The triarchic model applied to identifying, teaching, and assessing gifted children¹

This article presents a unified model, the triarchic one, for the identification, instruction, and assessment of gifted children. The article considers why a unified model of identification, instruction, and assessment is important, and why this model should be broader than most of the models currently in use. Following a discussion regarding the use of the triarchic model as a potential one for such use, a program of identification, instruction, and assessment for gifted high school students learning psychology is described based upon the triarchic model. Data from an initial application of this program are introduced as well as claims demonstrating how the triarchic model can be applied in fields beyond psychology. Finally, conclusions are drawn to confirm that a broad unified model such as the triarchic one can be useful in the identification, instruction, and assessment of gifted children. Notes Research for this article was supported under the Javits Act Program (grant No. R2O6R00001) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the positions or policies of the Government, and no official endorsement should be inferred. We are grateful to Mahzarin Banaji, who was the main instructor in the summer course.