Gifted Education lnternatlonal1994 Vol10, pp 10-15

©1994 A 8 Academic Publishers

John F. Feldhusen,
Purdue University, West Lafayette, Indiana 47907, USA

Talent Identification
and Development in
Education (TIDE)
Talents emerge from general ability as a confluence of others. The conception of giftedness used most often
genetic dispositions, home and school experiences, and in programs for the gifted conceptualizes human
students' unique interests and learning styles. Gagne abilities as sythesized in a general unitary ability
(1985) delineated a general pattern of talent development in called 'intelligence' or 'giftedness.' The identification
youth, and other researchers (Bloom, 1985; Gagne, 1985;
process and the program services work well for the
Keating, 1979; MacKinnon, 1978; Tannenbaum, 1983;
Taylor, 1978; and Reis & Renzulli, 1986) have explicated favored populations. However, an alternative
the nature and development of talents. Our own model is conception, namely 'talents,' 'aptitudes,' or 'special
represented in Figure 1. We see genetic factors as intelligences' may serve us better in defining and
determining potential strengths and setting limits to the nurturing high level abilities in both the underserved
extent of talent development. Those who are likely to go on and the favored populations.
to high level talent development will exhibit precocity early
on. Abilities, aptitudes, and intelligences emerge as a result
of experiences, motivations, and styles. Cre.ative insight
skills (Davidson & Sternberg, 1984) a functional knowledge
base (Glaser, 1984), and metacognitive creativity skills
(Beyer, 1987) provide the final underpinning for the
emergence of specific talents.

Aside from the philosophical and psychological

soundness of the talent conception, identifying and
developing talent in all children frees us from the
problems of identification of "the gifted few" and
possible underrepresentation of special populations
as well as the stigmatizing effects of the gifted label. It
also forces us instead to: (1) focus our instructional
expertise on the search for talent and, (2) on fostering
talent in all youth, not just the labelled few. In the
process of identifying talent in all children we should
also become aware of those who have exceptionally
high talent potential. Thus, in a sense, we have Figure One:
wedded two programs, gifted education and talent Factors Influencing Talent Development
development, into one, more potentially effective and
acceptable, program. The concept of 'aptitude,' 'talent,' or 'special
"Talent development is the 'business' of our intelligences' suggests a more analytical and more
field, and we must never lose sight of this goal, diverse view of human abilities, abilities which may be
regardless of the direction that reform efforts may nurtured, and aptitudes which are amenable to
take." This insightful pronouncement by Renzulli and development. The concept of giftedness which
Reis (1991, p. 26) sets the stage for a major emerged beginning with the work of Terman (1925)
reconceptualization of gifted education and for our and flourished in the United States following the
efforts to bring underserved populations to gifted Marland Report (1972) viewed giftedness as a fixed,
education. It is certainly clear that large segments of unitary trait manifested dichotomously. That is, some
some minority, economically disadvantaged and youth or people have it, most do not. This concept
culturally different populations are not represented in also favored the view that giftedness is genetically
programs for the gifted and talented. The current determined, a view promoted by Terman's master
approaches to identification and program services in titling of his series of research reports Genetic Studies
the United States favor some groups and neglect of Genius (1925). Even though the Marland Report

A paper presented at the Second Asian Conference on Giftedness, Taipei, Taiwan, Republic of China, 24-27 July 1992.

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 had delineated six types of giftedness, program talent indicators may appear in all youth (including
developers for the most part adopted a unitary minorities, the economically disadvantaged, and the
definition in which children were simply classified as culturally different).
gifted or not gifted. School programs must undergo change from
In contrast to the unitary trait concept, it traditional conceptions of the gifted few which favor
seems likely most youth have intellectual strengths, select subgroups or populations and concentrate
but those strengths are diverse. Starting early in the efforts instead on finding and nurturing special talents
elementary grades some children show talent or and abilities among all youth. It is truly time for the new
aptitude in mathematics, others in verbal program Talent Identification and Development in
communication activities, and some in other talent Education (TIDE). TIDE will serve us much better as a
domains. Later some will exhibit their budding talents way of meeting the special needs of diverse school
in home economics, creative writing, learning a populations, as an approach to talent development
foreign language, or dramatics. There are wide among all youth, and as a means to serving the needs
differences among youth in both their aptitudes for of our society in the emerging technological age.
these diverse areas and in their interest or motivation
to pursue studies in them. Nurture and nature operate Definitions
simultaneously in that school, home and community
experiences seem to foster growth of the special Talent is a complex of aptitudes or intelligences,
talents, and they provide educational opportunities for learned skill and knowledge, and motivations-
the requisite skills associated with the talent area. attitudes-dispositions, that predispose an individual to
"Gifted" is a static concept. It is fixed. Talent and successes in an occupation, vocation, profession, art
talent development are dynamic concepts in which or business (Gardner, 1992). Aptitude refers to
individual students and their special abilities can grow specific abilities. lntelligence(s) is genetically
and develop with nurturance. determined ability or aptitude. Expertise is capacity to
Some youth demonstrate high or extremely function at a high level of proficiency within a domain
high levels of special talent in relation to their ages. of activity. Precocity is knowledge or skill in an
The child who reads at age three, the student who individual at an age earlier than normal. Giftedness is
learns calculus in grade eight, the college freshman in a complex of intelligence(s), aptitudes, talents, skills,
science at age sixteen are all examples of youth expertise, motivations and creativity that is revealed in
whose talents are extremely advanced. These creative, productive performance in areas or domains
students exhibit precocious learning behavior. Others or disciplines valued by the culture and at the time.
exhibit precocity in ways that do not so clearly show Genius is giftedness which produces new conceptual
the grade level disparity. Students who show high frameworks that lead to paradigmatic shifts in a
level of problem solving skills in a shop class, those discipline, art form, profession, or field of business-
who write excellent poetry in a high school English economics.
class, and student actors who exhibit extraordinary
empathy with the characters they are portraying Conceptions of Talent
reveal special talents which traditionally have not
been seen as manifestations of giftedness. A number of researchers, theorists, program
Nevertheless, they are valuable indicators of potential developers, and curriculum specialists in gifted
for high level achievement or accomplishment. Such education have proposed and used the concept of

