Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
17 - Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- Frontmatter
- Contents
- Preface
- List of Contributors
- 1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
- 2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents
- 3 A Child-Responsive Model of Giftedness
- 4 School-Based Conception of Giftedness
- 5 Giftedness, Talent, Expertise, and Creative Achievement
- 6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
- 7 From Gifts to Talents: The DMGT as a Developmental Model
- 8 Nurturing Talent in Gifted Students of Color
- 9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
- 10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
- 11 Giftedness and Gifted Education
- 12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
- 13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
- 14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
- 15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness: A Conservative View from a Die-Hard Liberal
- 16 Creative Giftedness
- 17 Genetics of Giftedness: The Implications of an Emergenic–Epigenetic Model
- 18 The WICS Model of Giftedness
- 19 Beyond Expertise: Conceptions of Giftedness as Great Performance
- 20 Domain-Specific Giftedness: Applications in School and Life
- 21 Extreme Giftedness
- 22 Making Giftedness Productive
- 23 The Actiotope Model of Giftedness
- 24 The Scientific Study of Giftedness
- Author Index
- Subject Index
Summary
THE IMPLICATIONS OF AN EMERGENIC–EPIGENETIC MODEL
According to the dictionary definition, the concept of giftedness is closely tied to talent, so much so that the terms are sometimes used interchangeably. Thus, on the one hand, to be gifted means to be “endowed with great natural ability, intelligence, or talent: a gifted child; a gifted pianist” (American Heritage Dictionary, 1992). On the other hand, a talent is “a marked innateability, as for artistic accomplishment” or a “natural endowment or ability of a superior quality” (American Heritage Dictionary, 1992). From these definitions, it would seem either that the two terms are synonymous or that one can be considered a special case of the other (viz., talent may be viewed as a specific form of giftedness). Whatever their proper semantic significance, the terms agree on two explicit claims. First, both maintain that some individuals can be distinguished by exceptional abilities or capacities that set them well above normal expectation. Second, both terms affirm that these extraordinary qualities are in some way innate, the literal gift of some unspecified natural endowment. Most commonly, this innateness is conceived in terms of genetic inheritance.
Aside from these two explicit features of talent and giftedness, there are two other features implied by the definitions that are far more implicit and yet no less important. First, both talent and giftedness seem to represent a static quality of the person – somewhat like the color of a person's eyes.
- Type
- Chapter
- Information
- Conceptions of Giftedness , pp. 312 - 326Publisher: Cambridge University PressPrint publication year: 2005
- 25
- Cited by