-
Francis Galton
Galton was inspired by first cousin Charles Darwin's Origin of Species, to study heredity. While this was not a direct study of giftedness, this prompted scientists and theorists that came after him to study giftedness/intelligence to examine the relationship to heredity. -
Period: to
Alfred Binet
Although Binet's scale was originally intended to identify intellectual disability, Binet contributed to both the Stanford-Binet and the Binet Simon Intelligence scales. These scales allowed for intelligence to be measured and argued in a scientific basis. Terman used Binet's scales to create the American scales for intelligence testing and by extension the American model for gifted education. (Jolly, 2005) -
Period: to
Lewis Terman
Terman, influenced by the work of Galton and Binet. He sought to further study both the idea that humans had a range of intelligence, and that only a small segment of the population exhibited higher than average intelligence. Further, he sought to measure this intelligence. Terman developed the first intelligence measurement scale for use in American schools (Jolly,2005). -
Period: to
Lena Hollingworth
Heavily influenced by Galton's research, Hollingworth used his research to dispel the myth that all children are born with equal intelligence, serving as the starting point in researching how to identify and educate gifted individuals. (Jolly, 2005). -
Period: to
Abraham Tannenbaum
Adjusted the scope of giftedness to include the demonstration of talents, saying that many students have the potential for giftedness, and that few reach that potential. Tannenbaum developed the five point model, providing a more comprehensive approach to identifying gifted students. (Teachers College - Columbia University, 2014). -
Period: to
Calvin Taylor
Taylor developed the Multiple Creative Talent Teaching Approach. Hypothesized that typical intelligence tests only tested a small fraction of giftedness and that other measures needed to be employed. His primary research topic was creativity. (Plucker & Esping, 2014). -
Period: to
Howard Gardner
Father of the Theory of Multiple Intelligences. There are eight such intelligences: spatial, bodily-kinesthetic, musical, linguistic, logical-mathematical, interpersonal, intrapersonal, and naturalistic
Gardner continues to research and provide education (The Components of MI, 2020). -
Period: to
Robert Sternberg
As a professor of Human Development at Cornell University, Sternberg says, "My theories on intelligence can be diveded in two parts: the theory of successful intelligence and the theory of practical intelligence (common sense). Augmented Theory of Successful Intelligence goes beyond a person being intelligent, to creating impact with that intelligence. Practical Intelligence is the acquisition of tacit knowledge; common sense, skills that cannot be explicitly taught (Sternberg, 2020). -
Joseph Renzulli
Renzulli identified 3 clusters of human traits: above-average ability, motivation, and high creativity. These behaviors can be found at certain times, in certain people, and in certain circumstances, but not all of any. (Renzulli, 1978) -
Francoys Gagné
Gagné presented the "Differentiated Model of Giftedness and Talent" proposing 5 aptitude domains (sensorimotor, extrasensory perception, socioeffective, and creative). Gagné also separated the terms "gifted" and "talented" (nagc, 2020). -
Period: to
Donna Ford
Dr. Ford researches underrepresented and minority populations in gifted education through cultural and intellectual bias. She continues to research, present, and plan for the identification and inclusion of underrepresented populations in gifted education.
