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Ekesryd Nordström Malin - One of the best experts on this subject based on the ideXlab platform.

  • Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan
    Falun : Högskolan i Dalarna, 2021
    Co-Authors: Ekesryd Nordström Malin
    Abstract:

    Early attention of Giftedness is argued to support continued development and learning for gifted children. The focus of this article is therefore on investigating preschool personnel’s perceptions on Giftedness and gifted children. Data was produced using a nationwide online survey, including personnel from eleven Swedish preschools (N = 78). The questions spanned between suggestions for their own descriptions of Giftedness, views on support for gifted children, to who in the work team they consider should be responsible for adaptations and support for gifted children. The main conclusions from the survey reveals a lack of education of Giftedness among the respondents. Furthermore, a majority of the preschool personnel believe that gifted children have the right to be noted in preschool settings, but few have suggestions on how this should be conducted. The respondents had high confidence that their own preschools were sufficient to meet the needs of gifted children, but the obstacles described were lack of time, lack of suitable teaching materials and that the group sizes were too large. Further conclusions are that principals have an important role on drawing attention to Giftedness in preschool settings and that there is a need for more research in this area

  • Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan
    Falun, 2021
    Co-Authors: Ekesryd Nordström Malin
    Abstract:

    Early attention of Giftedness is argued to support continued development and learning for gifted children. The focus of this article is therefore on investigating preschool personnel’s perceptions on Giftedness and gifted children. Data was produced using a nationwide online survey, including personnel from eleven Swedish preschools (N = 78). The questions spanned between suggestions for their own descriptions of Giftedness, views on support for gifted children, to who in the work team they consider should be responsible for adaptations and support for gifted children. The main conclusions from the survey reveals a lack of education of Giftedness among the respondents. Furthermore, a majority of the preschool personnel believe that gifted children have the right to be noted in preschool settings, but few have suggestions on how this should be conducted. The respondents had high confidence that their own preschools were sufficient to meet the needs of gifted children, but the obstacles described were lack of time, lack of suitable teaching materials and that the group sizes were too large. Further conclusions are that principals have an important role on drawing attention to Giftedness in preschool settings and that there is a need for more research in this area.Utbildning och lärande. Tidskrift

Robert J Sternberg - One of the best experts on this subject based on the ideXlab platform.

  • Creative Giftedness Is Not Just What Creativity Tests Test: Implications of a Triangular Theory of Creativity for Understanding Creative Giftedness
    Roeper Review, 2018
    Co-Authors: Robert J Sternberg
    Abstract:

    Creativity tests, at best, measure only a small sliver of the whole of creative Giftedness. These tests assess aspects of creative intelligence. But creativity is at least as much a conscious decis...

  • the concept of Giftedness a pentagonal implicit theory
    Ciba Foundation symposium, 2007
    Co-Authors: Robert J Sternberg
    Abstract:

    : This paper presents a pentagonal implicit theory of Giftedness and a set of data testing the theory. The exposition is divided into five parts. First, I discuss what an implicit theory is and why such theories are important. Second, I describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labelled as gifted. These conditions not only help us understand why some people are labelled as 'gifted', but also why some others are not. Third, I consider the relation of the pentagonal theory to explicit theories of Giftedness. Fourth, I present data supporting the theory. Finally, I discuss some implications of the pentagonal theory for gifted education.

  • conceptions of Giftedness gifted education without gifted children the case for no conception of Giftedness
    2005
    Co-Authors: Robert J Sternberg, Janet E Davidson
    Abstract:

    I am quite confident that the conception of Giftedness set forth in this chapter differs significantly from those found in the other chapters of this book in that the conception I advance is no conception at all. By that, I do not mean that I have chosen not to advance a conception of Giftedness. Rather, I am actively advancing the idea of no conception of Giftedness as a positive development for the field of gifted education. To be clear about what I am advocating, let me state my position unequivocally. I believe that the concept of the gifted child is logically, pragmatically, and – with respect to the consequences of its application in American education – morally untenable and that the aims of the field of gifted education would have a greater likelihood of being realized if we were to dispense with it altogether. Because I realize that this is a radical position for a contributor to this book to take, I want to clarify my motivation and my positionality before advancing my argument. I write as one who considers himself to be a scholar in and of the field of gifted education. I have taught in programs for gifted students, andmy doctorate is in this field. I believe that there are individual differences in elementary and secondary students’ school performance that probably derive from a complex of ability andmotivational, social, cultural, sociopolitical, and other factors and that these have important educational implications. In other words, although I believe that all students are equal in their right to and need for an appropriate education, I do not believe that what constitutes an appropriate education is the same for all students born in a given calendar year. Educators must, to be effective and ethical, provide educational experiences that reflect the inescapable fact of individual differences in how and howwell school students learn at a given time in a given subject. A one-size-fits-all curriculum makes no more sense to me than would a one-size-fits-all shoe. Moreover, along with my colleagues in the gifted-education field, I believe that high-achieving or high-ability students are among thosewho are