GIFTEDNESS TALENT
Ability Domains
SPECIFIC FIELDS
Catalyst OF TALENTS
GENERAL SPECIFIC Talents
•--A
•--B
• --c
•--D
•--E
•--F
•--G
•--H
·--1
·--1
•--K
•--L
•--M
•--N
·--0
•--P
·--Q
•--R
• --s
•--T
•--u
•--v
•--w
•--x
·--y
• --z
Figure Two:
Giftedness and Talents
Gagne, 1985, p. 109, reproduced by permission.

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talent as a framework for studying and/or developing of which proposed a social domain of talent, and
human abilities. Some have used the term very recognized leadership and altruistic orientation as
specifically while others have used it interchangeably talents in the domain. Gagne concluded from his
with giftedness. review and analysis of the concepts of giftedness and
Gardner proposed a new framework for talent that general giftedness which manifests itself in
conceptualizing human intelligences or talent based four major domains (intellectual, creative,
on a review on a wide variety of psychological socioemotional and sensori-motor) gives way, as
research (1983): children move through the school years, to specific
talents, mediated by family, school, personality,
1) Linguistic - writer, poet interests, attitudes and identification experiences.
2) Spatial- sculptor, architect Talent emerges as the specific ability that will facilitate
3) Musical - composer, musician learning or development in a particular occupation or
4) Bodily, Kinesthetic- athlete. dancer domain of occupations.
5)Logical, Mathematical - scientist, Feldhusen (1986), Koopmans-Dayton (1986),
mathematician and Koopmans-Dayton and Feldhusen (1987) have
6) lntrapersonal - psychiatrist, counsellor presented evidence from research showing that
7) Interpersonal- teacher, salesman vocational educators recognize giftedness and talents
among youth enrolled in vocational classes in
These intelligences might best be seen as the agriculture, business, trade-industrial, and home
early, more general forms of ability, highly genetically economics. Furthermore, teachers in these areas
determined, that find focus later in more specific identified the specific characteristics which they saw
vocations as shown in the list above after the original as evidence of special talent. These characteristics
category name. Gardner also speaks of a "giftedness included such traits as highly skilled in designing and
matrix'' which emerges in youth as a combination of conducting projects, resourceful in finding sources of
two or more of the intelligences, acquired knowledge, information and materials, and superior problem-
and skills, and interests-motivators. All are solving ability. This research showed that teachers in
conditioned or developed by the range and nature of the vocational areas not only recognized (identified)
experiences available to the individual. The context youth with special talents but also provided special
for the development of talent begins in the family, educational opportunities for them on an
extends to school and family, extends increasingly to individualized basis.
peer influences, then to the influences of experts and Gardner's conception of multiple intelligences
the culture, and finally to high powered influence from (1983) has been used as the base for the model
the domain or discipline in which one is emerging. educational program implemented in the Key School
As noted earlier, Renzulli and Reis (1991) in Indianapolis: (1) logical-mathematical, (2) linguistic,
assert that "Talent development is the 'business' of (3) musical, (4) spatial, (5) bodily-kinesthetic, (6)
our field, and we must never lose sight of this goal. .. " interpersonal, and (7) intrapersonal. These
(p. 35) This statement links well with the talent intelligences may be viewed as representing broad
domains which can be inferred from the Renzulli et talent domains. Gardner and Hatch (1989) argued
al., Scales for Rating the Behavioral Characteristics of that " ... the concept of intelligence has remained
Superior Students (1976): central to the field of psychology."
Central, however, to the theory of multiple
1) Learning Characteristics intelligences is the concept that each of the
2) Motivational Characteristics intelligences varies independently in individuals, and
3) Creativity Characteristics individuals show unique profiles of relative strengths
4) Leadership Characteristics and weaknesses among the seven intelligences. Pilot
5) Artistic Characteristics educational projects based on the theory of multiple
6) Musical Characteristics intelligences have progressed to the point where
7) Dramatics Characteristics Gardner and Hatch conclude that " ... our programs
8) Communication Characteristics - Precision with both older and younger children confirm that a
9) Communication Characteristics - consideration of a broader range of talents ( our
Expressiveness emphasis) brings to the fore individuals who
10) Planning Characteristics previously had been considered unexceptional or
even at risk for school failure." The theory and its
One of the most extensive efforts to clarify the application seem to support the talent conception
concepts of giftedness and talent was presented by presented in this paper, and we applaud the use of
Gagne (1985). He suggested (see Figure 2) that the term "talent" in the quotation.
giftedness is most often associated with general Again, overlapping with the several talent
intellectual ability (g) while talent denotes more models reviewed so far is a framework reported by
specific skills or aptitudes. He also reviewed the DeHaan and Kough in 1956 under the rubric of a
formulations of Cohn (1981) and Foster (1981 ), both system for identifying gifted and talented (our

