Françoys Gagné
Biographic Data
| ID | 5126152 |
|---|---|
| NAME | Françoys Gagné |
| GIVEN NAMES | Françoys |
| FAMILY NAME | Gagné |
| SIGNATURE | GAGNÉ F |
| AFFILIATIONS | Université du Québec à Montréal |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 0 |
Transforming gifts into talents
The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like…
Effect of Paced and Unpaced Practice on Skill Application and Retention
This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flash-card program until they attained various mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, grou…
How a Search for Multitalented Individuals Challenged the Concept Itself
This article focuses on individuals with multiple talents. Based on Gagné’s (1993) differentiated model of gifiedness and talent, a selection procedure was devised to assemble a sample of multitalented adolescents for in-depth interviews on the development of their talents. The description of this operation leads to a series of reflections on the nature and operationalization of the concept of multitalent. Among other things, we ask (1) if aptitu…
On the Multidimensional Versus Unidimensional Perspectives of Self-Esteem
The purpose of the present studies was to test the unidimensional versus the multidimensional perspectives of self-esteem using a group-comparison approach. In the first study, male and female talented and regular students completed the Perceived Competence Scale (Harter, 1982). This scale assesses self-esteem in three life domains: cognitive (school), physical (sports and physical activity), and social, as well as general self-esteem. Results sh…
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On the Multidimensional Versus Unidimensional Perspectives of Self-Esteem
The purpose of the present studies was to test the unidimensional versus the multidimensional perspectives of self-esteem using a group-comparison approach. In the first study, male and female talented and regular students completed the Perceived Competence Scale (Harter, 1982). This scale assesses self-esteem in three life domains: cognitive (school), physical (sports and physical activity), and social, as well as general self-esteem. Results sh…
How a Search for Multitalented Individuals Challenged the Concept Itself
This article focuses on individuals with multiple talents. Based on Gagné’s (1993) differentiated model of gifiedness and talent, a selection procedure was devised to assemble a sample of multitalented adolescents for in-depth interviews on the development of their talents. The description of this operation leads to a series of reflections on the nature and operationalization of the concept of multitalent. Among other things, we ask (1) if aptitu…
Effect of Paced and Unpaced Practice on Skill Application and Retention
This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flash-card program until they attained various mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, grou…
Transforming gifts into talents
The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like…
Psychology (4 works) · Context (archaeology (2 works) · Creativity in Education and Neuroscience (2 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works) · Academic achievement (1 work) · Artificial Intelligence (1 work) · Ask price (1 work) · Behavioral Health and Interventions (1 work)