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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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