ABSTRACT
The first studies of giftedness, such as Terman’s (1925) investigation, focused on intelligence test scores (IQ) as the main criterion. However, a number of recent theories have suggested that giftedness should not be limited to traditional conceptions of intelligence and have highlighted creativity as an important dimension. In this chapter, the notion of creative giftedness is examined. First, creativity is defined and some current measures are described. Second, the main components of creativity and their development are outlined. Third, the role of creativity in the education of the gifted is discussed. Fourth, we suggest some studies that should be done during the next ten years in order to assist in identification of the creatively gifted.
