ABSTRACT Giftedness is a complex and multifaceted construct that lacks clear conceptual consensus, resulting in challenges for standardizing identification criteria. Divergences between traditional psychometric models and contemporary developmental approaches create inconsistencies in assessment practices, especially when considering comorbidities with neurodevelopmental conditions such as ADHD, Autism Spectrum Disorder and Specific Learning Disorders. Central to this debate is whether giftedness should be defined solely by high IQ or expanded to include creativity, motivation and domain‐specific talents—or whether these represent separate but equally relevant constructs. Theoretical models such as the Three‐Ring Theory, Multiple Intelligences and the Triarchic Theory have broadened the scope of human potential. In parallel, Gagné's Differentiated Model and advances in cognitive neuroscience have revealed distinct neural patterns associated with general giftedness versus specific talents. This paper traces the epistemological evolution of giftedness from early psychometric paradigms to multidimensional frameworks, integrating neuroscientific evidence on structural, functional and cognitive correlates of high intellectual ability. Building on these insights, we propose the Differential Model of Giftedness and Talent, which conceptualizes giftedness as elevated cognitive potential, measurable through intellectual functioning, and talent as the developmental outcome emerging from the transformation of this potential into domain‐specific expertise. Motivation, creativity, engagement and persistence are highlighted as key mechanisms. This integrative framework provides a clearer conceptual basis for research, identification and educational interventions in gifted populations.
Reuwsaat et al. (2026) studied this question.