Snowflakes, living systems, and the mystery of giftedness

Gifted Child Quarterly

Volumn 52, Issue 2, 2008, Pages 114-130

  Dai, David Yun ^a   Renzulli, Joseph S ^b  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

Creativity; Domain and context specificity; Dynamic systems and organized complexity; Intelligence; Nature nurture; State versus trait; Systems 1 and 2 cognitive representations and processes; Talent

Indexed keywords

EID: 42449151647     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/0016986208315732     Document Type: Article

References (98)

1. Ackerman, P.L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288-318.
2. Ambrose, D. (2003). Barriers to aspiration development and self-fulfillment: Interdisciplinary insights for talent discovery. Gifted Child Quarterly, 47, 282-294.
3. Anderson, J.R. (1987). Skill acquisition: Compilation of weak-method problem situations. Psychological Review, 94, 192-210.
4. Apter, M.J. (2001). An introduction to reversal theory. In M. J. Apter (Ed.), Motivational styles in everyday life: A guide to reversal theory (pp. 3-35). Washington, DC: American Psychological Association.
5. Bloom, B. S. (Ed.) (1985). Developing talent in young people. New York: Ballantine.
6. Brown, A.L., & Campione, J. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
7. Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.
8. Corey, G. (1996). Theory and practice of counseling and psychotherapy (5 ed.). Pacific Grove, CA: Brooks/Cole.
9. Crichton, M. (1996). The lost world. New York: Ballantine.
10. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.
11. Dabrowski, K. (1964). Positive disintegration. Boston: Little, Brown.
12. Dai, D.Y. (2005). Reductionism versus emergentism: A framework for understanding conceptions of giftedness. Roeper Review, 27, 144-151.
13. Dai, D.Y., & Coleman, L.J. (2005). Introduction to the special issue on nature, nurture, and development of exceptional competence. Journal for the Education of the Gifted, 28, 254-269.
14. Dai, D. Y., & Sternberg, R. J. (Eds.). (2004). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum.
15. Damasio, A.R. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace.
16. Dawkins, R. (1995). River out of Eden: A Darwinian view of life. New York: Basic Books.
17. Edelman, G.M. (1989). The remembered present: A biological theory of consciousness. New York: Basic Books.
18. Edelman, G.M. (1995). Memory and the individual soul: Against silly reductionism. In J. Cornwell (Ed.), Natures imagination: The frontiers of scientific vision (pp. 200-206). Oxford, UK: Oxford University Press.
19. Ericsson, K.A. (1996). The acquisition of expert performance: An introduction to some of the issues. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 1-50). Mahwah, NJ: Lawrence Erlbaum.
20. Ericsson, K.A., Nandagopal, K., & Roring, R.W. (2005). Giftedness viewed from the expert-performance perspective. Journal for the Education of the Gifted, 28, 287-311.
21. Feldman, D.H. (1986). Natures gambit: Child prodigies and the development of human potential. New York: Basic Books.
22. Feldman, D.H., Csikszentmihalyi, M., & Gardner, H. (1994). Changing the world: A framework for the study of creativity. Westport, CT: Praeger.
23. Feynman, R.P. (1999). The pleasure of finding things out. Cambridge, MA: Perseus.
24. Fischer, K.W., & Biddell, T.R. (1998). Dynamic development of psychological structures in action and thought. In R. M. Lerner (Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5 ed., pp. 467-561). New York: Wiley.
25. Fischer, K.W., & Yan, Z. (2002). Darwins construction of the theory of evolution: Microdevelopment of explanations of variation and change in species. In N. Granott & J. Parziale (Eds.), Microdevelopment: Trnasition processes in development and learning (pp. 294-318). Cambridge, UK: Cambridge University Press.
26. Ford, M.E. (1994). A living systems approach to the integration of personality and intelligence. In R. J. Sternberg & P. Ruzgis (Eds.), Personality and intelligence (pp. 188-217). Cambridge, UK: Cambridge University Press.
27. Freeman, C. (1999). The crystallizing experience: A study of musical precocity. Gifted Child Quarterly, 43, 75-84.
28. Frensch, P.A., & Sternberg, R.J. (1989). Expertise and intelligent thinking: When it is worse to know better? In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157-188). Hillsdale, NJ: Lawrence Erlbaum.
29. Gagn, F. (2004). Transforming gifts into talents: The DMGT as a developmental model. High Ability Studies, 15, 119-147.
30. Gardner, H. (1983). Frames of mind. New York: Basic Books.
31. Gardner, H. (1993). Creating minds. New York: Basic Books.
