Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
9 - The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
Summary
A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude–Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986).
When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability–Achievement Model of Giftedness [MDAAM], the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively.
GIFTEDNESS AND TALENT FROM A THEORETICAL POINT OF VIEW
Our knowledge regarding giftedness and talent is supplied by different sources of information and research paradigms. Approaches that are particularly relevant to conceptualizing giftedness or talent are the psychometric approach, the expert–novice paradigm, explanatory approaches from the field of cognitive science or cognitive psychology, and social psychology, as well as retrospective and prospective (longitudinal) studies.
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- Conceptions of Giftedness , pp. 147 - 170Publisher: Cambridge University PressPrint publication year: 2005
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