Psychological Science, Talent Development, and Educational Advocacy: Lost in Translation?

The talent development approach to the conceptualization of giftedness has historical precedent in the field. Examples of large-scale and longitudinal research studies from previous decades guided by the talent development approach are provided as illustrations. The implications of focusing on domain-specific talents in academics, the arts and sport, their individual patterns of development, and the use of eminence as a goal for programs and services in gifted education are discussed. The importance of linking theoretical debates and research with the realities of policies, resource allocation, and advocacy is emphasized. [ABSTRACT FROM AUTHOR]