First steps toward assessing talent-support systems on a country level

References

• Banks, D. (1997). Clusters of talent. Classification society of North America newsletter 48m. http://www.pitt.edu/~csna/news/csna.news48.html
   Google Scholar
• Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165–182. https://doi.org/10.1207/S15326985EP3703_3
   Web of Science ®Google Scholar
• Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
   Web of Science ®Google Scholar
• Blume, H. -P., & Sukopp, H. (1976). Ökologische bedeutung anthropogener bodenveränderungen, [Ecological significance of anthropogenic soil changes]. Schriftenreihe für Vegetationskunde, 10, 75–89.
   Google Scholar
• Britannica, T. (2021). Dispersion. Encyclopedia Britannica. https://www.britannica.com/science/dispersion-biology
   Google Scholar
• Chandler, K. L., & Chandler, K. L. (2013). Guest editor’s commentary. Journal for the Education of the Gifted, 36(3), 255–411. Ed. https://doi.org/10.1177/0162353213494525
   Google Scholar
• Chandler, K., & Ziegler, A. (2017). Learning resources in gifted education. Journal for the Education of the Gifted, 40(4), 1–3. https://doi.org/10.1177/0162353217735148
   Google Scholar
• Clark, T., & Roberts, J. (2019). What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters. Gifted and Talented International, 34. https://doi.org/10.1080/15332276.2019.1656565
   Google Scholar
• Coleman, L. J. (1995). The power of specialized educational environments in the development of giftedness: The need for research on social context. The Gifted Child Quarterly, 39(3), 171–176. https://doi.org/10.1177/001698629503900307
   Web of Science ®Google Scholar
• Coyle, D. (2009). The talent code: Greatness isn’t born: It’s grown: Here’s how. Bantam.
   Google Scholar
• Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. Harper Perennial.
   Google Scholar
• Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. The Gifted Child Quarterly, 57(3), 151–168. https://doi.org/10.1177/0016986213490020
   Web of Science ®Google Scholar
• Dai, D., & Kuo, C. C. (Eds.). (2017). Gifted education in Asia: Problems and prospects. Information Age Publishing.
   Google Scholar
• Ericsson, K. A., & Harwell, K. W. (2019). Deliberate practice and proposed limits on the effects of practice on the acquisition of expert performance: Why the original definition matters and recommendations for future research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02396
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A., Hoffmann, R. R., Kozbelt, A., & Williams, A. M. (2018). The Cambridge handbook of expertise and expert performance. Cambridge University Press.
   Google Scholar
• Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
   Web of Science ®Google Scholar
• Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the new sciences of expertise. Houghton Mifflin Harcourt.
   Google Scholar
• Flynn, E. G., Laland, K. N., Kendal, R. L., & Kendal, J. R. (2013). Target article with commentaries: Developmental niche construction. Developmental Science, 16(2), 296–313. https://doi.org/10.1111/desc.12030
   PubMed Web of Science ®Google Scholar
• Ford, D. Y. (2012). Gifted and talented education: History, issues, and recommendations. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook (Vol. 2, pp. 83–110). American Psychological Association. https://doi.org/10.1037/13274-004
   Google Scholar
• Galton, F. (1869/1979). Hereditary genius: An inquiry into its laws and consequences. Julian Friedman Publishers.
   Google Scholar
• Heller, K. A., Perleth, C., & Lim, T. K. (2005). The munich model of giftedness designed to identify and promote gifted students. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 147–170). Cambridge University Press.
   Google Scholar
• Hodges, J., Tay, J., Maeda, Y., & Gentry, M. (2018). A meta-analysis of gifted and talented identification practices. The Gifted Child Quarterly, 62(2), 147–174. https://doi.org/10.1177/0016986217752107
   Web of Science ®Google Scholar
• Hunter, J. E., Schmidt, F. L., & Judiesch, M. K. (1990). Individual differences in output variability as a function of job complexity. The Journal of Applied Psychology, 75(1), 28–42. https://doi.org/10.1037/0021-9010.75.1.28
   Web of Science ®Google Scholar
• Jalas, J. (1955). Hemerobe und hemerochore pflanzenarten: Ein terminologischer reformversuch [Hemerobic and hemerochoric and plant species: Towards a terminological reform]. Acta Societatis pro Fauna et Flora Fennica, 72, 1–15.
   Google Scholar
• Jeltova, I., & Grigorenko, E. L. (2005). Systemic approaches to giftedness: Contributions of russian psychology. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 198–216). Cambridge University Press.
   Google Scholar
• Joyce, W. F., & Slocum, J. W. (2012). Top management talent, strategic capabilities, and firm performance. Organizational Dynamics, 41(3), 183–193. https://doi.org/10.1016/j.orgdyn.2012.03.001
   Web of Science ®Google Scholar
• Kendal, J. R. (2011). Cultural niche construction and human learning environments: Investigating sociocultural perspectives. Biological Theory, 6(3), 241–250. https://doi.org/10.1007/s13752-012-0026-6
   Google Scholar
• Kowarik, I. (1988). Zum menschlichen einfluss auf flora und vegetation: Theoretische konzepte und ein quantifizierungsansatz am beispiel von berlin (West) [The human impact on flora and vegetation: Theoretical concepts and a quantification approach using the example of West Berlin]. Landschaftsentwicklung und Umweltforschung, 56, 1–280.
