Within his MI theory, he articulates eight specific intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Gardner’s (1983) definition of an intelligence is the ability to solve problems, or create products, that are valued within one or more cultural settings. Howard Gardner’s (1983) theory of multiple intelligences (MI) and Joseph Renzulli’s (1978) “three ring” definition of gifted behavior serve as precise examples of multifaceted, expanding and scholarly conceptualizations of intelligence and giftedness. Motivation, high self-concept, and creativity are key qualities in many of these broadened conceptions of giftedness (Siegler & Kotovsky, 1986). IQ scores are often viewed as inadequate measures of giftedness. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. The different conceptions of giftedness presented although distinct, are interrelated in several ways. This is particularly evident in the reexamination of “giftedness” by Sternberg and Davidson (1986) in their edited Conceptions of Giftedness. Research conducted in the 1980s and 1990s has provided data that support notions of multiple components to intelligence. Since that early time, however, other researchers (e.g., Cattell, Guilford, and Thurstone) have argued that intellect cannot be expressed in such a unitary manner, and suggested more multifaceted approaches to intelligence (Wallace & Pierce, 1992). Some of this “legacy” survives to the present day, as giftedness and high IQ continue to be equated in some conceptions of giftedness. For the first several decades of this century, psychometricians and psychologists, following in the footsteps of Lewis Terman in 1916, equated giftedness with high IQ. A thorough review of the research on gifted and talented learners indicates that the gifts and talents among the gifted vary widely. To the contrary, they are many, varied, and unique. In the past century, we have come to understand that gifted learners are not a homogeneous group. Expanding Conceptions of Giftedness and Talent
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