The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world.
This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.
Part I: Changing Conceptions on Giftedness and Talent. Conceptions of giftedness from a meta-theoretical perspective (A. Ziegler, K.A. Heller). A history of giftedness in school and society (A.J. Tannenbaum). Intelligence as developing expertise (R.J. Sternberg). Understanding the complex choreography of talent development through DMGT-based analysis (F. Gagné). New conceptions and research approaches to creativity: implications of a systems perspective for creativity in education (M. Csikszentmihalyi, R. Wolfe). Giftedness in non-academic domains: the case of the visual arts and music (E. Winner, G. Martino). Genius and giftedness: same or different? (D.K. Simonton). International trends and topics of research on giftedness and talent (K.A. Heller, N.J. Schofield).
Part II: Development of Giftedness and Talent. Developmental theories and giftedness (F.J. Mönks, E. Mason). Genetic tools for exploring individual differences in intelligence (L.A. Thompson, R. Plomin). Giftedness, expertise, and (exceptional) performance: a developmental perspective (W. Schneider). Issues in the cognitive development of exceptionally gifted individuals (M. Gross). Motivation and cognition: their role in the development of giftedness (W. Lens, P. Rand). Social and emotional development of gifted students (L. Coleman, T.L. Cross). Towards a dynamic interactive model of talent development: a life-span linking childhood giftedness and adult achievements (I. Schoon). Prodigies, savants and Williams Syndrome: windows into talent and cognition (M. Morelock, D.H. Feldman). Addressing the most challenging questions in gifted education and psychology: a role best suited to longitudinal research (R.F. Subotnik, K.D. Arnold). A "talent" for knowledge and judgement about life: the life-span development of wisdom (M. Pasupathi, U. Staudinger).
Part III: Identification of Giftedness and Talent. <BR id="CR
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- © Pergamon 2000
- 18th December 2000
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Department of Psychology, University of Munich, Germany
Center for the Study of Giftedness, University of Nijmegen, The Netherlands
APA, Washington, USA
Robert J. Sternberg is Dean of the School of Arts and Sciences and Professor of Psychology at Tufts University. Prior to being at Tufts, he was IBM Professor of Psychology and Education, Professor of Management in the School of Management, and Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Yale University. This center, now relocated to Tufts, is dedicated to the advancement of theory, research, practice, and policy advancing the notion of intelligence as developing expertise, as a construct that is modifiable and capable, to some extent, of development throughout the lifespan. The Center seeks to have an impact on science, education, and society. Sternberg was the 2003 President of the American Psychological Association and is the 2006 2007 President of the Eastern Psychological Association. He was on the Board of Directors of the American Psychological Association and the Board of Trustees of the APA Insurance Trust. He is currently on the Board of Trustees of the American Psychological Foundation and on the Board of Directors of the Eastern Psychological Association as well as of the American Association of Colleges and Universities. Sternberg received his Ph.D. from Stanford University in 1975 and his B.A. from Yale University. He holds honorary doctorates from eight universities. He is the author of over 1,100 journal articles, chapters, and books. He focuses his research on intelligence, creativity, and wisdom and has studied love and close relationships as well as hate. This research has been conducted on five different continents.
Yale University, New Haven, Connecticut, USA