What Do We Mean by Giftedness? A Pentagonal Implicit Theory

Abstract

This article presents a pentagonal implicit theory of giftedness and a set of data testing the theory. The exposition is divided into five parts. First, we discuss what an implicit theory is and why such theories are important. Second, we describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. These conditions help us understand not only why some people are labeled as gifted but also why some others are not, Third, we consider the relation of the pentagonal theory to explicit theories of giftedness. Fourth, we present data supporting the theory. Finally, we discuss some implications of the pentagonal theory for gifted education.

Get full access to this article

View all access options for this article.

References

Berry, J.W. (1984). Towards a universal psychology of cognitive competence . In P. S. Fry (Ed.). Changing conceptions of intelligence and intellectual functioning (pp. 35-61). Amsterdam: North-Holland.

Duck, S. (1991). Understanding relationships. New York: Guilford.

Feldhusen, J.F. (1986). A conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 112-127). New York: Cambridge University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books.

Renzulli. J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

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). New York: Cambridge University Press.

Serpell, R. (1974). Aspects of intelligence in a developing country . African Social Research, 17, 576-596.

Stanley, J.C. (1976). The case for extreme educational acceleration of intellectually brilliant youth. Gifted Child Quarterly , 20, 66-75. Sternberg , R.J. (1985a). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

Sternberg, R.J. (1985b). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49, 607-627.

10.

Sternberg, R.J. , Conway, B.E. , Ketron, J.L. , & Bernstein, M. (1981). People's conception of intelligence. Journal of Personality and Social Psychology, 41, 37-55.

11.

Sternberg, R. J. , & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. New York: Cambridge University Press.

12.

Tannenbaum, A.J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 21-52). New York: Cambridge University Press.

13.

Wober, M. (1974). Towards an understanding of the Kiganda concept of intelligence. In J. W. Berry & P. R. Dasen (Eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 261-280). London: Methuen.