This article investigates empirically changes in conceptions of exceptional ability and performance, as reflected in the professional literature published since 1969. Albert's original study, "Genius: Present-Day Status of the Concept and Its Implications for the Study of Creativity and Giftedness", was updated and expanded to include the emergence of new terms and types of inquiry related to giftedness. A goal of this investigation is to ascertain the degree to which the recommendations are reflected in changes in conceptual writings, research, and practice. Terms for use in this study were chosen from two sources: the electronic thesauruses of the ERIC and PsycINFO databases, and extant texts in the area of giftedness and gifted children. Descriptors used in Albert's study formed the core of search terms for the current investigation. An initial search of the PsycINFO thesaurus was undertaken to identify terms commonly used in association with giftedness, the most commonly used term to describe the phenomena in question and the field of study. A two-way contingency table analysis is conducted with year of publication as the independent variable with four categories (1965-1974, 1975-1984, 1985-1994, 1995-2000) and the use of key giftedness descriptors as the dependent variable with four categories ("gifted or talented", "gifted and talented", "creative", "gifted, talented and creative".) In the analysis of his results, Albert observed a trend toward increased attention on educating gifted children and defining and studying creativity in eminent individuals. It is clear that a comprehensive study of the population of published articles relating to giftedness, talent, and/or creativity over the past 35 years yields a "big picture" perspective of the field. Viewing the "new paradigm" issue from these perspectives, researchers suggest that the issue is not whether there are new paradigms, but that in order to continue to grow as a field, one must ht giftedness, ways of understanding it, and modes of inquiry.