This article first surveys the various causal factors involved in the emergence of academic talent as they appear in the author’s Differentiated Model of Giftedness and Talent (DMGT). The model’s six components are describe, as well as some interactions between them.
The author then pinpoints the subcomponent ‘enrichment provisions’ within the component ‘environmental catalysts’ as the weakest causal contributor to talent emergence on average, explaining how that choice was made. Various impacts of that weakest link status are discussed, leading to a plea for major advocacy programs as the only effective way to ensure a much larger implementation of enrichment provisions in schools. Françoys Gagné
Key Words: Giftedness, talent, talent development, intrapersonal catalysts, environment, enrichment provisions, advocacy.
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Nº 240, mayo-agosto 2008 
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