Understanding the Complex Choreography of Talent Development Through DMGT-Based Analysis

By F. Gagné. 2000

246 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f9fdee7147d03d633cde7f860e9a2fe6766872da

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

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).”
Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students (2005, background): “…almost without exception, by multidimensional or typological ability constructs, for example, Renzulli (1978), Mönks (1985), Gardner (1983, 1993), Gagné (1985, 1993, 2000), Heller and Hany (1986), Heller (1989, 1991/1996), or 147 Cambridge Books Online © Cambridge University Press, 2010of use,…”
Transforming gifts into talents: the DMGT as a developmental theory1 (2004, methodology): “As I argued elsewhere after analyzing, with the DMGT framework, the life story of a young exceptionally talented Vietnamese guitarist (Gagné, 2000), individual talent emerges from complex and unique choreographies between the five groups of causal influences.”
Rethinking Giftedness and Talent in Sport (2006, background): “Furthermore, a number of important intrapersonal catalysts (Gagné, 2000) that affect the developmental process are cultivated within the family environment.”
Three Worlds: new directions in participant development in sport and physical activity (2012, background): “Metacognitive skills appear to be an important mechanism through which experience is internalised and exploited (cf. Dweck, 2006): or to employ the concepts of Gagné (2000) and Trankle and Cushion (2006), the ways in which raw material is converted to high level achievement.”
Ten Commandments for Academic Talent Development (2007, background): “As I explained elsewhere (Gagné, 2000), each component plays an essential role in the talent development process, but none is in itself sufficient to ensure a successful outcome.”
Motivation in gifted students (2006, background): “Gagné (1993, 2000) has also included motivation in his model of giftedness and talent, as one of the intrapersonal catalysts which impacts upon and contributes to *Corresponding author.”
Conceptions of Giftedness: The Actiotope Model of Giftedness (2005, unknown): “A further attempt is the DMGT developed by Gagné (2000, 2003), in which the environment acts as a catalyst of talents.”
Identification of gifted and talented students. (2004, background): “For diagnostic or prognostic purposes, the differentiation between the three kinds of variables – predictors, moderators (or catalysts sensu Gagné, 2000), criteria – is of particular interest.”
Towards a model of talent development in physical education (2006, unknown): “Talent detection may be less of a problem in physical education than sports coaching, since the whole population ought to be engaged in the activity at some level.”
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…”
Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood (2005, unknown): “…has been incorporated into theories of giftedness as a precursor, concomitant, 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…”