14.5: Characteristics of Gifted and Talented Students
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The characteristics of gifted and talented students vary by student. This section of the chapter will provide an overview of common characteristics associated with above-average intelligence. However, it is important for educators and clinicians to remember that students may demonstrate above-average levels of creativity and aptitude in any area of academic study.
Historically, above-average intelligence has been the primary indicator of gifted and talented students despite efforts to broaden the definition (e.g., the three ring conception of giftedness). Often, it is the only criterion used to determine eligibility for gifted and talented programs (Smiley et al., 2022). The intelligence quotient cutoff point commonly used for eligibility into gifted programs is 130; this score indicates that a student scored higher than approximately 96% of their peers. In the 1980s, Howard Gardner, a developmental psychologist at Harvard University, introduced his theory of multiple intelligences. This theory proposed that there are eight different types of intelligence, including linguistic, logical/mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Gardner, 1983). This theory gained popularity and led to a related theory that students have different learning styles (e.g., visual, auditory, tactile/kinesthetic). However, researchers have found “virtually no evidence” supporting the idea that “instruction is best provided in a format that matches the preference of the learner” (Pashler et al., 2008, p. 105; Ragosky et al., 2014). Therefore, educators should focus on research-based instructional methods rather than student preference.
Directions: Further explore the concept of learning styles and why matching instruction to students’ preferred learning styles does not improve learning on Vanderbilt University’s Center for Teaching Learning Styles web page. Why do you think the concept of learning styles continues to be so popular in educational communities? What can be done to educate teachers about research-based instructional methods?
Other intellectual characteristics associated with gifted and talented students include rapid comprehension (i.e., an advanced ability to learn and process information), the ability to think abstractly and problem-solve, and intellectual curiosity (Smiley et al., 2022). However, gifted and talented students may also be perfectionists and may believe that they should excel in everything that they do. This can lead to frustration when they are presented with a task they find challenging. Therefore, it is important to promote the development of a growth mindset or the belief that one’s intelligence can be developed (Dweck, 2006) and continue presenting students with challenging yet achievable goals.
Directions: Explore the educational resources on the Mindset Kit web page to learn more about how to develop a growth mindset in yourself and your future students or clients.
Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.
Gardner, H. (1983). Frames of mind: A theory of multiple intelligences. Basic Books.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78. https://doi.org/10.1037/;See also one comment on Pubpeer
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.