Editing Intellectual giftedness (section)

==Developmental theory==
Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific [[cognitive]] and [[emotional]] functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is [[Albert Einstein]], who was delayed in speech, but whose later fluency and accomplishments belied this initial delay. Psychologist and cognitive scientist [[Steven Pinker]] theorized that, rather than viewing Einstein's (and other famously gifted late-talking individuals) adult accomplishments as existing distinct from, or in spite of, his early language deficits, and rather than viewing Einstein's lingual delay itself as a "[[Disorder (medicine)|disorder]]", it may be that Einstein's [[genius]] and his delay in speaking were developmentally intrinsic to one another.<ref>{{cite web | author = Steven Pinker | title = His Brain Measured Up | url = http://pinker.wjh.harvard.edu/articles/media/1999_06_24_newyorktimes.html <!-- access-date = 12/4/06 --> | url-status = dead | archive-url = https://web.archive.org/web/20061211085927/http://pinker.wjh.harvard.edu/articles/media/1999_06_24_newyorktimes.html | archive-date = 2006-12-11 }}</ref>

It has been said that gifted children may advance more quickly through [[developmental stage theories|stages]] established by post-Freudian [[developmental psychology|developmentalists]] such as [[Jean Piaget]].<ref>{{cite web | author = M. Gross | title = Small poppies: Highly gifted children in the early years | date = 18 March 1999 | url = http://www.davidsongifted.org/db/Articles_id_10124.aspx}}</ref>  Gifted individuals also experience the world differently, resulting in certain social and emotional issues.

Francoy Gagne's (2000) ''Differentiated Model of Giftedness and Talent'' (DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents).<ref>Colangelo, N., & Davis, G. (2003).''Handbook of Gifted Education.'' Boston: Pearson education, Inc.</ref> According to DMGT theory, "one cannot become talented without first being gifted, or almost so".<ref name=bcd>{{Cite web |url=http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/poldmgt2000rtcl.pdf |title=Archived copy |access-date=2011-01-21 |archive-date=2016-04-18 |archive-url=https://web.archive.org/web/20160418070555/http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/poldmgt2000rtcl.pdf |url-status=dead }}</ref> There are six components that can interact in countless and unique ways that foster the process of moving from having natural abilities (giftedness) to systematically developed skills.

These components consist of the ''gift'' (G) itself, ''chance'' (C), ''environmental catalyst'' (EC), ''intrapersonal catalyst'' (IC), ''learning/practice'' (LP) and the outcome of ''talent'' (T).<ref name=bcd />{{Citation needed|reason=Expired link|date=December 2022}} It is important to know that (C), (IC), and (EC) can facilitate but can also hinder the learning and training of becoming talented. The learning/practice is the moderator. It is through the interactions, both environmental and intrapersonal that influence the process of learning and practice along with/without chance that natural abilities are transformed into talents.