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*Date: [http://www.wikipedia.org/wiki/17th_Century 1644]

*Date: [https://www.wikipedia.org/wiki/17th_Century 1644]

==Definitions==

==Definitions==

Intellectual giftedness may be general or specific. For example, an intellectually gifted [[person]] may have a striking [[talent]] for [[mathematics]], but not have equally strong [[language]] skills.

Intellectual giftedness may be general or specific. For example, an intellectually gifted [[person]] may have a striking [[talent]] for [[mathematics]], but not have equally strong [[language]] skills.

Intellectual giftedness is not the only [[form]] of [[talent]]. [http://www.wikipedia.org/wiki/Howard_Gardner Howard Gardner]'s [[theory]] of [http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences multiple intelligences] proposes several kinds of non-intellectual "[[intelligences]]", such as [[bodily]]-kinesthetic intelligence and [[Relationship|interpersonal]] intelligence. [[Emotional]] intelligence is a broad term for one type of non-intellectual intelligence.

Intellectual giftedness is not the only [[form]] of [[talent]]. [https://www.wikipedia.org/wiki/Howard_Gardner Howard Gardner]'s [[theory]] of [https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences multiple intelligences] proposes several kinds of non-intellectual "[[intelligences]]", such as [[bodily]]-kinesthetic intelligence and [[Relationship|interpersonal]] intelligence. [[Emotional]] intelligence is a broad term for one type of non-intellectual intelligence.

When combined with an adequately challenging [[curriculum]] and the [[diligence]] [[necessary]] to acquire many learned [[skills]], intellectual giftedness often produces [[academic]] success.

When combined with an adequately challenging [[curriculum]] and the [[diligence]] [[necessary]] to acquire many learned [[skills]], intellectual giftedness often produces [[academic]] success.

Gifted [[children]] may [[develop]] asynchronously: their [[minds]] are often ahead of their [[physical]] [[growth]], and specific [[cognitive]] and [[emotional]] [[functions]] are often [[developed]] [[differently]] (or to differing extents) at different [[stages]] of [[development]]. One frequently cited example of a[[synchronicity]] in early [[cognitive]] [[development]] is [[Albert Einstein]], who did not speak until the age of two, but whose later fluency and accomplishments belied this initial delay.

Gifted [[children]] may [[develop]] asynchronously: their [[minds]] are often ahead of their [[physical]] [[growth]], and specific [[cognitive]] and [[emotional]] [[functions]] are often [[developed]] [[differently]] (or to differing extents) at different [[stages]] of [[development]]. One frequently cited example of a[[synchronicity]] in early [[cognitive]] [[development]] is [[Albert Einstein]], who did not speak until the age of two, but whose later fluency and accomplishments belied this initial delay.

In regards to this [[fact]], [[psychologist]] and [[cognitive scientist]] [http://www.wikipedia.org/wiki/Steven_Pinker Steven Pinker] theorized that, rather than viewing [[Einstein]]'s (and other famously gifted late-talking [[individuals]]) adult accomplishments as existing distinct from, or in spite of, his early [[language]] deficits, and rather than viewing Einstein's lingual delay itself as a "disorder", it may be that Einstein's [[genius]] and his delay in speaking were [[developmentally]] [[intrinsic]] to one another.

In regards to this [[fact]], [[psychologist]] and [[cognitive scientist]] [https://www.wikipedia.org/wiki/Steven_Pinker Steven Pinker] theorized that, rather than viewing [[Einstein]]'s (and other famously gifted late-talking [[individuals]]) adult accomplishments as existing distinct from, or in spite of, his early [[language]] deficits, and rather than viewing Einstein's lingual delay itself as a "disorder", it may be that Einstein's [[genius]] and his delay in speaking were [[developmentally]] [[intrinsic]] to one another.

