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Abstract
Recent years have seen substantial changes in the conceptualization of giftedness: incorporation of gifts in areas other than those emphasized in school, emphasis on qualitative aspects (patterns and structures rather than levels) and acceptance of the importance of noncognitive factors in giftedness (e.g., motivation, self‐image, feelings). A further broadening has involved steadily increasing emphasis on creativity, which is seen as interacting with conventional intelligence to yield “true” giftedness. Creativity itself involves both cognition and noncognitive factors such as emotion, motivation and social influences. Fostering of giftedness requires encouragement of creativity, and especially of intense interest, prolonged effort, the feeling of not being alone and the joy of achieving.