The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education.

中文翻译：

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阐明天赋、元认知、自我调节和自我调节学习之间的联系：对理论和实践的启示

天才的概念历来是由智商、创造力和专业知识（包括元认知的早期概念）理论塑造的。这些理论集中在个体学习者的头脑中。天才的社会、情感和动机品质被视为附加物，而不是核心结构的一部分。这造成了与知识的社会建构的不一致——这一立场在天才教育实践中得到了广泛支持。元认知、自我调节和自我调节学习过程的更新、更广泛的概念引起了人们的兴趣。然而，由于这些理论相互借用语言和早期理论，为旧的结构赋予新的含义，因此在如何区分这三种理论中的每一种或将它们应用于教学方面出现了混乱。