Sternberg R J
Department of Psychology, Yale University, New Haven, CT 06520-7447.
Ciba Found Symp. 1993;178:5-16; discussion 16-21. doi: 10.1002/9780470514498.ch2.
This paper presents a pentagonal implicit theory of giftedness and a set of data testing the theory. The exposition is divided into five parts. First, I discuss what an implicit theory is and why such theories are important. Second, I describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labelled as gifted. These conditions not only help us understand why some people are labelled as 'gifted', but also why some others are not. Third, I consider the relation of the pentagonal theory to explicit theories of giftedness. Fourth, I present data supporting the theory. Finally, I discuss some implications of the pentagonal theory for gifted education.
本文提出了一种关于天赋的五角形隐性理论以及一组检验该理论的数据。论述分为五个部分。首先，我讨论什么是隐性理论以及为何此类理论很重要。其次，我描述五角形理论，详细说明据称对于一个人被贴上“有天赋”标签而言分别必要且共同充分的五个条件。这些条件不仅有助于我们理解为何有些人被贴上“有天赋”的标签，还能理解为何有些人没有。第三，我思考五角形理论与显性天赋理论的关系。第四，我展示支持该理论的数据。最后，我讨论五角形理论对天才教育的一些启示。