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emphasis) students: (1) intellectual ability, (2) each of the first three areas two specific talents were
scientific ability, (3) leadership ability, (4) creative selected for intensive research: (1) swimming and
ability, (5) artistic talent, (6) writing talent, (7) dramatic tennis in the athletics or psychomotor domain, (2)
talent, (8) musical talent, (9) mechanical skill, and (1 0) concert pianists and sculptors in the aesthetic-
physical skills. The shift in terminology among musical-artistic domain, and (3) research
"ability," "skills," and "talent" as well as their reference mathematicians and research neurologists for the
to giftedness reflects considerable uncertainty about cognitive-intellectual domain.
the phenomena of human ability. From the intensive case studies of the lives of
The work of DeHaan undoubtedly influenced talented people Bloom (1985) concluded that talent
the frames of the Marland Report (1972) and its six potential is present in many children. Talent growth
categories of "giftedness:" clearly can be facilitated by family and teachers, early
recognition and nurturance is vital, and motivation is a
"Gifted and talented (our emphasis) are those crucial ingredient. He concludes: "All of this is to point
... with demonstrated achievement and/or potential to the enormous human potential available in each
ability in ... (a) general intellectual ability, (b) specific society and the likelihood that only a very small
academic aptitude, (c) creative or productive thinking, amount of this human potential is ever fully
(d) leadership ability, (e) visual and performing arts, developed. We believe that each society could vastly
and (f) psychomotor ability." increase the amount and kinds of talent it develops."
The conception of talent is also clearly
While the field of gifted education embraced present in the "talent search" projects growing out of
this definition for nearly two decades and echoed the the research and development of Stanley at John
overarching conception of "gifted and talented," Hopkins University (1976, 1984). The Scholastic
prevailing practice adhered most of the time to the Aptitude Test, used as the testing instrument in talent
unitary conception of general intelligence. There was searches, yields scores for two broad areas of ability,
also much criticism of the Marland Report categories verbal and quantitive. Keating (1979) suggested that
(Renzulli, 1978) as representing non-parallel and the course of development of abilities is from the very
overlapping conceptions of ability. general type of aptitude represented by an
Much more recent is the conception of talent intelligence test score though increasing
set forth by Bloom (1985) in his study of talent differentiation of abilities as represented by verbal and
development. He proposed four distinct areas of quantitative scores and on to specific vocational
talent: (1) athletic or psychomotor, (2) aesthetic, aptitudes represented by one or more talents.
musical and artistic, (3) cognitive or intellectual, and In conclusion, we would argue that the term
(4) interpersonal relations. Later the fourth was "talent" should be used to denote the increasingly
dropped because of difficulty in finding definitions or specialized aptitudes or abilities that develop in youth
criteria for superior performance in that area. Within as a function of general ability, g, or intelligence, and

Academic- Artistic
Intellectual
• Science • Dance
• Maths • Music
• English • Drama
• Social Studies • Graphics
• Languages • Sculpture
• Photography

Vocational- Interpersonal-
Technical Social
• Home Economics
• Trade-Industrial • Leadership
• Business-Office • Care Giving
• Agricultural • Sales
• Human Services
• Computers
and Technology