It has been said that gifted children may advance more quickly through [[stages]] established by post-[[Freud]]ian [http://en.wikipedia.org/wiki/Developmental_psychology developmentalists] such as [http://www.wikipedia.org/wiki/Jean_Piaget Jean Piaget]. Gifted [[individuals]] also [[experience]] the world [[differently]], resulting in certain [[social]] and [[emotional]] issues. The work of [http://en.wikipedia.org/wiki/Kazimierz_Dabrowski Kazimierz Dabrowski] suggests that gifted children have greater psychomotor, [[sensual]], [[imaginative]], [[intellectual]], and [[emotional]] "[http://en.wikipedia.org/wiki/Positive_Disintegration#Dabrowski_and_the_gifted_individual overexcitabilities]".

It has been said that gifted children may advance more quickly through [[stages]] established by post-[[Freud]]ian [https://en.wikipedia.org/wiki/Developmental_psychology developmentalists] such as [https://www.wikipedia.org/wiki/Jean_Piaget Jean Piaget]. Gifted [[individuals]] also [[experience]] the world [[differently]], resulting in certain [[social]] and [[emotional]] issues. The work of [https://en.wikipedia.org/wiki/Kazimierz_Dabrowski Kazimierz Dabrowski] suggests that gifted children have greater psychomotor, [[sensual]], [[imaginative]], [[intellectual]], and [[emotional]] "[https://en.wikipedia.org/wiki/Positive_Disintegration#Dabrowski_and_the_gifted_individual overexcitabilities]".

Francoy Gagne's (2000) Differentiated Model of Giftedness and Talent (DMGT) is a [[http://en.wikipedia.org/wiki/Developmental_psychology developmental] [[theory]] that distinguishes giftedness from [[talent]], offering [[explanation]] on how outstanding [[natural]] [[abilities]] (gifts) [[develop]] into specific expert [[skills]] (talents). According to DMGT theory, "one cannot become talented without first being gifted, or almost so" (Gagne,2000). There are six components that can [[interact]] in countless and [[unique]] ways that fosters the [[process]] of moving from having [[natural]] [[abilities]] (giftedness) to systematically [[developed]] [[skills]] (Gagne,2000).

Francoy Gagne's (2000) Differentiated Model of Giftedness and Talent (DMGT) is a [[https://en.wikipedia.org/wiki/Developmental_psychology developmental] [[theory]] that distinguishes giftedness from [[talent]], offering [[explanation]] on how outstanding [[natural]] [[abilities]] (gifts) [[develop]] into specific expert [[skills]] (talents). According to DMGT theory, "one cannot become talented without first being gifted, or almost so" (Gagne,2000). There are six components that can [[interact]] in countless and [[unique]] ways that fosters the [[process]] of moving from having [[natural]] [[abilities]] (giftedness) to systematically [[developed]] [[skills]] (Gagne,2000).

These components consist of the [[gift]] (G) itself, [[chance]] (C), [[environmental]] [[catalyst]] (EC), intrapersonal catalyst (IC),[[learning]]/[[practice]] (LP) and the outcome of [[talent]] (T)(Gagne,2000). It is important to [[know]] that (C), (IC), and (EC) can [[facilitate]] but, can also hinder the [[learning]] and [[training]] of becoming talented. The [[learning]]/[[practice]] is the moderator. It is through the [[interactions]], both [[environmental]] and intrapersonal that [[influence]] the [[process]] of learning and [[practice]] along with/without [[chance]] that [[natural]] [[abilities]] are [[transformed]] into [[talents]].[[http://en.wikipedia.org/wiki/Gifted]]

These components consist of the [[gift]] (G) itself, [[chance]] (C), [[environmental]] [[catalyst]] (EC), intrapersonal catalyst (IC),[[learning]]/[[practice]] (LP) and the outcome of [[talent]] (T)(Gagne,2000). It is important to [[know]] that (C), (IC), and (EC) can [[facilitate]] but, can also hinder the [[learning]] and [[training]] of becoming talented. The [[learning]]/[[practice]] is the moderator. It is through the [[interactions]], both [[environmental]] and intrapersonal that [[influence]] the [[process]] of learning and [[practice]] along with/without [[chance]] that [[natural]] [[abilities]] are [[transformed]] into [[talents]].[[https://en.wikipedia.org/wiki/Gifted]]

[[Category: Psychology]]

[[Category: Psychology]]