Five Reasons to Put the g Back Into Giftedness

  • An Argument for Applying the Cattell–Horn–Carroll Theory of Intelligence to Gifted Education Research and Practice
  • Russell T. Warne
  • Gifted Child Quarterly, September 2015, SAGE Publications
  • DOI: 10.1177/0016986215605360

Five Reasons to Put the g Back Into Giftedness

Photo by Randy Fath on Unsplash

Photo by Randy Fath on Unsplash

What is it about?

This article is a brief introduction to human intelligence theory and research for education scholars and practitioners. The focus is on gifted education, but the concepts can apply broadly to educators in general. In the article, I give 5 reasons to put the "g" (which stands for "general intelligence") into giftedness: 1. Intelligence is one of the best studied constructs in psychology. 2. Educators know more about how to adjust educational plans in response to intelligence than many other traits. 3. Grounding research in intelligence theory strengthens ties between gifted education and other fields. 4. Intelligence is an excellent predictor of long-term general life outcomes. 5. Many issues in gifted education (such as curriculum planning and underidentification) are best understood if considered in relation to intelligence and related cognitive abilities.

Why is it important?

Human intelligence is one of the most important topics in psychology. Yet, it is rarely discussed among educators. This article helps educators and education scholars understand this important topic and discover ways to implement intelligence theory into practice.


Dr Russell T. Warne
Utah Valley University

This was a fun article to write, and it got a surprisingly strong response. I had several colleagues say that they were glad that intelligence theory could be better implemented into education scholarship. So, let's put the "g" back into giftedness!

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The following have contributed to this page: Dr Russell T. Warne