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Edited by Robert J. Sternberg · Don Ambrose

Conceptions of Giftedness and Talent

Robert J. Sternberg  •  Don Ambrose Editors

Conceptions of Giftedness and Talent

Editors Robert J. Sternberg Department of Human Development Cornell University Ithaca, NY, USA

Don Ambrose Department of Graduate Education Rider University Lawrenceville, NJ, USA

ISBN 978-3-030-56868-9    ISBN 978-3-030-56869-6 (eBook) https://doi.org/10.1007/978-3-030-56869-6 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover illustration: Sololos/gettyimages This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

This book is dedicated to all the gifted children in the world, those who have been identified and those who have not been but, we hope, soon will be!

Preface

Many parents of schoolchildren (including one of the editors, who is a parent of five children) are frustrated with the relatively narrow criteria schools use to identify gifted children. Typically, the schools use scores on tests of academic skills and achievement as well as teacher recommendations. They then end up identifying as gifted those who excel at the mechanics of verbal and symbolic processing and willingly doing what they are told to do but who are not necessarily excellent in other ways. This is especially the case when we consider skills that may be more important, say, for the survival of the world as we know it. Scores on standardized tests will not tell us who will become the active, concerned citizens who try to make a positive, meaningful, and enduring difference to the world—the ones, in other words, who are truly gifted and talented in te