  • rising tides and racing torpedoes triumphs and tribulations of the adult gifted as illustrated by the career of joseph renzulli
    Journal for the Education of the Gifted, 1999
    Co-Authors: Robert J Sternberg
    Abstract:

    Joseph Renzull's essay highlighting his major programmatic work of the past 25 years tells us far more about the real guts of Giftedness than does any IQ score or any test score or set of scores at all. In his essay, Renzulli distinguishes between “schoolhouse Giftedness” and “creative productive Giftedness.” I do not know how Renzulli did in the schoolhouse, but I do know that he serves as an outstanding model of the kind of creative productive Giftedness he discusses. But what actually goes into the creative-potential circle of Renzulli's (1978, 1986) Three-Ring Conception of Giftedness? Renzulli's essay tells us much in answer to this question, as could any autobiographical essay. The goal of this response will be to use Renzulli's essay as a case study of the components of creative productive Giftedness. The framework I will use is that provided by our own investment theory of creativity (Sternberg & Lubart, 1995, 1996), although doubtless other models could be used as well.

  • what do we mean by Giftedness a pentagonal implicit theory
    Gifted Child Quarterly, 1995
    Co-Authors: Robert J Sternberg, Lifang Zhang
    Abstract:

    This article presents a pentagonal implicit theory of Giftedness and a set of data testing the theory. The exposition is divided into five parts. First, we discuss what an implicit theory is and why such theories are important. Second, we describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. These conditions help us understand not only why some people are labeled as gifted but also why some others are not, Third, we consider the relation of the pentagonal theory to explicit theories of Giftedness. Fourth, we present data supporting the theory. Finally, we discuss some implications of the pentagonal theory for gifted education.

Frank C Worrell - One of the best experts on this subject based on the ideXlab platform.

  • conceptualizations of Giftedness and the development of talent implications for counselors
    Journal of Counseling and Development, 2015
    Co-Authors: Paula Olszewskikubilius, Rena F Subotnik, Frank C Worrell
    Abstract:

    Definitions of important concepts and constructs associated with fields of inquiry change over time, primarily because of the impact of new research from both inside and outside a field. Gifted education is no exception. In an applied field such as gifted education, practitioners operationalize their beliefs and understandings about Giftedness--their definitions--into identification practices, service delivery models, and approaches to classroom instruction. New knowledge about Giftedness (e.g., the previously unappreciated and now substantiated malleability of intelligence) and what affects its development can influence decisions about how students are identified; how programs are designed; and, ultimately, the goals and outcomes of gifted education. Most important to counselors are the implications of changing views on Giftedness and talent development for understanding gifted students' psychological and social needs. Gifted students face unique stressors in the course of fulfilling their potential, which can be manifested in underachievement in school or other social and psychological problems. In addition, recent research on high performance points to the increasing role of psychosocial strength in achieving one's goals in talent domains (Subotnik, Olszewski-Kubilius, & Worrell, 2011). As a result, important strategies for counselors who work with gifted children include cultivating psychosocial skills thought to be important to sustaining commitment to high achievement, facilitating an identity that integrates the talent area, and mitigating vulnerabilities or risk factors. In this article, we present a brief historical perspective on conceptions of Giftedness, highlighting the transformative impact of several key research studies on beliefs about Giftedness and gifted individuals. We review and contrast several current conceptual models to show the progression and evolution of thinking about Giftedness, specifically from viewing it as an attribute that is solely cognitive in nature and resides within an individual to seeing Giftedness as a complex constellation of both cognitive and noncognitive factors that change in importance over time and are situated within and affected by environment and opportunity. We propose a comprehensive model that builds upon and integrates previous models and educational and psychological research to account for talent development in both academic and performance domains. Finally, we present implications of our model for the work of counselors and their training, specifically which psychosocial issues and skills should be the focus of counseling at each stage of the talent development process. A Brief Historical Perspective on Conceptions of Giftedness Gifted education is founded on theoretical perspectives and empirical studies, but like all fields, significant shifts in thinking about Giftedness have occurred as a result of key research findings (see Passow & Frasier, 1996, for a more complete history of gifted education). Although there was scholarship on gifted individuals even before Lewis Terman's (1925) Genetic Studies of Genius, Terman is often credited with inaugurating a conception of Giftedness defined by high IQ. Terman and his colleagues (Terman, 1925; Terman & Oden, 1947, 1959) followed a group of individuals identified as having IQs above 140 (top 1%) well into their adulthood. Among the notable findings of their longitudinal study is the validation of a link between high IQ and high achievement in adulthood, but not necessarily to the level of eminence. Another major contribution of Terman's (1925; Terman & Oden, 1947, 1959) studies was to normalize Giftedness, dispelling myths that gifted children are psychologically or physically weak or vulnerable. The conceptualization of Giftedness as consonant with high general intelligence continued with the subsequent research of Catharine Cox, whose retrospective studies showed that behavioral manifestations of high IQ were observable in childhood (Cox, 1926), and Leta Hollingworth, who conducted the first in-depth study of children with very high IQ scores (i. …

  • rethinking Giftedness and gifted education a proposed direction forward based on psychological science
    Psychological Science in the Public Interest, 2011
    Co-Authors: Rena F Subotnik, Paula Olszewskikubilius, Frank C Worrell
    Abstract:

    For nearly a century, scholars have sought to understand, measure, and explain Giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that Giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about Giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of Giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, Giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of Giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of Giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about Giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about Giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how Giftedness is defined (see above). In the second section, we review the reasons why Giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic Giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student's talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the "gifted" label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of Giftedness from the Giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of Giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges. In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully-whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education. In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent-opportunity and motivation-and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not. Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity.

