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Related Experiment Videos

The concept of 'giftedness': a pentagonal implicit theory

R J Sternberg1

  • 1Department of Psychology, Yale University, New Haven, CT 06520-7447.

Ciba Foundation Symposium
|January 1, 1993
PubMed
Summary

This study introduces a pentagonal implicit theory of giftedness, outlining five necessary and sufficient conditions for identifying gifted individuals. The theory explains why some are labeled gifted and others are not, with implications for gifted education.

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Area of Science:

  • Psychology
  • Education

Background:

  • Implicit theories of giftedness are crucial for understanding identification criteria.
  • Existing theories may not fully capture the nuances of giftedness.

Purpose of the Study:

  • To present a novel pentagonal implicit theory of giftedness.
  • To empirically test the proposed theory.
  • To explore the implications of this theory for gifted education.

Main Methods:

  • Development of a pentagonal implicit theory of giftedness.
  • Specification of five necessary and jointly sufficient conditions for giftedness.
  • Empirical data collection to test the theory's validity.

Main Results:

  • The pentagonal theory provides a framework for understanding giftedness identification.
  • Data supports the proposed five conditions as necessary and sufficient.
  • The theory helps differentiate between individuals labeled as gifted and those not.

Conclusions:

  • The pentagonal implicit theory offers a comprehensive model for giftedness.
  • The theory has significant implications for the field of gifted education and identification practices.

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