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This article is based on a series of studies supported by NSFC (Grant Number 39700045; 30370489, 30670716, 31000468, and 1100754) and the Knowledge Innovation Program of the Chinese Academy of Sciences (KSCX2-EW-J-8).
This commentary accompanies an article published in High Ability Studies, A. Ziegler and S.N. Phillipson’s “Towards a systemic theory of gifted education”, doi: 10.1080/13598139.2012.679085.
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