Conceptual ambiguity surrounds notions of gifted and talented; justification for talent development is often linked with rejection of the term gifted. Talent development should mean identification of those who show superior natural abilities as well as aptitudes for a particular domain and emphasis on developing those special skills. (SK)

Discusses definitions of giftedness, including the use of talent as a more effective term for giftedness. Argues that the concept of giftedness is closely linked to general intelligence and is of limited usefulness in understanding and educating youth with special abilities, while talents represent special aptitudes that can be individually…

Though the terms "talent" and "talent loss" can be defined several ways, social scientists and educators doing research define them in surprisingly uniform and limited ways. Some of the fallacies and limitations of these definitions are pointed out and some alternative approaches are suggested. (Article originally published in…

A new paradigm of education, talent development, may be the successor to gifted education. The talent development perspective involves extension and redefinition of the nature of giftedness or talents, identification, and programming. Emphasis is on identifying and nurturing talents in all students, rather than selecting and serving the "gifted…

Presents a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. The statements are grouped into three sections: the nature of human abilities, individual differences and their origins, and the specific case of gifts and talents. (Author/CR)

Responds to the previous article, which proposed a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Takes issue with the distinction made between natural abilities and systematically developed abilities, and thus the distinction between giftedness and talent. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests a more comprehensive theory of elite performance composed of three components: general intelligence, domain-specific skills, and practice. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 statements on the nature and origin of human abilities, gifts, and talents. Argues that a comprehensive rationale is missing, particularly an explanation of developmental mechanisms, of learning processes, and of the dynamics of gene/environment interaction. (Author/CR)

This rejoinder to articles responding to a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents presented in this issue's initial article, defends the validity and usefulness of the distinction between high natural abilities (gifts) and high systematically developed ones (talents) as compared…

This article offers a model that distinguishes between natural abilities (or aptitudes) and systematically developed skills (talents). Aptitudes are seen as the constituent elements of talents, which are developed by such constructs as motivation, temperament, and significant persons. The model is then applied to the appropriate use of labels for…

Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Offers an alternative psychometric, quantitative perspective that sees gifts as broad, general analytic capabilities, and talents as specific, content-bound capabilities. (CR)

Explores the multifaceted nature of giftedness and describes the Total Talent Portfolio (TTP), a framework for talent development of gifted students that requires giving equal attention to interests and learning styles as well as to cognitive abilities. Explains the major dimensions of the TTP. (CR)

Responds to this issue's initial article that presents 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests putting aside the terms "gifted" and "talented," creating a hierarchical or categorical list of abilities, and downplaying the dichotomous conceptualization of nature and nurture.…

This theme issue of a Texas journal on gifted education focuses on future challenges and options. "A Thoughtful Look at the Concept of Talent Development" (Francoys Gagne) discusses definitions of giftedness and talent and describes a differentiated model of giftedness and talent that includes five aptitude domains: intellectual, creative,…

Review of the last 25 years of the author's work focuses on models for identifying and serving gifted and talented students including: (1) the Three Ring Conception of Giftedness; (2) the Enrichment Triad Model; and (3) the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, practical applications, and possible…