From Gifts to Talents: The DMGT as a Developmental Model
Abstract
The field of gifted education defines its special population around two key concepts: giftedness and talent. Using the entries for these two terms in the Subject Index of the first edition of this book (Sternberg & Davidson, 1986) – or, for that matter, the present edition or any handbook in the field (e.g., Colangelo & Davis, 2003; Heller, Mönks, Sternberg, & Subotnik, 2000) – the curious browser will soon discover the fascinating creativity of scholars in their attempts to circumscribe the nature of giftedness and talent. In some cases, the concept of talent does not appear or is not defined (e.g., Davidson, 1986; Renzulli, 1986; Sternberg, 1986); in other cases, which is the dominant position in the literature, both terms are used as synonyms, as in Marland's (1972) well-known definition (“Gifted and talented children are. … ” p. 4). Csikszentmihalyi and Robinson explicitly announce that nondifferentiation, stating: “ talent, giftedness , and prodigious performance [italics in text] will be used interchangeably” (1986, p. 264). Occasionally, talent becomes a subcategory of giftedness: “The second component of giftedness is talent,” affirms Feldhusen (1986, p. 113); or “giftedness encompasses a wide variety of abilities, talents, or propensities” (Haensly, Reynolds, & Nash, 1986, p. 131). For his part, Feldman (1986) associates talent with potential and giftedness with achievement. He affirms: “Talent from a cognitive-developmental perspective is the potential for construct…
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In Canada and Australia, Gagné's differentiating model of giftedness and talent is the most popular.
“In Canada and Australia, Gagné's (2005) differentiating model of giftedness and talent (DMGT) is most popular”
From Gifted Students (2019) · cites this paper as Gagné 2005
Talent development and integrative models acknowledge that ability plays a role in gifted performance.
“although the other models are not as focused on superior ability [e.g., Renzulli's (1978) above-average ability or Gagné's (2005) top 10%], they acknowledge ability's role in gifted performance”
From Gifted Students (2019) · cites this paper as Gagné's (2005)
Talent development and integrative models acknowledge the need to adjust the curriculum for students who can benefit from greater challenge.
“although the other models are not as focused on superior ability [e.g., Renzulli's (1978) above-average ability or Gagné's (2005) top 10%], they acknowledge ability's role in gifted performance and the need to adjust the curriculum for those who can benefit from greater challenge.”
From Gifted Students (2019) · cites this paper as Gagné's (2005)
Gagné's focus on the top 10% and Terman's use of an IQ of 140 are arbitrary cutoffs that limit the number of identified students without distinguishing truly gifted from nongifted.
“Gagné's (2005) focus on the top 10% and Terman's (1922) use of an IQ of 140 are arbitrary cutoffs that limit the number of identified students without distinguishing the truly gifted from the nongifted.”
From Gifted Students (2019) · cites this paper as Gagné 2005
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Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102846 · Cited by 245 · see citing works
- Authors
- Gagné, F.
- Venue
- Conceptions of Giftedness
- Publisher
- Cambridge University Press
- Published
- 2005-05-16
- Pages
- 98-119
- OpenAlex
- W1730422850
- Cited by
- 313
- References
- 0
- Citations by year
- 2026: 19 · 2025: 18 · 2024: 14 · 2023: 22 · 2022: 26 · 2021: 11 · 2020: 23 · 2019: 17 · 2018: 22 · 2017: 11 · 2016: 17 · 2015: 17 · 2014: 14 · 2013: 21 · 2012: 13
- FWCI
- 20.55
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- giftedness, talent, gifted education, developmental model, definition of giftedness
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