Wegner Claas - One of the best experts on this subject based on the ideXlab platform.

Paula Olszewskikubilius - One of the best experts on this subject based on the ideXlab platform.

  • conceptualizations of Giftedness and the development of talent implications for counselors
    Journal of Counseling and Development, 2015
    Co-Authors: Paula Olszewskikubilius, Rena F Subotnik, Frank C Worrell
    Abstract:

    Definitions of important concepts and constructs associated with fields of inquiry change over time, primarily because of the impact of new research from both inside and outside a field. Gifted education is no exception. In an applied field such as gifted education, practitioners operationalize their beliefs and understandings about Giftedness--their definitions--into identification practices, service delivery models, and approaches to classroom instruction. New knowledge about Giftedness (e.g., the previously unappreciated and now substantiated malleability of intelligence) and what affects its development can influence decisions about how students are identified; how programs are designed; and, ultimately, the goals and outcomes of gifted education. Most important to counselors are the implications of changing views on Giftedness and talent development for understanding gifted students' psychological and social needs. Gifted students face unique stressors in the course of fulfilling their potential, which can be manifested in underachievement in school or other social and psychological problems. In addition, recent research on high performance points to the increasing role of psychosocial strength in achieving one's goals in talent domains (Subotnik, Olszewski-Kubilius, & Worrell, 2011). As a result, important strategies for counselors who work with gifted children include cultivating psychosocial skills thought to be important to sustaining commitment to high achievement, facilitating an identity that integrates the talent area, and mitigating vulnerabilities or risk factors. In this article, we present a brief historical perspective on conceptions of Giftedness, highlighting the transformative impact of several key research studies on beliefs about Giftedness and gifted individuals. We review and contrast several current conceptual models to show the progression and evolution of thinking about Giftedness, specifically from viewing it as an attribute that is solely cognitive in nature and resides within an individual to seeing Giftedness as a complex constellation of both cognitive and noncognitive factors that change in importance over time and are situated within and affected by environment and opportunity. We propose a comprehensive model that builds upon and integrates previous models and educational and psychological research to account for talent development in both academic and performance domains. Finally, we present implications of our model for the work of counselors and their training, specifically which psychosocial issues and skills should be the focus of counseling at each stage of the talent development process. A Brief Historical Perspective on Conceptions of Giftedness Gifted education is founded on theoretical perspectives and empirical studies, but like all fields, significant shifts in thinking about Giftedness have occurred as a result of key research findings (see Passow & Frasier, 1996, for a more complete history of gifted education). Although there was scholarship on gifted individuals even before Lewis Terman's (1925) Genetic Studies of Genius, Terman is often credited with inaugurating a conception of Giftedness defined by high IQ. Terman and his colleagues (Terman, 1925; Terman & Oden, 1947, 1959) followed a group of individuals identified as having IQs above 140 (top 1%) well into their adulthood. Among the notable findings of their longitudinal study is the validation of a link between high IQ and high achievement in adulthood, but not necessarily to the level of eminence. Another major contribution of Terman's (1925; Terman & Oden, 1947, 1959) studies was to normalize Giftedness, dispelling myths that gifted children are psychologically or physically weak or vulnerable. The conceptualization of Giftedness as consonant with high general intelligence continued with the subsequent research of Catharine Cox, whose retrospective studies showed that behavioral manifestations of high IQ were observable in childhood (Cox, 1926), and Leta Hollingworth, who conducted the first in-depth study of children with very high IQ scores (i. …

  • talent development as a framework for gifted education
    Gifted Child Today, 2015
    Co-Authors: Paula Olszewskikubilius, Dana Thomson
    Abstract:

    When used informally, talent development refers to the deliberate cultivation of ability or Giftedness in a specific domain. However, recent discussions have used talent development to refer to a p...

  • rethinking Giftedness and gifted education a proposed direction forward based on psychological science
    Psychological Science in the Public Interest, 2011
    Co-Authors: Rena F Subotnik, Paula Olszewskikubilius, Frank C Worrell
    Abstract:

    For nearly a century, scholars have sought to understand, measure, and explain Giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that Giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about Giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of Giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, Giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of Giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of Giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about Giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about Giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how Giftedness is defined (see above). In the second section, we review the reasons why Giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic Giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student's talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the "gifted" label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of Giftedness from the Giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of Giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges. In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully-whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education. In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent-opportunity and motivation-and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not. Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity.