ABSTRACT
This chapter introduces a wide range of conceptions and definitions of giftedness. These conceptions have ranged from the very broad and general overarching definitions to very specific and detailed definitions. The range of specific talents included in these definitions is also quite variable—from general intellectual ability to specific academic abilities to talents in the arts. Therefore, any consideration of the characteristics of gifted and talented students must be a multifaceted discussion to incorporate this range of conceptions and definitions of giftedness. The chapter considers some of the more general principals underlying any of the approaches to defining giftedness that affect our consideration of the characteristics of gifted students. The issue of the degree to which gifted students differ from students not identified as gifted in social and or emotional characteristics is widely debated in the field. The self-concept of gifted students is perhaps one of the most researched area in the domain of social and emotional characteristics of gifted students.
