GIFTEDNESS BEYOND TALENT: FROM CREATIVE PRODUCTIVITY TO NEURODEVELOPMENTAL FUNCTIONING

Resumen

This paper analyzes the historical, theoretical, and scientific evolution of the understanding of giftedness, discussing the transition from models centered on measurable intelligence and creative productivity to more comprehensive developmental and neuroscientific approaches. This is a theoretical bibliographical study based on a critical analysis of national and international specialized literature on high abilities/giftedness. The study aims to examine the main references that have influenced the construction of knowledge in the field , highlighting the contributions of Joseph Renzulli, Linda Silverman, and authors linked to the developmental perspective, as well as discussing the dialogues established with contemporary neuroscience. The methodology consisted of a review and comparative analysis of works, scientific articles, and classic and contemporary studies related to the identification, development, and functioning of gifted individuals. The results indicate that the progressive expansion of the field has allowed for overcoming restricted interpretations based exclusively on performance, visible creativity, or manifest talent, incorporating concepts such as developmental asynchrony, emotional intensity, twice-exceptionality, invisible suffering, and neurocognitive differences. It is concluded that giftedness constitutes a multidimensional phenomenon, the understanding of which requires integration between educational, psychological, developmental, and neuroscientific perspectives, contributing to more comprehensive identification processes and to the construction of educational practices compatible with human diversity.