From giftedness to talent: A developmental model and its impact on the language of the field

Abstract

The present text addresses the laxity in terminology that afflicts our field, especially the definitions of our two central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between two types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are clearly described and exemplified. The model also specifies the developmental relationship between these two types of abilities, aptitudes being the constituent elements of talents, the crucial role of learning and practice in the transformation of natural abilities into the systematically developed skills of a talent field, and the contributive role of various related constructs (motivation, temperament, surroundings, significant persons, events, etc.) to that developmental process. The model is then used as a guide for a series of comments on the appropriate use of labels to describe more accurately our target population(s), emphasizing the predominance of IGAT (intellectually gifted and academically talented) pupils, and to situate other related concepts, like precocity, able‐ness, genius, and prodigy.