   Google Scholar
• Lerner, R. M., & Overton, W. F. (2008). Exemplifying the integrations of the relational developmental system synthesizing theory, research, and application to promote positive development and social justice. Journal of Adolescent Research, 23(3), 245–255. https://doi.org/10.1177/0743558408314385
   Web of Science ®Google Scholar
• Maroulis, S., Bakshy, E., Gomez, L., & Wilensky, U. (2014). Modeling the transition to public school choice. Journal of Artificial Societies and Social Simulation, 17(2), 3. https://doi.org/10.18564/jasss.2402
   Web of Science ®Google Scholar
• Michaels, E., Handfield-Jones, H., & Axelrod, B. (2001). The war for talent. Harvard Business School.
   Google Scholar
• Mirman, N. J. (2003). Identifying and selecting teachers. In J. F. Smutny (Ed.), Designing and developing programs for gifted students (pp. 39–47). Corwin Press.
   Google Scholar
• Mönks, F. J. (1992). Development of gifted children: The issue of identification and programming. In F. J. Mönks & W. A. M. Peters (Eds.), Talent for the future (pp. 191–202). Van Gorcum.
   Google Scholar
• Murphy, G. (1947). Personality. New York: Harper & Row.
   Google Scholar
• O’Boyle, E., Jr., & Aguinis, H. (2012). The best and the rest: Revisiting the norm of normality of individual performance. Personnel Psychology, 65(1), 79–119. https://doi.org/10.1111/j.1744-6570.2011.01239.x
   Web of Science ®Google Scholar
• OECD. (2019a). PISA 2018 Results: Combined executive summaries. https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf
   Google Scholar
• OECD. (2019b). Singapore: OECD. https://www.oecd.org/pisa/publications/PISA2018_CN_SGP.pdf
   Google Scholar
• Olenchak, F. R., & Renzulli, J. S. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. The Gifted Child Quarterly, 33(1), 36–46. https://doi.org/10.1177/001698628903300106
   Web of Science ®Google Scholar
• Pfeiffer, S. I. (2002). Identifying gifted and talented students: Recurring issues and promising solutions. Journal of Applied School Psychology, 19(1), 31–50. https://doi.org/10.1300/J008v19n01_03
   Google Scholar
• Pfeiffer, S., Foley-Nicpon, M., & Shaunessy Dedrick, E. (2018). APA handbook of giftedness and talent. American Psychological Association.
   Google Scholar
• Plucker, J. A., & Peters, S. J. (2016). Excellence gaps in education: Expanding opportunities for talented youth. Harvard Education Press.
   Google Scholar
• Polgár, L. (2017). Raise a genius!. https://slatestarcodex.com/Stuff/genius.pdf
   Google Scholar
• Posner, M. I. (1988). What is it to be an expert? In M. T. H. Chi, R. Glaser, & M. T. Farr (Eds.), The nature of expertise (pp. xxiv–xxxvi). Erlbaum.
   Google Scholar
• Qin, Y., & Simon, H. A. (1990). Laboratory replication of scientific discovery processes. Cognitive Science, 14(2), 281–312. https://doi.org/10.1207/s15516709cog1402_4
   Web of Science ®Google Scholar
• Reichenberg, A., & Landau, E. (2009). Families of gifted children. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 873–883). Springer. https://doi.org/10.1007/978-1-4020-6162-2_43
   Google Scholar
• Reis, S. M. (2005). Feminist perspectives on talent development: A research-based conception of giftedness in women. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 217–245). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.014
   Google Scholar
• Reutlinger, M., Pfeiffer, W., Stoeger, H., Vialle, W., & Ziegler, A. (2020). Domain-specificity of educational and learning capital: A study with musical talents. Frontiers in Psychology, 11, 561974. https://doi.org/10.3389/fpsyg.2020.561974
   PubMed Web of Science ®Google Scholar
• Rindermann, H. (2018). Cognitive capitalism: Human capital and the well-being of nations. Cambridge University Press.
   Google Scholar
• Rindermann, H., Sailer, M., & Thompson, J. (2009). The impact of smart fractions, cognitive ability of politicians and average competence of peoples on social development. Talent Development & Excellence, 1, 3–25.
   Google Scholar
• Robinson, A., & Clinkenbeard, P. R. (2008). History of giftedness: Perspectives from the past presage modern scholarship. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 13–31). Springer. https://doi.org/10.1007/978-0-387-74401-8_2
   Google Scholar
• Schorer, J., Baker, J., Stoeger, H., & Ziegler, A. (Eds.). (2015). Identifying effective learning environments. Part 1 [Special issue]. Psychological Testing and Assessment Modeling, 57.
   Google Scholar
• Shavinina, L. (2009). Handbook on giftedness. Springer.
