A Differentiated Model of Giftedness and Talent. Year 2000 Update.

Autor/in	Gagne, Francoys
Titel	A Differentiated Model of Giftedness and Talent. Year 2000 Update.
Quelle	(2000), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Ability Identification; Aptitude; Children; Classification; Cognitive Ability; Definitions; Educational Theories; Environmental Influences; Gifted; Incidence; Intelligence Differences; Models; Talent + Suchen Sie Ihr Suchwort? Eignung; Child; Kind; Kinder; Classification system; Klassifikation; Klassifikationssystem; Denkfähigkeit; Begriffsbestimmung; Educational theory; Theory of education; Bildungstheorie; Environmental influence; Umwelteinfluss; Begabter, Hoch Begabter; Vorkommen; Analogiemodell; Begabung; Hochbegabung
Abstract	This paper updates the discussion of Francoys Gagne's Differentiated Model of Giftedness and Talent (DMGT), which proposes a clear distinction between these two most basic concepts in the field of gifted education. Under the DMGT model, giftedness is defined as the possession and use of untrained and spontaneously expressed superior natural abilities (called aptitudes or gifts), in at least one ability domain, to a degree that places an individual at least among the top 10 percent of his or her age peers. The DMGT proposes four aptitude domains for giftedness: intellectual, creative, socioaffective, and sensorimotor. These natural abilities, whose development and level of expression is partially controlled by the individual's genetic endowment, can be observed in every task that children are confronted with in the course of their schooling. Under the DMGT model, talent is defined as the superior mastery of systematically developed abilities (or skills) and knowledge in at least one field of human activity to a degree that places an individual at least among the top 10 percent of age peers who are or have been active in that field or fields. The effect of developmental process, interpersonal catalysts, environmental catalysts, and chance on giftedness and talent are discussed. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01