Abstract
Gallagher’s most powerful ideas related to theories of giftedness, published in the last 20 years of his life, are best summarized through six tenets. Giftedness is both environmental and genetic as seen in studies of prodigies and twins. As we come to appreciate the interaction effects of genes and environment on the development of intellectual potential, Dr. Gallagher steadfastly maintained the importance of both variables in understanding the development of giftedness across a life span. He also suggested that degrees of giftedness matter. Even in an environment that emphasizes performance over ability, he focused on the importance of finding highly gifted learners, using their profiles as a starting place for gifted programs, and supporting a range of opportunities, based on data available. Studies of early childhood gifted trajectories will help us understand how environmental opportunities affect basic development in key areas. Dr. Gallagher was always fascinated by the power of early development on future outcomes (Gallagher, 1994). As a special educator who directed the Frank Porter Graham Child Development Institute where the Abecedarian Project (a longitudinal study of early childhood development; Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002) was housed,
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