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My Convictions about the Nature of Abilities, Gifts, and Talents.
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Gagne, Francoys – Journal for the Education of the Gifted, 1999
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)
Descriptors: Cognitive Ability, Definitions, Evaluation Criteria, Evaluation Methods
The Limits of Consilience: A Reaction to Francoys Gagne's "My Convictions about the Nature of Abilities, Gifts, and Talents."
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Borland, James H. – Journal for the Education of the Gifted, 1999
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)
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria
Toward a More Comprehensive Theory of Exceptional Abilities.
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Detterman, Douglas K.; Ruthsatz, Joanne – Journal for the Education of the Gifted, 1999
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)
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria
A Developmental, Evolutionary Perspective on Gifts and Talents.
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Feldman, David Henry – Journal for the Education of the Gifted, 1999
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)
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria
Do Personal Convictions Promote Scientific Progress? Comment on Gagne's "My Convictions about the Nature of Abilities, Gifts, and Talents."
Peer reviewed Peer reviewed
Hany, Ernst A. – Journal for the Education of the Gifted, 1999
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)
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria
Exchanging New Hats for Old: A Response to Francoys Gagne's "My Convictions About the Nature of Abilities, Gifts, and Talents."
Peer reviewed Peer reviewed
Robinson, Nancy M. – Journal for the Education of the Gifted, 1999
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.…
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria
Is There Any Light at the End of the Tunnel?
Peer reviewed Peer reviewed
Gagne, Francoys – Journal for the Education of the Gifted, 1999
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…
Descriptors: Ability Identification, Cognitive Ability, Definitions, Evaluation Criteria