The long-held belief that giftedness was defined solely by IQ was gradually being replaced and even greater acceptance regarding the idea that “There is nothing inevitable about the use of the I.Q. in defining giftedness” (Getzels & Jackson, 1958, p. 75). The late 1970s and early 1980s observed the introduction of a number of models of giftedness from scholars in the field. Building on the momentum from the Marland Report and borrowing from other fields of study, scholars began to offer alternative theories as to the nature of giftedness.