Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students

摘要: A decisive factor in the determination of effective gifted education is fit between individual cognitive and noncognitive (e.g., motivational other personality) factors developmental learning processes on one hand environmental influences that are mainly from social settings family, school, peers hand. This chapter based multidimensional conceptions giftedness talent, such as Munich Model Giftedness (MMG), well interaction models, Aptitude–Treatment Interaction (ATI) by Cronbach Snow (1977) Corno (1986). When considering MMG an example a multifactorial conception giftedness, along with recently developed dynamic process approach to this model (Munich Dynamic Ability–Achievement [MDAAM], following questions arise: How should individuals be identified instructed? And how their outcomes or excellent performance assessed? These will answered according MDAAM, respectively. GIFTEDNESS AND TALENT FROM THEORETICAL POINT OF VIEW Our knowledge regarding talent supplied different sources information research paradigms. Approaches particularly relevant conceptualizing psychometric approach, expert–novice paradigm, explanatory approaches field science psychology, retrospective prospective (longitudinal) studies.