32. Gardner, H. (1997). Extraordinary minds: Portraits of 4 exceptional individuals and an examination of our extraordinariness. New York: Basic Books.
33. Gardner, H., Csikszentmihalyi, M., & Damon, W. (2002). Good work: When excellence and ethics meet. New York: Basic Books.
34. Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
35. Goertzel, V., & Goertzel, T.G. (2004). Cradle of eminence (2 nd ed.). Scottsdale, AZ: Great Potential.
36. Gottfried, A.W., Gottfried, A.E., Cook, C.R., & Morris, P.E. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49, 172-186.
37. Gruber, H.E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 247-263). Cambridge, UK: Cambridge University Press.
38. Gruber, H.E., & Wallace, D.B. (1999). The case study method and evolving systems approach for understanding unique creative people at work. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 93-115). Cambridge, UK: Cambridge University Press.
39. Gustafsson, J.-E., & Undheim, J.O. (1996). Individual differences in cognitive functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 186-242). New York: Simon & Schuster.
40. Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford.
41. Hatch, T. (1997). Friends, diplomats, and leaders in kindergarten: Interpersonal intelligence in play. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 70-92). New York: Basic Books.
42. Hayes, J.R. (1989). The complete problem solver (2 nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
43. Holton, G. (1981). Thematic presuppositions and the direction of scientific advance. In A. F. Heath (Ed.), Scientific explanation (pp. 1-27). Oxford, UK: Clarendon.
44. IMDb Editors. (2005). Biography for Kevin Spacey. Retrieved February 22, 2005, from http://www.imdb.com/name/nm0000228/bio
45. Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697-720.
46. Kanevsky, L. (1990). Pursuing qualitative differences in the flexible use of problem-solving strategy by young children. Journal for the Education of the Gifted, 13, 115-140.
47. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
48. Kelso, J.A.S. (2000). Principles of dynamic pattern formation and change for a science of human behavior. In L. R. Bergman, R. B. Cairns, L.-G. Nilsson, & L. Nystedt (Eds.), Developmental science and the holistic approach. Mawhaw, NJ: Lawrence Erlbaum.
49. Kemp, A.E. (1996). The musical temperament. Oxford, UK: Oxford University Press.
50. Klahr, D., & Simon, H.A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125, 524-543.
51. Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101-128). Berlin: Springer.
52. Lerner, R.M., & Busch-Rossnagel, N.A.E. (1981). Individuals as producers of their development: A life-span perspective. New York: Academic Press.
53. Libbrecht, K. (2004). Snowflake science. American Educator, Winter, 20-25, 48. (Originally in The snowflakes: Winters secret beauty, 2003, Voyageur)
54. Lohman, D.F. (2001). Issues in the definition and measurement of abilities. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap between theory and measurement (pp. 79-98). Mahwah, NJ: Lawrence Erlbaum.
55. Lohman, D.F. (2005). An aptitude perspective on talent identification: Implications for identification of academically gifted minority students. Journal for the Education of the Gifted, 28, 333-360.
56. Lubinski, D., Benbow, C.P., & Ryan, J. (1995). Stability of vocational interests among the intellectually gifted from adolescence to adulthood: A 15-year longitudinal study. Journal of Applied Psychology, 80, 196-200.
57. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
58. Marsh, H.W. (1990). Influences of internal and external frames of reference on the formation of math and English selfconcepts: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 107-116.
59. Matthews, G. (1999). Personality and skill: A cognitive-adaptive framework. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences: Process, traits, and content determinants (pp. 251-270). Washington, DC: American Psychological Association.
60. Miller, P.H. (1993). Theories of developmental psychology. New York: Freeman.
61. Muthn, B., & Muthn, L.K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical & Experimental Research, 24, 882-891.
62. Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. New York: Oxford University Press.
63. Piechowski, M.M. (1991). Emotional development and emotional giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 285-306). Boston: Allyn & Bacon.
64. Renzulli, J.S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184, 261.
65. Renzulli, J.S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). Cambridge, UK: Cambridge University Press.
66. Renzulli, J.S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84, 33-58.
