necessary ingredient for creative productive accomplishment (Renzulli, 1978).”
Research on Giftedness and Gifted Education (2014, background): “, & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities.”
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).”
An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students (2009, methodology): “The first three scales in the series—learning, motivation, and creativity—were developed to guide identification of highpotential students based on a related theory, the Three-Ring Conception of Giftedness (Renzulli, 1978), that suggested that a broader range of students might be capable of developi”