Giftedness Does Not Reside Within a Person: Defining <i>Giftedness</i> in Society Is a Three-Step Process

Sternberg, Robert J.

doi:10.1080/02783193.2022.2145400

Cited by 10 publications

(8 citation statements)

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“…But giftedness is not merely a property of a person. Rather, giftedness is a property of a person × task × context interaction (Sternberg, 2021(Sternberg, , 2023b; see also Ziegler, 2005). On this view, no matter what gifts one has received, how they will manifest themselves and how they will be deployed will depend on this interaction.…”

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A Duplex Model for Giftedness

Sternberg

2024

Gifted Child Quarterly

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This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one’s life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness, like intelligence, in practice heavily depends upon one’s attitudes toward deployment of abilities, not just the abilities themselves. It is the output that one gifts back to the world. Someone may possess giftedness in the first part of the duplex but give very little back in the second part. Alternatively, someone may make gifted contributions but not be identified as having the characteristics usually associated with giftedness. This can result because giftedness can be either trait-like or state-like. Some people act in gifted ways as a function of their interactions with tasks and situations, although they would not have been predicted to be individuals who would act that way. A full model should allow both for input and output—giftedness as a possession but also giftedness as it is deployed to make the world a better place.

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A Duplex Model for Giftedness

Sternberg

2024

Gifted Child Quarterly

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“…This article calls into question the assumption that giftedness inheres in the individual. Rather, it will be argued, giftedness inheres in personal interactions with particular tasks and contexts (see also Sternberg, 2023; Ziegler, 2005); on this view, giftedness is, at some level, in part collective rather than merely individual (Sternberg & Karami, 2021). Others are somehow involved in the interaction among person, task, and environment and how those interactions are labeled.…”

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Individual, collective, and contextual aspects in the identification of giftedness

Sternberg

2023

Gifted Education International

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Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.

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“…Essa concepção multidimensional do fenômeno tem guiado políticas públicas em diversos países (Li et al, 2009;Nakano & Oliveira, 2020). Atualmente, muitos programas voltados a esse público-alvo vão além da identificação por meio da inteligência, incluindo outros tipos de habilidades que podem se mostrar elevadas, de modo que o objetivo da identificação das altas habilidades/superdotação volta-se à compreensão do indivíduo e de suas necessidades especiais (Sternberg, 2023).…”

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“…Considerando-se que a valorização dos potenciais varia de acordo com o contexto (Sternberg, 2023), o desenvolvimento ou adaptação de medidas para a avaliação das AH/SD deve ser feita para a população em que seu uso será conduzido. Nesse sentido, carência de medidas válidas para identificar tais indivíduos tem atuado de modo a impedir sua identificação (Barbosa et al, 2012).…”

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Identificação por professores de alunos com dotação intelectual: construção de instrumento e evidências de validade de conteúdo

2023

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O presente estudo relata o processo de construção de uma escala do tipo rastreio para sinais indicativos de dotação acadêmica (Escala para Nomeação de Dotação Intelectual: versão professor [ENDI-p]), bem como apresentar evidências de validade de conteúdo. A construção dos itens foi baseada nos dez domínios amplos do modelo teórico sobre inteligência conhecido como Cattell-Horn-Carroll (CHC): inteligência fluida, raciocínio matemático quantitativo, memória de curto prazo, armazenamento e recuperação em longo prazo, processamento visual, processamento auditivo, rapidez de processamento e execução, velocidade de reação e decisão, leitura e escrita; contendo, inicialmente, 80 itens. Tais itens foram avaliados por cinco juízes. Os resultados demonstraram que 21 itens (26,2 %) foram excluídos por não alcançarem valor de concordância igual ou maior do que 80 %. O coeficiente kappa entre os juízes foi adequado. A versão 2 da escala está pronta para ser utilizada em estudos futuros voltados à investigação das suas qualidades psicométricas.

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Giftedness Does Not Reside Within a Person: Defining Giftedness in Society Is a Three-Step Process

Cited by 10 publications

References 63 publications

A Duplex Model for Giftedness

A Duplex Model for Giftedness

Individual, collective, and contextual aspects in the identification of giftedness

Identificação por professores de alunos com dotação intelectual: construção de instrumento e evidências de validade de conteúdo

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