Review article | Open Access
Journal of Innovative Research in Teacher Education 2025, Vol. 6(3) 143-152
pp. 143 - 152
Publish Date: December 23, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
The purpose of this study is to develop a model for identifying potentially gifted individuals. Because the concept of giftedness varies across disciplines, cultures, and historical periods, there is a need for multiple definitions, identification methods, educational strategies, and assessment models. Drawing on the Differential Giftedness and Talent Theory, which views development as a key factor, this study presents a model aimed at early detection of giftedness potential. According to this theory, superior intelligence is innate and can appear across many domains, while superior talent develops in specific areas through personal and environmental interactions. Both intelligence and talent are usually measured relative to the top 10% of a reference group, with chance as a factor that can influence all variables involved. Building on these ideas, the study introduces assessment tools and original sample items to help identify potential giftedness, especially in the verbal domain. These tools include prototype questions for verbal reasoning, verbal ability, and memory. By providing both a theoretical framework and practical tools, this study seeks to improve field-specific identification methods, advancing educational practices and academic understanding of giftedness.
Keywords: giftedness, identification, intelligence, potential, verbal domain
APA 7th edition
Dingec, S.D. (2025). A starting proposal for identifying potential of giftedness in verbal domain. Journal of Innovative Research in Teacher Education, 6(3), 143-152.
Harvard
Dingec, S. (2025). A starting proposal for identifying potential of giftedness in verbal domain. Journal of Innovative Research in Teacher Education, 6(3), pp. 143-152.
Chicago 16th edition
Dingec, Sule Demirel (2025). "A starting proposal for identifying potential of giftedness in verbal domain". Journal of Innovative Research in Teacher Education 6 (3):143-152.
Acar, S., Sen, S., & Cayirdag, N. (2016). Consistency of the performance and nonperformance methods in gifted identification: A multilevel meta-analytic review. Gifted Child Quarterly, 60(2), 81–101. https://doi.org/10.1177/0016986216634438
Alfonso, W., Flanagan, D. P., & Radvan, S. (2005). The impact of the Cattell–Horn–Carroll theory on test development and interpretation of cognitive and academic abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 185-202). The Guilford Press.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (pp. 89–195). Academic Press.
Avcı- Doğan, G, & Tamul, Ö. F. (2024). Türkiye’de üstün yetenekli öğrencilerin tanılanması ve eğitimi [Identification and Education of Gifted Students in Turkey Education] Ordu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 12–34. https://dergipark.org.tr/tr/download/article-file/4004153
Carroll, J. B. (1941). A factor analysis of verbal abilities. Psychometrika, 6(5), 279-307. https://link.springer.com/article/10.1007/BF02288585
Castel, A. D. (2024). Memory selectivity in older age. Current Opinion in Psychology, 55, 101744. https://doi.org/10.1016/j.copsyc.2023.101744
Colom, R. T., Abad, F. J., Rebollo, I., & Shih, P. C. (2005). Memory span and general intelligence: A latent-variable approach. Intelligence, 33(6), 623–642. https://doi.org/10.1016/j.intell.2005.05.006
Delgado-Valencia, L., Delgado, B., Navarro-Soria, I., Torrecillas, M., Rosales-Gómez, M., Sánchez-Herrera, M. d. l. C., & Soto-Díaz, M. (2025). The Identification of Giftedness in Children: A Systematic Review. Education Sciences, 15(8), 1012. https://doi.org/10.3390/educsci15081012
Demirel- Dingeç, Ş. (2023). An alternative model proposal for identifying giftedness. Çocuk ve Medeniyet, 8(14), 287-299. DOI: https://doi.org/10.47646/CMD.2023.292
Dickens, W. T., & Flynn, J. R. (2001). Great leap forward, New Scientist, 170, 2287, 44-47. http://hdl.handle.net/10822/518287
Erdoğan, S., & Baran, G. (2006). The study of adaptation test of early mathematics ability-3 (tema-3) for 60-72, mounth old children. Çağdaş Eğitim Dergisi, 31(332), 32-38. https://www.tekisik.org/website/#
Flanagan, D. P., Alfonso, V. C., & Reynolds, M. R. (2013). Broad and narrow CHC abilities measured and not measured by the Wechsler scales: Moving beyond within-battery factor analysis. Journal of Psychoeducational Assessment, 31(2), 202-223. DOI: 10.1177/0734282913478047
Floyd, R. G. (2005). Information-processing approaches to interpretation of contemporary intellectual assessment instruments. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 155-171). The Guilford Press.
