Sternberg (1988, 2000) assumes that talent is a process of good self-management of mental abilities, which provides a clear picture of the importance of integrating more than one factor in achieving behavior that can be labeled as gifted. This theory requires the presence of three high-level abilities in order for behavior to be labeled as an indication of the presence of a talent. The three abilities are: Analytic Intelligence, Creativity, and Practical Intelligence. To clarify what is meant by these abilities, we can give examples of three personalities that teachers and educators constantly encounter in and out of school.

• Saeed is a diligent student at school who gets top marks in reading and writing, and rarely fails to solve math problems. His teacher always describes Saeed as an intelligent student. Despite this distinction, Saeed is rarely able to come up with innovative ideas and solutions. The student here is able to accomplish the required task at a high level of mastery using the method he learned from his teacher, but he is unable to come up with new methods to reach the goal or ideas that are characterized by depth and novelty in the topic presented. This ability is called by Sternberg logical or academic intelligence, which can be measured through intelligence and academic achievement tests.

• Saad is another student of the same teacher. Although Saad does not have the scholastic abilities that require an individual to be skilled in componential operations as Saeed, he often impresses his teacher with strange and innovative ideas. The teacher often attributes this phenomenon to mere coincidence. Some of these ideas seem at first glance to be trivial or far-fetched, but they are in fact creative ideas. Sternberg calls this ability creative intelligence. This ability enables its owner to come up with innovative solutions through the ability to link ideas that appear contradictory or distant on the surface.

• Salem is a third-grader in the same class. Salem does not seem to stand out in the class, neither in terms of academic achievement nor in terms of engaging contributions, but the teacher often turns to him to solve some classroom problems. This student has the ability to use logical and creative intelligence in real-life situations. Sternberg calls this ability applied intelligence, and it enables its owner to use theoretical information in real-life situations to achieve the desired success. The student here is able to combine the two previous abilities in the applied field more than in the theoretical field.

Most people have a combination of these three abilities in varying proportions, but what makes talent, according to Sternberg, is the presence of these three abilities in high proportions in the individual, with the ability to use any of them at the appropriate time. Talent here is the ability to manage these three abilities in a balanced manner effectively.  

Talent is much more than just academic achievement.

Far from entering into the turmoil of other theories to explain the nature of talent, I find it more appropriate to point out that modern trends in the field of talent and mental superiority are directed towards drawing the attention of educators to the fact that most students have skill and brilliance in one of the important fields that humanity needs. During the last ten years, Gardner's theory (1997) has emerged, which is one of the biggest trends in modern education regarding intelligence and talent. This theory is called Multiple Intelligences. This theory came into existence as a result of in-depth research in the field of medical and theoretical human mind.

This theory posits that there are seven types of intelligence (Gardner recently added one to make it eight, but these have not yet been subjected to rigorous testing). It is possible for any individual to be gifted in one or more of these types. Here is a summary of the seven types:

1. Verbal-Linguistic Intelligence: This type of intelligence appears in the ability to use linguistic vocabulary in multiple situations and for various purposes. Examples of this type of intelligence include the following abilities: persuasion, debate, storytelling, poetry, and writing. You usually find that individuals who excel in this type of intelligence love to play with vocabulary as a joke, and they are also proficient in the processes of similes, representation, and description, and they spend long periods of time reading without getting bored.

2. Logical-Mathematical Intelligence: This type of intelligence is the basis for brilliance in the natural sciences and mathematics. Individuals who excel in this field usually focus on logic, have a high ability to reach harmonies, have the ability to find the relationship between causes and effects, and have an overwhelming ability and desire to carry out practical experiments. You usually find that individuals who excel in this type of intelligence tend to ask questions and make assumptions and love to put them to the test.

3. Spatial Intelligence: This type includes extraordinary abilities to visualize scenes or images through verbal or written speech. The individual here has the ability to transform what is written or even emotionally felt into a visual image. He is able, through the use of imagination, to create or recreate an existing situation. The most obvious examples of those who excel in this field are: painters, photographers, engineers, and interior designers.

4. Musical Intelligence: This includes the ability to compose and sense vocal harmony. An individual who is able to transform fleeting words or poems into harmonious sounds and to distinguish beauty or defect in that, is likely to have musical or harmonic intelligence. Examples of individuals who excel in this area include: readers, singers, and musicians.

5. Bodily-Kinesthetic Intelligence: It includes the abilities related to using the body in an extraordinary way. This type of intelligence allows its owner to control tangible materials or body movements with ease and lightness. Examples of people with this type of intelligence include athletes and magicians.

6. Interpersonal Intelligence: This type of intelligence includes the ability to understand the psychological, social, and even mental characteristics of others with sensitivity and transparency. This type of intelligence allows its owner the opportunity to coexist well with various types of people. Individuals who excel in this type of intelligence are often individuals who are familiar and get along, individuals who are able to deal with the reactions of the other person with great skill. Examples of those who enjoy this type of intelligence include: distinguished managers, psychiatrists, and individuals with the ability to work in a team in general.

7. Intrapersonal Intelligence: This includes the ability to understand oneself psychologically, emotionally and practically. People with this type of intelligence often prefer to work alone and have great confidence in their ability to understand things. This ability allows its owner to choose the appropriate type of work and direction that suits his psychological nature and appropriate goals. Most of those classified as having this type of intelligence are global leaders.

This theory, despite its simple content, is considered by many modern educators to be one of the greatest educational contributions of this era. I see it appropriate to emphasize once again that this classification does not mean that every person has only one or two of these categories, but it is scientifically known that most people have all of these abilities in general to varying degrees and that there are individuals who have a clear distinction in one or more of them.