Rebuilding the Bridge: Overlooked Creativity Insights and Their Implications for Gifted Education

IF 3.7 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2026-07-23 DOI:10.1177/00169862261460090

Jeb S. Puryear, Kristen N. Lamb, Selcuk Acar, Denis Dumas, Sakhavat Mammadov, Lisa DaVia Rubenstein

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Abstract

Creativity has long occupied an important place in gifted education theory, yet much of the most recent empirical work on creative development has emerged in adjacent disciplines. In this integrative synthesis, we draw on contemporary research in psychology, neuroscience, education, and human–artificial intelligence (AI) interaction to summarize converging evidence on how creativity is defined, structured, assessed, and cultivated. We highlight findings supported by meta-analyses, replication studies, and large-scale modeling, including work on implicit theories, domain specificity, cognitive and personality correlates, metacognition, creativity training, and emerging assessment approaches. Rather than proposing prescriptive reforms, we examine how these developments may clarify and extend existing conversations within gifted education concerning identification, programming, and talent development. By mapping areas of empirical stability across disciplines, this review aims to strengthen cross-field dialogue and support continued integration between creativity research and gifted education scholarship and practice.

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重建桥梁：被忽视的创造力洞见及其对资优教育的启示

创造力长期以来在资优教育理论中占据着重要的地位，然而最近关于创造力发展的许多实证研究都出现在邻近的学科中。在这一综合研究中，我们借鉴了心理学、神经科学、教育和人类与人工智能（AI）互动方面的当代研究，总结了关于创造力是如何定义、构建、评估和培养的证据。我们重点介绍了meta分析、复制研究和大规模建模支持的发现，包括内隐理论、领域特异性、认知和人格相关性、元认知、创造力训练和新兴评估方法。而不是提出规范的改革，我们研究这些发展如何澄清和扩展现有的对话在资优教育中关于识别，规划，和人才发展。通过绘制跨学科的经验稳定性领域，本综述旨在加强跨领域对话，并支持创造力研究与资优教育学术和实践之间的持续整合。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.