Gagné, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 60–74). Allyn and Bacon.
Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–147. https://doi.org/10.1080/1359813042000314682
Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education (pp. 61–80). Prufrock Press.
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5(1), 5–19. https://www.researchgate.net/profile/FrancoysGagne/publication/285946236_The_DMGT_Changes_Within_Beneath_and_Beyond/links/573ef36808aea45ee844eecb/The-DMGT-Changes-Within-Beneath-and-Beyond.pdf
Gagné, F. (2021). Implementing the dmgt’s constructs of giftedness and talent: what, why, and how? In M. S. Plucker & D. L. Sparks (Eds.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 71–99). Springer.
Güçyeter, Ş. (2016). Talent identification studies and instruments in Turkey. Turkish Journal of Education, 5(4), 235–254. DOI: 10.19128/turje.267922
Güven, Y. (1997). Erken Matematik Yeteneği Testi-2’nin geçerlik, güvenirlik, norm çalışması ve sosyo-kültürel faktörlerin matematik yeteneğine etkisinin incelenmesi [The Validity, Reliability, Norm Study, and Examination of the Effect of Socio-Cultural Factors on Mathematical Ability in the Early Mathematical Ability Test-2] (Yayımlanmamış doktora tezi). Marmara Üniversitesi, İstanbul.
Happe, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66(3), 843–855. https://about.jstor.org/terms
Helal, A., Wai, J., Parra-Martinez, A., McKenzie, S., & Seaton, D. (2025). Widening the net: How CogAT and ACT Aspire compare in gifted identification. Education Reform Faculty and Graduate Students Publications.
Heller, K. A., & Schofield, N. J. (2008). Identification and nurturing the gifted from an international perspective. In Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 93-114). Springer US.
Hulme, C., & Maughan, S. (1991). Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language, 30(6), 685–701. https://www.proquest.com/docview/1297337597?accountid=7181&sourcetype=Scholarly%20Journals&imgSeq=1
Karadağ, F. (2016). Özel yetenekli bireylerin tanılanması ve tanılamaya yönelik alternatif değerlendirme araçları. [Identification of gifted individuals and alternative assessment tools for identification] Journal of International Social Research, 9(46), 561-571. https://research.ebsco.com/c/o47xhr/search/details/g4uigcjqzj?db=e5h
Karadağ, Y., & Baştuğ, G. (2018). Türkiye’de zekâ değerlendirme sürecinde yaşanan etik sorunlar ve öneriler. [Ethical issues and recommendations in the intelligence assessment process in Turkey] Ankara Sağlık Hizmetleri Dergisi, 17(2), 46-57. https://dergipark.org.tr/en/download/article-file/613777
Kirişçi, N., & Demirel- Dingeç, Ş. (2024). Erken Çocukluk Döneminde Özel Yeteneğin Tanılanmasına İlişkin Eleştirel Değerlendirme. Millî Eğitim Dergisi, 53(241), 613-634. DOI: 10.37669/milliegitim.1188877
Lohman, D. F., & Foley Nicpon, M. (2012). Identification of students for gifted and talented services: theory into practice. In S. L. Hunsaker (Ed.), Ability testing and talent identification (pp. 283–335). Routledge.
McGrew, K. S. (2005). The Cattell–Horn–Carroll theory of cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 136-182). The Guilford Press.
McGrew, K.S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 1-10. https://doi.org/10.1016/j.intell.2008.08.004
McGrew, K. S., & Woodcock, R. W. (2001). Woodcock Johnson III technical manual. Riverside.
McIntosh, D. E., & Dixon, F. A. (2005). Use of İntelligence Tests in The İdentification of Giftedness. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 587–607). The Guilford Press.
Milli Eğitim Bakanlığı [Ministry of National Education]. (2013). Özel yetenekli bireyler strateji ve uygulama planı 2013–2017. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
Milli Eğitim Bakanlığı [Ministry of National Education] . (2025). 2024–2025 yılı bilim ve sanat merkezleri öğrenci tanılama ve yerleştirme kılavuzu. [Strategy and implementation plan for gifted individuals 2013–2017] Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
Moore, A. D., (1992). Gifted and talented children and youth. (ed. L. M. Bullock). Exceptionalities in children and youth. (pp.420-448). Allyn and Bacon Inc.
