DEFINITION OF OUTSTANDING:

THE CONCEPTION OF THE THREE HOOPS

BY JOSEPH RENZULLI

Mr. Pedro Covarrubias Pizarro

pe.covarrubias@gmail.com
2001

Dr. Renzulli's proposal regarding the conceptualization of the outstanding or

talented boy or girl is based on counteracting traditional definitions, in which
only one indicator of potential is considered - specific case of psychometric tests
- such as general ability, academic performance, mathematical ability, etc.

From the point of view of Renzulli (1999), definitions such as Terman's and
the Stanford - Binet scale, where only 1% of the population is considered gifted,
are restrictive concepts in terms of specific functioning.

On the other hand, Renzulli also considers that definitions of outstanding

achievements that are too liberal—in the sense that they include a very wide
range of possibilities—leave a very wide margin for subjectivity.

Within the research carried out by Dr. Renzulli, it was found that creative and
productive people who have obtained recognition for their achievements and
contributions—adult people—agree on three constant characteristics or
personality traits (Renzulli, 1999). These investigations lead Renzulli to define
the outstanding or talented person in his well-known Three Rings Conception .

Renzulli's (2000) specific definition describes the outstanding as that

individual where three basic groups of human traits interact: General ability
above average, high levels of creativity and commitment to the task.

Outstanding and talented boys and girls are those who possess or are capable
of developing this set of traits and applying them to any potentially valuable area
of human achievement (Rayo, 1997).

Renzulli points out that outstanding ability requires all three rings, since
these isolated traits do not create giftedness. It is the interaction that determines
the greater or lesser degree of giftedness. The dynamic nature of this conception
has allowed Renzulli and his collaborators to make adaptations and adjustments
to the model.
Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with outstanding abilities
1 . An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 The definition proposed by Dr. Renzulli dates back to 1978, and is proposed
as the product of research carried out by himself and his collaborators. Figure 1
shows the scheme with which this conception of the three rings is identified:

Figure 1 . Dr. Joseph Renzulli's Three Rings Model

The last introduction is the influence of the social framework in which the
individual develops, to be favored in the evolutionary process of outstanding
capacity. Renzulli integrates the importance of social interaction between peers,
school, and family—environmental factors—into his three rings model, as
characteristics linked to giftedness (Rayo, 1997).

Figure 2 . Dr. Joseph Renzulli's Three Rings Model and the Social
Framework

Family School

Context

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 2

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 In this model the intersection of the three rings can be seen, where each group
plays an important role so that the individual can manifest outstanding behaviors.
The model proposes that there should be no identification in the absence of any of
the three rings, since the three rings make up the potential and, alone or in isolation,
do not provide the same performance.

Each of the three spheres that make up outstanding potential has been
interpreted in the various educational contexts in which it has been put into practice.
It is necessary to return to what is meant by each of the three rings for a better
understanding.

1. Above average ability

This concept has been translated as intellectual capacity above average (Botías,
1998), general ability above average (Rayo, 1997), high performance (Pérez, 1998),
superior general intelligence (Castrejón, Prieto & Rojo, 1997), specific ability of
outstanding performance above average (DGEE, 1991), ability well above average
(Renzulli, 2000).

In general, any interpretation or translation made of the concept proposed by

Renzulli denotes the interest in identifying the ability—whether it be called general,
intelligence, or specific—above average.

Renzulli (2000) considers that ability well above average can be defined in two
ways: general ability and specific ability.

General ability consists of the ability to process information, integrate the

experiences obtained by experiencing certain responses, and put them into practice
in new situations. The concept is also related to the ability to develop abstract
thinking.

Renzulli (2000) mentions as some examples of general ability, numerical and

verbal reasoning, memory, oral fluency or spatial relationships—traditional learning
situations. General ability is usually measured with some general aptitude or
intelligence test.

Meanwhile, specific ability consists of the ability to acquire knowledge, patterns,

or skills to perform one or more more specialized activities—within a more restricted
range of action.

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 3

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 The way specific skills are expressed and identified in more real life situations.
Examples of this type of specific skills are found in chemistry, music, sculpture,
dance, photography, ballet, among others.

