Abstract
The Munich Longitudinal Study of Giftedness (carried out from 1985 to 1989), the most comprehensive giftedness study ever conducted in Germany, covers six cohorts at three points of measurement. In this article, the study's multidimensional and typographical conception of giftedness is explained. After a short overview, results concerning the validation of the multidimensional giftedness model as well as attempts to establish a giftedness typology are presented. While the multidimensional model proved to be useful for predicting achievement behavior, the typological attempts failed. Finally, it is demonstrated that intelligent and creatively gifted students differ strongly in their achievement behavior. Consequences for fostering the gifted, especially the creatives, in school are discussed.
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