The common and domain-specific abilities and observable characteristics of gifted students were conceptually analyzed in terms of interrelationships, and finally common and domain-specific characteristics of gifted students were identified and structured into a hierarchical model of the characteristics of gifted students.
The domain-specific abilities consist of three abilities on the activation level and seven abilities on the performance level. For the common abilities, there is an ability to find relationships between stimuli on the activation level, an ability to execute cognitive processes, and an ability to reason or process information (or stimuli).
The conceptual analysis resulted in a hierarchical structural model of human abilities, which shows two levels of common and domain-specific abilities: activation level and performance level. The proposed common and domain-specific abilities in the major models were identified, compared and evaluated in terms of definitions or functions, and finally connected by interrelationships found between the abilities. The present study identified common and domain-specific characteristics of gifted students through a hierarchical structural model of human abilities that was established through integrating major models of human abilities by a conceptual analysis based on interrelationships between abilities.
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