67. Renzulli, J.S., & Dai, D.Y. (2001). Abilities, interests, and styles as aptitudes for learning: A person-situation interaction perspective. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 23-46). Mahwah, NJ: Lawrence Erlbaum.
68. Renzulli, J.S., & Dai, D.Y. (2003). Education of the gifted and talented. In J. W. Guthrie (Ed.), Encyclopedia of education (2 nd ed., pp. 930-936). New York: Macmillan Reference.
69. Renzulli, J.S., & Reis, S.M. (1997). Schoolwide enrichment model: A how-to guide for educational excellence. Mansfield Center, CT: Creative Learning.
70. Robinson, A., & Clinkenbeard, P.R. (1998). Giftedness: An exceptionality examined. Annual Review of Psychology, 49, 117-139.
71. Robinson, N.M., Zigler, E., & Gallagher, J.J. (2000). Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness. American Psychologist, 55, 1413-1424.
72. Runco, M.A. (1994). Creativity and its discontents. In M. P. Shaw & M. A. Runco (Eds.), Creativity and affect (pp. 102-123). Norwood, NJ: Ablex.
73. Sawyer, R.K. (2003). Emergence in creativity and development. In R. K. Sawyer, V. John-Steiner, S. Moran, R. J. Sternberg, D. H. Feldman, J. Nakamura, et al. (Eds.), Creativity and development (pp. 12-60). Oxford, UK: Oxford University Press.
74. Shavinina, L. (1999). The psychological essense of the child prodigy phenomenon: Sensitive periods and cognitive experience. Gifted Child Quarterly, 43, 25-38.
75. Simon, H.A. (1969, 1981). The sciences of the artificial. Cambridge, MA: MIT Press.
76. Simonton, D.K. (1999). Talent and its development: An emergenic and epigenetic model. Psychological Review, 3, 435-457.
77. Simonton, D.K. (2003). Scientific creativity as constrained stochastic behavior: The integration of product, person, and process perspectives. Psychological Bulletin, 129, 475-494.
78. Simonton, D.K. (2005). Giftedness and genetics: The emergenic-epigenetic model and its implications. Journal for the Education of the Gifted, 28, 270-286.
79. Singer, J.D., & Willett, J.B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. Oxford, UK: Oxford University Press.
80. Sloboda, J. (1990). Musical excellence: How does it develop? In M. J. A. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 165-178). Leicester, UK: British Psychological Society.
81. Smith, L.D., & Thelen, E. (1993). A dynamic systems approach to development: Applications. Cambridge, MA: MIT Press.
82. Stanovich, K.E., & West, R.F. (2000). Individual differences in reasoning: Implications for the rationality debate. Behavioral and Brain Sciences, 23, 645-665.
83. Sternberg, R.J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, UK: Cambridge University Press.
84. Sternberg, R.J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27 (3). 11-20.
85. Sternberg, R.J. (1999). A propulsion model of types of creative contributions. Review of General Psychology, 3, 83-100.
86. Subotnik, R. F., & Arnold, K. D. (Eds.) (1994). Beyond Terman: Contemporary longitudinal studies of giftedness and talent. Norwood, NJ: Ablex.
87. Subotnik, R.F., Kassan, L., Summers, E., & Wasser, A. (1993). Genius revisited: High IQ children grown up. Norwood, NJ: Ablex.
88. Tannenbaum, A.J. (1997). The meaning and making of giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2 nd ed., pp. 27-42). Boston: Allyn & Bacon.
89. Terman, L.M. (1925). Genetic studies of genius: Vol. 1, Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
90. van Gelder, T., & Port, R.F. (1995). Its about time: An overview of the dynamic approach to cognition. In R. F. Port & T. van Gelder (Eds.), Mind as motion: Explorations in the dynamics of cognition (pp. 1-43). Cambridge, MA: MIT Press.
91. Wachs, T.D. (2000). Necessary but not sufficient: The respective roles of single and multiple influences on individual development. Washington, DC: American Psychological Association.
92. Walters, J., & Gardner, H. (1986). The crystallizing experience: Discovering an intellectual gift. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 306-331). Cambridge, England: Cambridge University Press.
93. White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
94. Wineburg, S.S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 73-87.
95. Winner, E. (1996). Gifted children. New York: Basic Books.
96. Yan, Z., & Fischer, K. (2002). Always under construction. Human Development, 45, 141-160.
97. Ziegler, A., & Heller, K.A. (2000). Conceptions of giftedness from a meta-theoretical perspective. In K. A. Heller, F. J. Monk, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2 nd ed., pp. 3-21). Amsterdam: Elsevier Science Ltd.
98. Zimmerman, B.J. (1995). Attaining reciprocality between learning and development through self-regulation. Human Development, 38, 367-372.