THE THREE-RING CONCEPTION OF GIFTEDNESS

Research on creative-productive people has consistently shown that although no single criterion can be used to determine giftedness, persons who have achieved recognition because of their unique accomplishments and creative contributions possess a relatively well-defined set of three interlocking clusters of traits. These clusters consist of above average, though not necessarily superior, ability, task commitment, and creativity (see Figure A). It is important to point out that no single cluster “makes giftedness.” Rather, it is the interaction among the three clusters that research has shown to be the necessary ingredient for creative-productive accomplishment (Renzulli, 1978). This interaction is represented by the shaded portion of Figure A. It is also important to point out that each cluster plays an important role in contributing to the display of gifted behaviors. This point is emphasized because one of the major errors that continues to be made in identification procedures is to overemphasize superior abilities at the expense of the other two clusters of traits.

What follows are general descriptors within the three interlocking traits for giftedness. Some characteristics/descriptors may apply when considering an individual student and whether a referral for nomination might be appropriate.

1. Well Above Average Intellectual Ability

Well above average ability can be understood in two ways:

1. General ability

2. Specific abilities

General ability refers to:

• high levels of abstract thinking, verbal and numerical reasoning, spatial relationships, memory and word fluency

• Adaptation to and the shaping of novel situations encountered in the external environment

• The automatization of information processing; rapid, accurate, and selective retrieval of information

Specific Ability refers to:

• The application of various combination of the above general abilities to one or more specialized areas of knowledge or areas of human performance (e.g., the arts, leadership, administration)

• The capacity for acquiring and making appropriate use of advanced amounts of formal knowledge, technique, logistics, and strategy in the pursuit of particular problems or manifestation of specialized areas of performance

• The capacity to sort out relevant and irrelevant information associated with a particular problem or area of study or performance

2. Creativity

• Fluency, flexibility, and originality of thought

• Openness to experience; receptive to that which is new and different (even irrational) in the thoughts, actions, and products of oneself and others

• Curious, speculative, adventurous, and mentally playful; willing to take risks in thought and action, even to point of being uninhibited

• Sensitive to detail, aesthetic characteristics of ideas and things; willing to act upon and react to external stimulation and one’s own ideas and feelings

3. Task Commitment

• The capacity for high levels of interest, enthusiasm, fascination, and involvement in a particular problem, area of study, or form of human expression

• The capacity for perseverance, endurance, determination, hard work, and dedicated practice

• The ability to identify significant problems within specialized areas; the ability to tune into major channels of communication and new development within given fields

• Setting high standards for one’s work, maintaining an openness to self and external criticism, developing an aesthetic sense of taste, quality and excellence about one’s own and work of others

OTHER CHARACTERISTICS OF GIFTEDNESS

General Intellectual Abilities That May Be Evident:

• Comprehends abstract ideas and concepts - advanced for age expectation

• Considers concepts and situations in which he/she has no personal experience

• Makes quick and valid generalizations and uses them in new situations

• Demonstrates skills in reasoning and evaluating situations

• Sees cause and effect

• Sometimes chooses and enjoys challenging tasks or problems

• Generates sophisticated and creative ideas and solutions

• Demonstrates great curiosity; asks how, why, and what if

• Chooses original methods and produces innovative products

• Is keenly observant

Social/Emotional/Behavioral Characteristics That May Be Evident:

• Strong sense of self

• Tendency for perfectionism

• Willingness to share ideas/beliefs/opinions

• Questions authority

• Motivation for and intense focus on tasks of interest

• Withdrawal from peers/prefers adults

• Subtle sense of humor/original jokes and puns

• Disengaged with routine

• Personally sensitive to the needs of others

• Critical of self and others