National Association for Gifted Children. (2023). A definition of giftedness that guides best practice. https://cdn.ymaws.com/nagc.org/resource/resmgr/knowledgecenter/positionstatements/a_definition_of_giftedness_t.pdf
Özyaprak, M. (2006). Zihinsel güçleri ve yeterlilikleri gözlem yoluyla keşfetme testinin uzamsal-analitik boyutunun A- 2 ve A-3 formlarının geçerlik ve güvenilirlik çalışmaları. [Validity and reliability studies of forms A-2 and A-3 of the test for discovering mental abilities and competencies through observation in the spatial-analytical dimension] (Yayınlanmamış yüksek lisans tezi), İstanbul Üniversitesi, İstanbul.
Pomplun, M., & Roid, G. H. (2005). interpreting the Stanford–Binet intelligence scales, fifth edition. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 325–343). The Guilford Press.
Rasheed, M. (2020). Context and content in rural gifted education: A literature review. Journal of Advanced Academics, 31(1), 61–84. https://doi.org/10.1177/1932202X19879174.
Reynolds, C. R., & Kamphaus, R. W. (2005). Introduction to the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 400-421). The Guilford Press.
Salman, U., Şimşek, A., Turfanda, M., Salman, A. B. (2017). Türkiye’de kullanılan zeka ölçekleri. [Intelligence scales used in Turkey] İstanbul Bilim Üniversitesi Florence Nightingale Tıp Dergisi, 3(2-3), 87-89. doi: 10.5606/fng.btd.2017.018
Schneider, W.J. and McGrew, K.S. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In D. P. Flanagan and E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4. Baskı, s. 73–163). Guilford Press.
Simonton, D. K. (2001). Talent development as a multidimensional, multiplicative, and dynamic process. Current Directions in Psychological Science, 10(2), 39-43. 10.1111/1467-8721.00110
Sternberg, R., & Davidson, J. E. (2005). Conceptions of Giftedness (2nd ed.). Cambridge University Press.
Şahin, H., & Zorlu, A. (2022). Türkiye’de özel yetenekli bireyleri tanılama süreci ve tanılamada kullanılan yöntemler. [The process of identifying gifted individuals in Turkey and the methods used for identification] Milli Eğitim Dergisi, 51(233), 863-885. https://doi.org/10.37669/milliegitim.788454
Tran, B., Wai, J., McKenzie, S. C., Mills, J., & Seaton, D. (2021). Expanding gifted identification to capture academically advanced, low-income, or other disadvantaged students: The case of Arkansas. Journal for the Education of the Gifted, 45(1), 64–83. DOI: 10.1177/01623532211063936
Tirre, W. C., & Field, K. A. (2002). Structural models of abilities measured by the Ball Aptitude Battery. Educational and Psychological Measurement, 62(5), 830–856. https://doi.org/10.1177/001316402236881
Türkiye Büyük Millet Meclisi. [Grand National Assembly of Turkey] (2012). Üstün yetenekli çocukların keşfi, eğitimleriyle ilgili sorunların tespiti ve ülkemizin gelişimine katkı sağlayacak etkin istihdamlarının sağlanması amacıyla kurulan meclis araştırması komisyonu raporu. [Report of the parliamentary inquiry committee established to identify gifted children, determine issues related to their education, and ensure their effective employment to contribute to the development of our country] Yasama Dönemi: 24, Yasama Yılı: 3.
Vinkhuyzen, A.A.E., van der Sluis, S., Boomsma, D.I., de Geus, E.J.C. and Posthuma, D. (2010). Individual differences in processing speed and working memory speed as assessed with the Sternberg Memory Scanning Task. Behavior Genetics, 40(3), 315-326. DOI: 10.1007/s10519-009-9315-7
Wilhelm, O. and Schultze, R. (2002). The relation between speeded and unspeeded reasoning with mental speed. Intelligence, 30, 537-554. https://doi.org/10.1016/S0160-2896(02)00086-7
Zhu, J., & Weiss, L. (2005). The Wechsler scales. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (pp. 123-125). The Guilford Press.