Giftedness, Definition

Definitions of giftedness offered in the literature are highly varied. Variability stems from differences in conceptions of intelligence and differences in values. The various definitions of giftedness range from the general (e.g., extraordinary intellectual ability or high IQ score) to the specific (e.g., precocity in specific disciplines such as mathematics), but nearly all definitions include reference to distinction or extraordinary accomplishment [Page 387]in the field. Although many definitions of giftedness have been put forth and there is no consensus in the field on definition, most states and school districts use the following definition, or a variation thereof, from the Javits Gifted and Talented Education Act of 1993. This definition has evolved from a similar definition originally offered as part of a report to Congress in 1972 as the first federal definition of giftedness and includes dimensions that can be categorized as general (intellectual and creative) and specific (specific academic areas, artistic areas).

Other definitions of giftedness have emerged from critical analyses of the federal definition. The most widely discussed and adopted alternative is the three-ring definition offered by Joseph Renzulli, which gained acceptance in conjunction with its relationship to a particular model for curricular modification, the enrichment triad model. In this definition, giftedness is a confluence of the traits of above-average ability, task commitment, and creativity in a particular area of endeavor. Although above-average ability is considered a stable trait, the other two traits are tied to particular times and experiences in the students' lives, and accordingly, Renzulli calls for the identification of gifted behaviors rather than gifted persons.

Conceptions of intelligence offered by Robert Sternberg and Howard Gardner have also been used as a basis for definitions of giftedness. Sternberg has demonstrated that students whose curriculum is matched to exceptional ability in one of the three areas of intelligence in his theory (analytic, synthetic, or practical) demonstrate greater achievement than do those whose curriculum is not matched. Gardner's multifaceted conception of intelligence has received extensive attention, but assessments and curricular interventions have not been validated. Each of these conceptions broadens the concept of giftedness to include more types of giftedness, and districts that adopt these definitions are more likely to serve more diverse populations of gifted students. This entry defines key terms relating to giftedness as well as the historical perspective, underlying issues, and explicit and implicit conceptions of giftedness.