Introduction

For many years, researchers have examined noncognitive skills and affective factors that contribute to achievement in grades K-12, experiences in higher education, and production and performance in the workforce. Some even argue that noncognitive skills are more important than domain-specific abilities in the development of talent. In the field of gifted education, researchers have also used a variety of terms to describe the noncognitive skills and affective factors that impact gifted and talented individuals. Evidence of the jangle fallacy, in particular, can be seen in the field of gifted education. Cognitive, intellectual, and academic abilities and domain-specific talents develop alongside social and emotional developmental milestones and abilities. Cognitive, intellectual, social, and emotional development impact and are impacted by the development of psychosocial skills. Finally, Concluding Thoughts and Future Directions discusses the impli cations for moving forward in the field of gifted education and talent development.