Some of the specific abilities, notes Renzulli (2000), depend on and are related to
general ability. These skills can be measured through performance tests or specific
aptitudes.

The general concept of well above average ability can be used to describe both
general and specific abilities. The concept above average can also be interpreted as
the upper portion of the potential within a given area.

Renzulli (1999) states that although it is difficult to assign numerical values to

many specific areas of capacity, when referring to the term average capacity, it
refers to the functioning or potential for functioning that represents the top 15-20%
of any area. given of human effort.

In order to clarify the concepts of general ability and specific ability, table No. 1
shows the areas of general action and the areas of specific action proposed by
Renzulli (2000):

Table 1 . Areas of general action and specific action according to Dr. J. Renzulli .

Mathematics, philosophy, religion, life sciences, visual arts,

Areas of action
social sciences, language arts, physical sciences, law, music and
General
movement arts.
Drawing, astronomy, taking opinion polls, choreography,
electronics, local history, architecture, demography, poetry,
Specific areas of
fashion design, advertising, making puppets, cooking, film
action
criticism, childcare, game design, writing stories or dramas,
sculpture, jewelry design, etc.

One of the interpretations of Renzulli's concept of above-average ability refers to

high divergent intelligence, understood as the competence to find the best solution
among the set of possible solutions to a given problem or a given situation ( Botías,
1998).

The concept of above-average ability that is included in the three rings has been
one of the most discussed points of Renzulli's model, however, Covarrubias, P. (2001)
Cognitive and socio-affective characteristics of students with outstanding 4 abilities . An experience in
Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
It is undeniable that for the identification of outstanding potential, it continues to be
a determining factor.

2. High levels of creativity

Probably the most common point among the various interpreters, translators or
researchers of Renzulli's three rings proposal is that of creativity . However, it has
also been a source of controversy due to the difficulties that can be found in the
media for its measurement and the subjectivity of the results.

Creativity can be conceived as the ability to find or invent new relationships

between elements of already known information, or the creation of new problems
(DGEE, 1991).

Creativity has also been related to divergent intelligence, where a wide variety of
alternatives are put into play to face a given problem and obtain the best solution.
Thus, this type of thinking can be considered a component part of talent or
outstanding ability (Botías, 1998).

From the point of view of Renzulli (2000), the predictive validity of creativity or
divergent thinking tests has been limited, since the performance criteria do not
adhere to real life. Under this conception, it suggests analyzing creative products and
the set of characteristics, as a means to demonstrate creative potential.

The characteristics of creative thinking have been described by researchers such

as Guilford and Torrance. As part of divergent thinking there is fluency, which is the
ability to generate many ideas, the flexibility to take different paths, the originality of
the ideas and the elaboration that leads to realizing creative ideas (Torrance, 2001).

These criteria must be considered when evaluating a creative product, allowing

the identification of outstanding potential. The fluidity, flexibility and originality of
thought combine with the eagerness to face new experiences, curiosity and
speculation; to form a high level of creative thinking (Renzulli, 2000).

Other coincidental points regarding creative thinking in gifted children proposed

by Renzulli are found in the contributions of William Frank and his creativity scale.
For Frank (cited by Prieto & Castejón, 2000), the gifted person shows a lot of
curiosity about the things around him, he likes to work with abstract ideas and take
intellectual risks.

The handling of new and complex ideas makes the outstanding individual a very
imaginative actor who usually has a very rich fantasy world, where images, ideas and
solutions play an important role in the development of potential.

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 5

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 3. Commitment to the task

Commitment to the task has been translated by several authors as perseverance,

motivation, high levels of task involvement, task consolidation , among others.

The interpretation of task commitment refers to the tenacity with which the
individual remains performing a task for a long time, once a work goal has been
established. This concept has to do with the high degree of dedication and
persistence in achieving objectives or goals that have been set individually (Botías,
1998).

Commitment to the task or high involvement in its achievement speaks of the

time and energy invested in specific activities or in solving problems. The intensity
and devotion with which an activity of interest to the individual is approached is
highlighted (Rayo, 1997).