   Google Scholar
• Snow, C. P. (1959). The two cultures. Cambridge University Press. 2001.
   Google Scholar
• Sternberg, R. J., & Ambrose, D. (Eds.). (2020). Conceptions of giftedness and talent. Palgrave-Macmillan.
   Google Scholar
• Stoeger, H. (2009). The history of giftedness research. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 17–38). Springer. https://doi.org/10.1007/978-1-4020-6162-2_2
   Google Scholar
• Stoeger, H., Balestrini, D. P., & Ziegler, A. (2018). International perspectives and trends in research on giftedness and talent development. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 25–37). American Psychological Association. https://doi.org/10.1037/0000038-002
   Google Scholar
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. Supplement. https://doi.org/10.1177/1529100611418056
   PubMed Web of Science ®Google Scholar
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). The psychology of high performance. American Psychological Association.
   Google Scholar
• Sukopp, H. (1976). Dynamik und konstanz in der flora der bundesrepublik deutschland, [Dynamics and stability in flora of the federal republic of Germany]. Schriftenreihe für Vegetationskunde, 10, 9–26.
   Google Scholar
• Syed, M. (2010). Bounce: Mozart, federer, picasso, beckham, and the science of success. Harper Collins.
   Google Scholar
• Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 21–52). University Press.
   Google Scholar
• Terman, L. M. (1922). A new approach to the study of genius. Psychological Review, 29(4), 310–318. https://doi.org/10.1037/h0071072
   Google Scholar
• Terman, L. M. (1925). Genetic studies of genius: Mental and physical traits of a thousand gifted children (Vol. 1). Stanford University Press.
   Google Scholar
• Valsiner, J., & Rosa, A. (2007). Cambridge handbook of sociocultural psychology. Cambridge University Press.
   Google Scholar
• VanTassel-Baska, J. (Ed.). (2004). Curriculum for gifted and talented students. Corwin Press.
   Google Scholar
• VanTassel-Baska, J. (2013). International perspectives on gifted education and talent development, part I[Special issue]. Journal for the Education of the Gifted, 36(1). Ed. https://doi.org/10.1037/0000038-002
   Google Scholar
• Veas, A., & Ziegler, A. (2021). Assessment of educational and learning capital [special issue]. Psychological Test and Assessment Modeling, 63(2), 143–269.
   Google Scholar
• Walz, U., & Stein, C. (2014). Indicators of hemeroby for the monitoring of landscapes in Germany. Journal for Nature Conservation, 22(3), 279–289. https://doi.org/10.1016/j.jnc.2014.01.007
   Web of Science ®Google Scholar
• Wijnberg, N. (1997). Art and appropriability in renaissance Italy and the Netherlands in the seventeenth century: The role of the academy. De Economist, 145(2), 139–158. https://doi.org/10.1023/A:1002909303504
   Google Scholar
• Winegard, B., Winegard, B., & Geary, D. C. (2018). The evolution of expertise. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp. 40–48). Cambridge University Press. https://doi.org/10.1017/9781316480748.004
   Google Scholar
• Ziegler, A. (2005). The actiotope model of giftedness. In R. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (pp. 411–434). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Ziegler, A., & Baker, J. (2013). Talent development as adaption: The role of educational and learning capital. In S. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in east asia: Explorations in the actiotope model of giftedness (pp. 18–39). Routledge.
   Google Scholar
• Ziegler, A., Balestrini, D., & Stoeger, H. (2018). An international view on gifted education: Incorporating the macro-systemic perspective. In S. Pfeiffer (Ed.), Handbook of giftedness in children (pp. 15–28). Springer. http://doi.org/10.1007/978-3-319-77004-8_2
   Google Scholar
• Ziegler, A., Chandler, K., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310–333. https://doi.org/10.1177/0162353217734376
   Web of Science ®Google Scholar
• Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445(1), 39–51. https://doi.org/10.1111/nyas.14018
   PubMed Web of Science ®Google Scholar
• Ziegler, A., & Heller, K. A. (2000). Conceptions of giftedness: A meta-theoretical perspective. In K. A. Heller, F. J. Mönks, R. Sternberg, & R. Subotnik (Eds.), International handbook of research and development of giftedness and talent (pp. 3–22). Pergamon.
   Google Scholar
• Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. The Gifted Child Quarterly, 61(3), 183–193. https://doi.org/10.1177/0016986217705713
   Web of Science ®Google Scholar
• Ziegler, A., & Stoeger, H. (2019). A nonagonal framework of regulation in talent development (NFRTD). High Ability Studies, 30(1–2), 127–145. https://doi.org/10.1080/13598139.2019.1598772
   Web of Science ®Google Scholar
• Ziegler, A., & Vialle, W. (2017). Using the actiotope model of giftedness to bridge the gap between experiences and practice. In J. A. Plucker, A. N. Rinn, & M. C. Makel (Eds.), From giftedness to gifted education: Reflecting theory in practice (pp. 203–226). Prufrock Press.
   Google Scholar