Gifted and talented individuals are significant for every society because these people have better opportunities to make a change. That is why sufficient attention should be drawn to creating effective strategies for identifying and contributing to the active development of such children in schools and universities. However, it is essential to explain that the terms giftedness and talent imply both similarities and differences, and one should perfectly understand them.
In some cases, the selected terms are used as synonyms, and there is a rationale behind this fact. In particular, both talented and gifted individuals show excellent performance in particular areas (Hamza et al., 2020). As for intelligence, a person is considered gifted or talented if their IQ score is equal to or above 130 (Rodríguez Naveiras et al., 2019). Scholarly evidence additionally demonstrates that such students require appropriately challenging educational tasks to motivate their growth and development (Hodges et al., 2018). This information demonstrates that there are essential similarities between gifted and talented individuals.
Even though a few similar features exist, the two terms define different concepts. On the one hand, a person is gifted if they show above-average performance in several fields, including creative, intellectual, or sensorimotor areas, while talented individuals can only impress with significant achievement in a single sphere (Hamza et al., 2020). On the other hand, the two phenomena are different because giftedness presents an innate ability compared to a talent that can be learned (Hamza et al., 2020). These facts demonstrate that there are significant differences between talent and giftedness.
In conclusion, the literature review of scholarly sources has discussed the similarities and differences between gifted and talented individuals. Even though the two terms define similar concepts and are used in identical situations, they imply essential discrepancies. That is why it is reasonable to understand the difference between talented and gifted individuals. In any case, societies should provide these people with appropriate conditions to motivate their development.
References
Hamza, E. A., Abo Mohamed, E., & Elsantil, Y. (2020). A systemic review based study of gifted and talented. Talent Development & Excellence, 12(2), 2888-2897.
Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147-174. Web.
Rodríguez-Naveiras, E., Verche Borges, E., Hernández Lastiri, P., Montero López, R., & Borges del Rosal, M. Á. (2019). Differences in working memory between gifted or talented students and community samples: A meta-analysis. Psicothema, 31(3), 255-262. Web.