Renzulli (2000a) distinguishes motivation as the general energizing process that

puts the organism into action, and commitment to the task as the energy brought to
a specific problem or particular area of action.

This group of non-intellectual characteristics that are included in the definition of

outstanding is a fundamental key to characterizing the work of gifted people,
according to the research work of Dr. Renzulli. The ability to become totally involved
in a problem and its solution is a characteristic found in the findings of research
carried out with outstanding people.

Renzulli takes up works such as those of Galton and Terman that indicate that
commitment to the task is an important part in the formation of the gifted
personality. Even though Galton spoke of natural ability, he was a supporter of the
belief that constant hard work was part and parcel of giftedness. Terman's work
pointed out that certain personality factors, such as persistence and self-confidence,
are factors of successful people (cited by Renzulli, 2000).

In an attempt to integrate the series of behavioral manifestations of each of the

three groups that make up the conception of the three rings, table 2 summarizes
these elements in a taxonomy proposed by Dr. Renzulli.

Table 2 . Behavioral manifestations of the three rings according to Dr. J.

Renzulli.

Skill well above average

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 6

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 • High levels of abstract thinking.
• Verbal and numerical reasoning.
• Spatial relations.
• Memory.
> Specific> General

• Combination of several general skills in one or more area of specific

knowledge or human performance.
• Ability to acquire and make appropriate use of large amounts of
formal, tacit, technical, logistical, and problem-tracking knowledge in
specialized areas of action.
•
Ability to classify relevant information associated with an area of study
or action.
Creativity
• Fluency.
• Flexibility.
• Originality of thought.
• Openness to experience. Receptive to the new and different.
• Curiosity.
• Speculation.
• Adventurous spirit.
• Mentally playful.
• Take risks in thought and action.
Task commitment
• High levels of interest.
• Enthusiasm.
• Fascination with a particular problem, area of study, or form of human
expression.
• Capacity for perseverance.
• Determination.
• Self-confidence. Strong ego.
• Lack of feelings of inferiority.
• Ability to identify problems.
• Establishment of own work models.
• Development of an aesthetic sense of taste, quality and excellence of one's own
work and the work of others.

Source: Renzulli, (1999; 2000)

When making a list of characteristics, it must be considered that there is a
multiplicity between general categories and specific characteristics. In the concept of
the three rings, it is emphasized that it is not necessary for all characteristics to be
present in an individual or in all actions that are performed.

At first, the conception of the three rings assumed that the three groups should be
considered equally for the contribution of outstanding potential. However, above-
average ability has been considered by Renzulli himself as the most dominant
influencing factor for the manifestation of outstanding potential.

Above average ability has been the main criterion for identifying outstanding

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 7

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
students, since the criteria of creativity and commitment to the task can be more
fluctuating and go through periods of rise and fall.

This conclusion was reached after some research demonstrated that individuals
with great achievements - in adult life - in their work have been characterized by
peaks and valleys of both creativity and commitment, while ability over average
remains at a greater constant.

The fact of maintaining a constant skill level above the average compensates for
the fact that one of the other two spheres may have a lower measure of activity.
However, it is important to highlight that the three rings must definitely be present
and must interact for outstanding behaviors to emerge.

A final contribution of Dr. Renzulli's three rings concept mentions the series of
personality and environmental factors that can influence giftedness. These factors
determine that outstanding behaviors occur in certain people (not everyone), at
certain times (not all the time) and under certain circumstances.

Renzulli has conducted research that has shown that primarily creativity and
commitment are modifiable and can be positively or negatively influenced by these
personality and environmental factors.

Among the multiple factors that can influence the manifestation of outstanding
behaviors, Renzulli classifies two large groups (Renzulli, 2000):

• ) Personality factors: Self-perception, mood, character, charm or charisma,

ego strength, energy, sense of destiny, personal attractiveness, intuition, etc.

• ) Environmental factors: Socioeconomic status, parental personalities, parental

education, family position, formal education, physical illness and/or well-being,
opportunity factors, spirit of the time, early stimulation, etc.

The role that the combination of these factors will play in the academic and
socio-affective development of the individual can be decisive in the manifestation of
outstanding behaviors.

