It is difficult to conceive that anyone—parent, educator, psychologist, or researcher—interested in giftedness/gifted education could not be aware of the word, overexcitability. What, then, has facilitated the popularity of the word in our field? A major force has been the research conducted investigating this concept’s relationship to giftedness, broadly speaking. What began with a handful of articles, published in the 1980s by a few interconnected American scholars, has become a veritable body of research. Publications in the early 2020s attest to researchers’ continuing interest in the concept. Review of early and recent publications suggests that newer research continues in a similar vein as the pioneering works, with occasional signs of pursuing novel questions related to giftedness. In this article, I trace the evolution of research in this area by producing a descriptive, rather than a critical, review. The purpose of the article is to propose potential implications for both the theory from which overexcitability is derived and for the field of gifted education.
Mendaglio, S. (2022). Overexcitability Research: Implications for the Theory of Positive Disintegration and the Field of Gifted Education. SENG Journal: Exploring the Psychology of Giftedness, 1(2), 23-32. https://doi.org/https://doi.org/10.25774/16cy-5b24