Jessurun, Shearer, & Weggeman (2016). A universal model of giftedness – an adaptation of the Munich model.” – Article summary

In the Munich Model of Giftedness (MMG), giftedness refers to a multi-factorized ability construct within a network of non-cognitive (e.g. motivation; interests) and social moderators which are related to the giftedness factors (i.e. predictors) and the exceptional performance areas (i.e. criterion variables).

Giftedness typically refers to the presence of a talent desired in the culture and the expression thereof. It does not necessarily mean an IQ of 130 or higher.

Intelligence typically refers to a computational capacity to procss a certain kind of information. This entails the ability to solve a problem in a particular cultural setting. This means that what is seen as intelligent depends on the culture. Intelligences are thus potentialities and not things that can be counted. Something can be seen as an intelligence when there is localization of the functions in a brain area (1), evolutionary relevance (2) and a set of symbols (e.g. letters) (3).

There are eight type of intelligences:

1. Linguistic
   This refers to the ability to think in words and to use language to express and understand compex meanings (e.g. sensitivty to the meaning of words; reflect on the use of language).
2. Logical-mathematical
   This refers to the ability to think of cause and effect connections and to understand relationships among actions, objects or ideas. It includes calculating, quantifying or considering propositions and performing complex mathematical or logical operations.
3. Visual-spatial
   This refers to the ability to think in pictures and to perceive the world accurately.
4. Musical
   This refers to the ability to think in sounds, rhythms, melodies and rhymes (i.e. sensitive to musical aspects; recognize, create and reproduce music by using an instrument or voice).
5. Kinesthetic
   This refers to the ability to think in movements and to use the body in skilled and complicated ways for expressive and goal-directed activities.
6. Interpersonal
   This refers to the ability to think about and understand another person (i.e. have empathy; recognize distinctions among people and appreciate their perspectives with sensitivity to their motives, moods and intentions).
7. Intrapersonal
   This refers to the ability to think about and understand one’s self (e.g. be aware of one’s weaknesses and strengths). It includes planning effectively to achieve personal goals and monitoring and regulating one’s thoughts and feelings.
8. Naturalistic
   This refers to the ability to understand the natural world (e.g. plants, animals, science).

Everything a person does can be described as making use of one or more of these eight intelligences. Creativity and perseverance to a task differentiate intelligence and high-giftedness.

In the universal model of giftedness (UMG), there are three non-cognitive personality characteristics:

1. A motivational factor
   1. Positive
      This includes achievement (1), thirst for knowledge (2) and hope for success (3).
   2. Negative
      This includes test anxiety and fear of failure.
2. Coping factor
   This includes learning and working strategies.
3. Self-concept factor
   This includes control expectations.

Motivation strongly influences performance. Task commitment refers to a focused form of motivation. Fear and anxiety are counter-motivational. The conflict triangle holds that every desire is accompanied by anxiety, leading to the necessity of defense or coping.

Coping styles (i.e. defense mechanisms) refer to automatic psychological processes that protect the individual against anxiety and from the awareness of internal or external dangers or stressors. Better forms of coping lead to more optimal expression of capacities in performance.

The capacity to mentalize the imaginative activity to make sense of the actions of oneself and others on the basis of intentional mental states is at the core of human functioning and breaks down easily under stress. To develop a positive sense of the self, a safe environment is necessary alongside an ego capable of regulating affect in a mature way. This influences control expectations. The self-concept also influences self-efficacy.

The quality of instruction and differentiated learning and instruction (i.e. pedagogical style) also influence these factors. Environmental conditions are influenced by critical events (e.g. critical life events).

The social environment influences both the level and frequency of creative behaviour. Encouragement (1), autonomy (2), resources (3), pressures (4), organizational impediments (5), idea time (6), risk taking (7), challenge (8), freedom (9), idea support (10), conflicts (11), debates (12), playfulness (13), trust and openness (14) and liveliness (15) influence creativity.

The quality of the social climate is essential for good functioning. Social support (1), educational level of the people in the climate (2), communication style (3) and clarity of roles (4) influence the social climate.