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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.

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What Do We Mean by Giftedness? A Pentagonal Implicit Theory

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