Figure Three:
Talent Development in Schools

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of their educational experiences in home, school, and Conclusion
the broad community. Talent grows as youth develop
specific skills, interests and motivations. Increasingly Talent Identification and Development in Education
the general talent domain defines a more specific (TIDE) offers a conception of giftedness and talent
occupation and increasingly merges with expertise. that should replace older conceptions of "The Gifted
For some youth and adults talent and expertise will Child." From both parents' and school's points of view
unite with divergent or creative abilities; they become the most important things to know are children's talent
the creators, innovators, inventors, composers, strengths or foci and how to nurture those talents to
writers, architectural designers, theorists or help children achieve to the highest level possible. To
developers of new paradigms. be sure, the school must address the goals of
educating children in all of the areas typically
A Proposal: Talent Identification and Development addressed by schools - in a sense, the basics. But the
in Education (TIDE) TIDE conception asserts that all or most children have
some specific areas of talent strength or aptitude that
From the review of conceptions of Talent we propose should also be addressed. Some children have great
four general domains for talent development in talent potential which calls for even more powerful
schools, depicted in Figure 3: Academic-Intellectual, nurturance or educational interventions.
Artistic, Vocational-Technical, and Interpersonal-
Social. Bibliography
These four domains should not be viewed as
encompassing all talents. There are certainly many Betts, G.T. (1986). The autonomous learner model for the gifted
and talented. In J.S. Renzulli (Ed.), Systems and models for
more, However these four domains are especially developing programs for the gifted and talented (pp. 27-56).
useful at the middle and high school levels because Mansfield, CT: Creative Learning Press.
they are correlates of subject matter areas, specific
courses of instruction, and/or curricular and Beyer, B.K. (1987). Practical strategies for the teaching of thinking.
Boston, MAS: Allyn & Bacon.
extracurricular school programs. Identification or
talent search procedures already exist for most of Bloom, B.S. (1985). Generalizations about talent development. In
these domains of talent, and the procedures can be B.S. Bloom (Ed.) Developing talent in young people (pp. 507-549).
applied as a part of the search for talent among all New York: Balantyne Books.
students, not just as identification of the gifted few. Cohn, S.J. (1981). What is giftedness? A multidimensional
There remains the problem, however, of approach. In A.H. Kramer (Ed.), Gifted children: Challenging the
matching youth talents to specific resources and potential (33-45). New York: Trillium Press.
activities that may foster or enhance talent growth and
Davidson, J.E., & Sternberg, R.J. (1984). The role of insights in
development. Teachers, counselors, and parents can intellectual giftedness. Gifted Child Quarterly, 28, 58-64.
do much to guide youth to appropriate resources and
facilitate their use, but talented youth who are aware DeHaan, R.F., & Kough, J. (1956) lndentifying students with special
or becoming aware of their talent strengths should be needs. Chicago, IL: Science Research Associates.
involved in the search and matching process Feldhusen, J.F. (1986). A new conception of giftedness and
themselves. Treffinger (1986) and Betts (1986) have programming for the gifted. Illinois Council for the Gifted Journal, 5,
pioneered the concept of independent or autonomous 1-5.
learning. Feldhusen (1986) presented a planning
Foster, W. (1981). Leadership: A conceptual framework for
model and instruments designed to help gifted and recognizing and educating the gifted. Gifted Child Quarterly, 25, 17-
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selecting learning activities to foster their own talent
development (see Figure 3). Gagne, F. (1985). Giftedness and talent:· reexamining a
reexamination of the definition. Gifted Child Quarterly, 29 (3), 103-
There is no single program model that will 112.
· optimize a child's talent development. A variety of
services and resources are needed to match the Gardner, H. (1983). Frames of Mind. New York: Basic Books.
child's talent strengths and provide the nurturance for
Gardner, H. (1992). The giftedness matrix from a multiple
continuing growth of those talents. School programs intelligences perspective. Conference paper delivered at the
can best be eclectic, using a variety of resources to University of South Florida, Tampa.
meet the needs of talented youth. Talented youth
themselves should increasingly be taught to Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school.
Educational researcher, 18 (8), 4-10.
recognize and understand their own talents, to join in
the effort to find nurturing resources and activities, Glaser, R. (1984). Education and thinking, the role of knowledge.
and to become independent or autonomous in guiding American Psychologist, 39 (2), 93-104.
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Keating, D.P. (1979). Secondary school programs. In A.H. Passow
(Ed.), The gifted and the talented: Their education a·nd
development, The Seventy-eighth Yearbook of the National Society
for the Study of Education (pp. 186-198). Chicago, IL: University of

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R.K. (1976). Scales for Rating the Behavioral Characteristics of

Prayer of a Unicorn

Dear Lord
May we live forevermore
Let the grass grow
Like flowers blooming
in the spring.
Let the trees offer
us shade like
clouds covering the sun.
Let the clover be so
sweet as the water that
sparkles in the streams.
Let our horns and fur
become as white
as snow in winter.
Let us run gracifully
Like the wind that whistles
in the trees.

Bradley Norman
(aged 11 years)

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