Renzulli (cited by Rayo, 1997) indicates the following indicators as characteristics

of the behavior of gifted or potentially talented children:

•Intellectual capacity in general and specific academic aptitude that translates

into a willingness to search for new knowledge. Understanding, acquiring, retaining
and applying the information you obtain. Exceptional achievements in some subject
are usually shown.

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 8

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
 • Creative and productive thinking that allows you to apply the knowledge
acquired in other subjects and other problems. Generates a large number of ideas
and solutions. He is a risky and speculative individual.

•Leadership ability that allows him to lead others to work on the issues he
proposes. Responds well to responsibility.

•In the plastic arts it shows originality by combining ideas, methods and forms
of expression. Starts, composes or adapts games; invents music, speeches, etc., free
from the influence of parents or the teacher.

• He generally has a psychomotor skill in the mechanical area that allows him to
use various materials to solve problems or create objects. Also in the sports area I
was able to demonstrate effective learning of exercises.

• Capacity for motivation and will that leads you to concentrate and persist on
the topics of your interest. Gets bored easily with routine tasks. Prefers to work
independently and needs little help.

This list of characteristics, coupled with general skills, specific skills, aspects of
creativity and commitment to the task—and

mentioned—offer a framework for characterizing outstanding children.

Renzulli's model has been considered a performance-based model , where the

concept of capacity refers to a potential that is supposed to manifest itself in different
achievements. The idea that a general ability superior or above average is necessary
to achieve exceptional performance is questioned from a theoretical point of view as
well as from the analysis of academic achievements (Castejón, 1997).

Considering Renzulli's model as a performance-based model, the existence of a

certain level of ability or talent is assumed as a necessary, but not entirely sufficient,
condition for high performance. A profile of characteristics is incorporated on whose
joint functioning this high performance in a given field depends (Pérez, 1998).

Renzulli's works have been the subject of numerous questions. Perhaps the
greatest attack on his proposal lies in the fact that the work that led him to
conceptualize the outstanding individual was carried out with people in adulthood,
and that these results were carried over to work with children. Some theorists agree
that it is not possible to consider that the characteristics of an outstanding adult
person are the same in a boy or girl.

Without a doubt, Dr. Renzulli's three rings proposal is one of the most
widespread works in the fields of education for outstanding students on an
international level and it is undeniable that his proposal has provided an alternative
for care and identification for more than Two decades. Perhaps the greatest merit of
Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 9
outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla
Dr. Renzulli's work is the constant adaptation of his model and the openness to
continuous research in the area of outstanding people.

REFERENCES:

Botías, P., Higuera, E. & Sánchez, C. (1998). Practical Assumptions in Special

Education. Spain: Spanish School.

Castejón, C., Prieto, S. & Rojo, M. (1997). Models and strategies for identifying the
gifted. In Prieto, S. Identification, evaluation and attention to the diversity
of the gifted. Spain: ALJIBE.

Covarrubias, P. Q. (2001) Cognitive and socio-affective characteristics of

outstanding girls and boys from Chihuahua . Unpublished thesis. Tlaxcala;
UATx.

DGEE (1991). Didactic package for the Project to care for children with outstanding
abilities and aptitudes at the primary level. Mexico: DGEE

Prieto, S. (1997). Identification models of the gifted. In Prieto, S. Identification,

evaluation and attention to the diversity of the gifted. Spain: ALJIBE.

Lightning, L.J. (1997). Educational needs of the gifted. Spain: EOS.

Renzulli, J. (1999). The concept of Three - Rings of Giftedness.Via the Internet [

http://www.gifted.uconn.edu ].

Renzulli, J. (2000). The three-ring concept of giftedness: A developmental model for

creative productivity. In Benito, MY Psychoeducational intervention and
research in gifted students. Spain: AMARU.

Torrance (2002) Torrance's Taxonomy of Creative Thinking. (2001).

Recovered from the internet. [ http://www.cobbk12.org/-
mtbethel/Classes/target/Torrance.html ].

Covarrubias, P. (2001) Cognitive and socio-affective characteristics of students with aptitudes 10

outstanding. An experience in Chihuahua . Tlaxcala; Autonomous University of Tlaxacla