Abstract
The purpose of this paper is to highlight important milestones in the development of conceptions of social giftedness in the general psychology and education literature as well as literature specific to gifted education. Based on Thorndike's (1920) conception of social intelligence, the paper focuses on the “ability to act wisely in human relations.” The paper addresses conceptual and methodological issues that have affected the study of the construct of social giftedness. The article provides a framework for understanding and enhancing social giftedness.
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