Giftedness: a Brief Literature Synthesis

Abstract

This paper provides a brief synthesis of the literature reviewed for an introductory research methods class. Highlighting a broad range of discourse related to the topic of giftedness, including: education, assessment, definition and intergenerational presentation. Also discussed is methodological considerations for future giftedness researchers. Future syntheses would benefit from specifying their topic area to one domain of gifted literature (i.e assessment, education, etc.). Overviews presented in this paper may present similarly to Worksheet for Critiquing Research (Stein, 2019). 

 Keywords: gifted, giftedness, research methodology

Giftedness is a complex phenomenon with many definitions and associated terms (Moran, 2008; Russell, 2018; Woods, 2018). Russell (2018) sought to form a deeper understanding of how giftedness and gifted education is viewed amongst high-school educators. As a study rooted in grounded theory, the intention was to develop a theoretical framework for future investigations addressing teachers’ understandings of giftedness. Russel found that nomenclature commonly used in the gifted field is niched and limits educators’ understanding of how to best support students. As with many gifted studies, Russel poses many follow up questions for future investigations (Stein, 2019). 

Often, giftedness is equated to mean high achieving (Perrone, Wright,  Ksiazak, Crane,  & Vannatter, 2010; Wilson, 2018). García-Guardia, Ayestarán-Crespo, López-Gómez, and Tovar-Vicente (2019) posed the question: what trait motivates gifted adolescents to be high-achieving? Hypothesizing that identification of this trait would allow for the creation of an instrument leading to earlier identification and support. The study found that the most salient trait amongst gifted adolescents in Spain is the ability to persevere. Moran (2009) argues that despite the capacity for high academic performance, gifted individuals can also demonstrate high social/emotional intelligence. Through the synthesis of interview and survey results, Moran concluded that the definition of giftedness would benefit from being expanded beyond IQ scores to include inter- and intrapersonal intelligence (Stein, 2019). 

Moran (2009) would benefit from integrating a cross-sectional analysis to see if those who scored high in purpose have also been previously identified as gifted. It would also strengthen the Moran’s argument by highlighting a previously identified correlation within the data of giftedness and purpose. Moran had a representative sample pool,  well balanced in ethnicity, gender, and socioeconomic status (Stein, 2019). García-Guardia, Ayestarán-Crespo, López-Gómez, and Tovar-Vicente (2019) present a trans-cultural perspective of giftedness.

Many gifted traits can have complex presentations (Perrone, et al., 2010; Woods, 2018). Behavioral assessments can be limiting when working with gifted children because they look shallowly at behaviors which might be a component of giftedness. Woods (2018) explored whether or not the Connors 3 scale could be an effective diagnostic tool in assessing Attention Deficit Hyperactivity Disorder (ADHD)  in gifted children.  The Conners scale was completed by parents and teachers of students previously identified as gifted but struggling academically. The scores were compared to the Connors’s normative database and skewed across the group. Ultimately, more research is needed in order to identify whether the Connors 3 scale can accurately be used as a diagnostic tool with gifted individuals (Stein, 2019).  

Wilson (2018) constructed a rubric to access the efficacy of STEAM lesson plan content. Data was analyzed using initial, focused, and theoretical coding procedures. Wilson concluded that there needs to be further exploration of how to best implement the STEAM curriculum, especially with high-schoolers and gifted students. It is common among gifted individuals to have unique learning needs (Wilson, 2018; Woods, 2018). As an interdisciplinary curriculum, STEAM is hypothesized to have more benefits when implemented with gifted high-school students. More analysis is needed to set a standard of praxis when using the STEAM curriculum amongst gifted learners (Stein, 2019; Wilson, 2018). 

Narratives and research that discuss giftedness across the lifespan are scant (Perrone, et al. 2010; Stein, 2019). Perrone, et al. (2010) examined gifted adults’ experiences in advanced classes, looking at how these experiences influenced advanced placement decisions for their children. Most of the gifted individuals who participated: had a positive experience in advanced classes,  reported signs of giftedness in their offspring, and stated that they would be open to enrolling their children in gifted/advanced placement programs. The findings of this study contradict the commonly accepted notion that advanced placement hinders social-emotional development. While also providing further evidence that giftedness has a high-heritability index (Stein, 2019). 

Taken together, the studies reviewed present a wide range of discourse under the gifted umbrella. Giftedness as a research topic offers many avenues for exploration. There is much to be learned in the domains of gifted education, identification, social-emotional support, and presentation across the lifespan. Despite the array of topics, there are some common limitations among the studies reviewed: homogenous sample pools (Perrone, et al., 2010; Woods, 2012), variance in gifted specialty amongst reporters (Russel, 2018; Wilson, 2018; Woods, 2012) and a high focus on giftedness in childhood (Perrone, et al.; Stein, 2019). 

While there are many definitions and conceptual frameworks of what it means to be gifted (Garcia, et al, 2019; Perrone, et al., 2010; Russel, 2018; Woods, 2012), the gifted experience is inherently subjective. While future study design is dependent on what is being measured, researchers interested in giftedness would generally benefit from using a qualitative or mixed methodological approach. Aligning with a post-positivist paradigm, allowing the data to inform the research process allows for overarching themes to be ascertained while keeping in mind the unique experience of each gifted participant (see, Moran, 2009; Perrone, et al, 2010; Russel, 2018). Researchers interested in exploring giftedness would also benefit from delving deeply into one facet of gifted research (i.e education, assessment, etc.).  

References 

García-Guardia, M.-L., Ayestarán-Crespo, R., López-Gómez, J.-E., & Tovar-Vicente, M. (2019).Educating the gifted student: Eagerness to achieve as a curricular competence. Comunicar, 27(60), 19–28. https://doi-org.tcsedsystem.idm.oclc.org/10.3916/C60-2019-02  

Moran, S. (2009). Purpose: giftedness in intrapersonal intelligence. High Ability Studies, 20(2), 143–159. https://doi-org.tcsedsystem.idm.oclc.org/10.1080/13598130903358501  

Perrone, K., Wright, S., Ksiazak, T., Crane, A., & Vannatter, A. (2010). Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes. Roeper Review, 32(2), 127–139. https://doi-org.tcsedsystem.idm.oclc.org/10.1080/02783191003587918  

Russell, J. L. (2018). High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development. Journal of Advanced Academics, 29(4), 275–303. https://doi-org.tcsedsystem.idm.oclc.org/10.1177/1932202X18775658 

Stein, M. (2019). Worksheet for critiquing research. Unpublished, Saybrook University.

 Wilson, H. E. (2018). Integrating the Arts and STEM for Gifted Learners. Roeper Review, 40(2), 108–120. https://doi-org.tcsedsystem.idm.oclc.org/10.1080/02783193.2018.1434712 

Wood, S. (2012). Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study). Roeper Review, 34(3), 194–204. https://doi-org.tcsedsystem.idm.oclc.org/10.1080/02783193.2012.686426 

This paper was written by Madeline Stein © for a class at Saybrook University during Fall Semester 2019