RETHINKING MULTIPOTENTIALITY AMONG THE INTELLECTUALLY GIFTED - A CRITICAL-REVIEW AND RECOMMENDATIONS

This paper critically reviews the concept of multipotentiality as it h as been defined and encountered in the scientific literature on gifted children. Until recently, it has bot been adequately subjected to emp irical evaluation. Despite its ubiquitous presence in the literature, several pieces of evidence are presented suggesting that multipotentia lity has been erroneously interpreted and falsely assumed to apply to a majority of intellecutually gifted individuals. Findings are summari zed from a recent report (Achter, Lunbinski, & Benbow, 1996) on the ab ility interest, and value profiles of over 1000 students from the Stud y of Mathematically Precocious Youth (SMPY), as well as evidence compi led from other empirical studies, indicating that above-level assessme nt of abilities and preferences among gifted adolescents reveal marked ly differentiated profiles for the vast majority (over 95% when all fa ctors were consulted). Thus, the concept of multipotentiality requires rethinking. Traditional assessment tools found in vocational psycholo gy (i.e., questionnaires. and tests measuring abilities, interests, an d values), when offered in an above-level format, are useful in servin g the educational and career counseling needs of intellectually gifted young adolescents. Further, such tools are helpful for gaining an app reciation of the diversity of individual differences among the intelle ctually talented.