Investigating conceptual models of giftedness for identification procedures



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Purpose. The purpose of this study is to investigate the discriminating value of four models of giftedness: Standard Identification Model-Aggregated Indices, Standard Identification Model-Individual Indices, Sternberg's Concepts Model, and Multi-Concepts Model. The study examines the strength of the models that contain the traditionally used identification criteria of standardized intelligence and achievement tests, teacher nomination, and parent questionnaire. In addition to these, models that include non-traditional measures of non-verbal intelligence, metacognition, and coalescence factors are also included. It is the goal of this study to provide insight into the development of an identification procedure that addresses the needs of all gifted students regardless of language, culture, or prior learning experiences. Method. The sample consisted of two groups of 100 students. The first was from the gifted education program. The second was from the regular education program. The following data was collected for each student: (1) Wechsler Intelligence Test for Children-Revised, (2) California Achievement Test, (3) Test of Cognitive Skills, (4) Test of Non-Verbal Intelligence, (5) Teacher Checklists, and (6) Parent Questionnaire. Discriminant analysis was employed to determine the strength of the different models and the indices in the identification of gifted and non-gifted students. A correlation procedure was performed to examine the relationships among the indices. [...]



Gifted children--Identification