During its long tradition the research on giftedness and high ability has created many definitions and theoretical models. Primarily these definitions and models are based on psychological constructs to be measured with psychometric assessment tools, f.e. intelligence and IQ-tests or cognitive abilities and achievement-tests. Some of the models became most influential on educational practice, and in many national educational systems the established best practice models are referring to these sources.
The presentation will attempt a critical review on this practice. Several aspects for investigations can be highlighted: (a) the appropriateness of the traditional models with respect to the development of research, to the development of technology and to the change of society; (b) the importance and relevance of other fields of social sciences despite psychology concerning theories of giftedness, talent and abilities; (c) the appropriateness of psychological constructs for the educational practice within and outside school systems and with respect to lifelong learning and development; (d) the usability of definitions and the applicability of theoretical models beyond cultural, ethnical and societal diversity. Transferring the results of these investigations to selected models of giftedness, talent and high ability the presentation will analyze their potential to improve these models.