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| Preface | |
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| What Is Giftedness? | |
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| The Pentagonal Theory for Identifying the Gifted | |
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| The Excellence Criterion | |
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| The Rarity Criterion | |
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| The Productivity Criterion | |
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| The Demonstrability Criterion | |
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| The Value Criterion | |
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| Testing the Pentagonal Theory | |
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| Implications of the Pentagonal Theory | |
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| Do We Still Need a Label of "Giftedness"? | |
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| Myths about Giftedness | |
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| Theories of Giftedness | |
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| No Conception | |
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| IQ and Related Constructs | |
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| IQ Plus Other Qualities | |
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| Renzulli | |
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| Tannenbaum | |
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| Sternberg and Zhang | |
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| Feldhusen | |
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| Haensly, Reynolds, and Nash | |
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| Csikszentmihalyi | |
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| Winner | |
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| Gruber | |
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| Gardner | |
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| Gagn� | |
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| VanTassel-Baska | |
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| WICS as a Model of Giftedness | |
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| Creativity | |
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| Creative Giftedness as a Confluence of Skills and Attitudes | |
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| Types of Creative Ideas | |
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| Intelligence | |
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| Academic Intelligence | |
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| Practical Intelligence | |
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| Relative Importance of Different Aspects of Intelligence and Creativity Over Time | |
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| Wisdom | |
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| Synthesis | |
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| Intelligence and Giftedness | |
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| Implicit Theories of Intelligence | |
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| Intelligence Testing | |
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| History | |
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| Major Intelligence Scales | |
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| Psychometric Approaches to Intelligence | |
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| Spearman: Theory of g | |
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| Thurstone: Primary Mental Abilities | |
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| Guilford: Structure of Intellect | |
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| Cattell, Vernon, and Carroll: Hierarchical Models | |
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| A Famous Application of the Psychometric Model | |
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| Cognitive Approaches to Intelligence | |
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| Inspection Time | |
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| Choice Reaction Time | |
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| Lexical Access Speed and Speed of Simultaneous Processing | |
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| Working Memory | |
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| The Componential Theory and Complex Problem Solving | |
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| Biological Approaches to Intelligence | |
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| Brain Size | |
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| Speed of Neural Conduction | |
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| Positron Emission Tomography and Functional Magnetic Resonance Imaging | |
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| Evolutionary Theory | |
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| Contextual Approaches to Intelligence | |
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| Systems Approaches to Intelligence | |
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| Gardner: Multiple Intelligences | |
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| Sternberg: The Triarchic Theory of Successful Intelligence | |
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| True Intelligence | |
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| The Bioecological Model of Intelligence | |
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| Improving Intelligence | |
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| Creativity and Giftedness | |
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| Mystical Approaches to the Study of Creativity | |
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| Pragmatic Approaches | |
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| The Psychodynamic Approach | |
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| Psychometric Approaches | |
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| Cognitive Approaches | |
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| Social-Personality and Social-Cognitive Approaches | |
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| Evolutionary Approaches to Creativity | |
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| Confluence Approaches to the Study of Creativity | |
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| Alternate Approaches to Understanding Kinds of Creative Contributions | |
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| Wisdom and Giftedness | |
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| What Is Wisdom? | |
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| Philosophical Approaches | |
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| Implicit-Theoretical Approaches | |
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| Explicit-Theoretical Approaches | |
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| Generalized Views of the Relationship Between Wisdom and Age | |
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| Implicit Theories | |
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| Implicit Theories of Wisdom and Age? | |
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| Explicit Theories | |
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| When Does Wisdom First Develop? | |
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| What Is the Trajectory of Wisdom Throughout the Adult Life Span? | |
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| Is Wisdom Beneficial? | |
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| Ethical Giftedness | |
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| A Multiphase Model for Ethical Behavior | |
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| Is There an Ethical Giftedness? | |
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| The Role of Wisdom | |
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| Giftedness as Developing Expertise | |
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| The Specifics of the Developing-Expertise Model | |
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| Elements of the Model | |
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| Interactions of Elements | |
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| The g Factor and the Structure of Abilities | |
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| Taking Tests | |
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| Giftedness and Culture | |
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| What Is Culture? | |
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| What Is Intelligence Across Cultures? | |
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| What Is Giftedness Across Cultures? | |
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| Models of the Relationship of Culture to Intelligence | |
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| Studies of Intelligence and Giftedness in Their Cultural Contexts | |
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| Children May Develop Contextually Important Skills at the Expense of Academic Ones | |
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| Children May Have Substantial Practical Skills That Go Unrecognized in Academic Tests | |
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| Practical Intellectual Skills May Be Better Predictors of Health Than Academic Ones | |
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| Physical Health May Moderate Performance on Assessments | |
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| Dynamic Testing May Reveal Cognitive Skills Not Revealed by Static Testing | |
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| Culture-Fair and Culture-Relevant Testing | |
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| Conclusion | |
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| Learning Disabilities, Giftedness, and Gifted/LD | |
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| Understanding Giftedness, Learning Disabilities, and Gifted-LD in Terms of the Model of Giftedness as Developing Expertise | |
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| Strengths of Gifted Students with Learning Disabilities | |
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| Doing Better | |
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| Identifying the Gifted | |
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| Standardized Tests | |
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| Types of Standardized Tests | |
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| Assessing Test Quality | |
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| Statistical Concepts Underlying Test Scores | |
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| Types of Scores | |
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| Let's Be a Bit More Precise | |
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| Issues and Concerns in Standardized Testing | |
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| Test Bias | |
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| The Rainbow Project | |
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| Methodological Considerations | |
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| Findings | |
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| The Kaleidoscope Project | |
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| The Aurora Project | |
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| Limitations | |
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| Educating the Gifted | |
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| Teaching and Assessing the Gifted for WICS | |
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| Potential Objections to Teaching for Successful Intelligence with Replies | |
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| Some Instructional Data | |
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| Aptitude-Treatment Interaction Study | |
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| Social Studies and Science Study | |
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| Reading Study | |
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| Study on Teaching for Successful Intelligence in Language Arts, Mathematics, and Science in Grade 4 | |
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| Why Teaching for Successful Intelligence Works | |
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| Teaching for Wisdom | |
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| The Role of Wisdom in Education and Society | |
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| Implications of Teaching for Wisdom | |
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| References | |
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| Index | |