“…Namely, in some domains, creativity and giftedness are practically synonymous (see Sriraman, 2005). When giftedness is defined as a great performance (Subotnik & Jarvin, 2005) or as developing expertise (Sternberg, 2001), and creative development as the acquired expertise (Simonton, 2000), it comes as no surprise to find support for identifying and assessing creativity as a component of giftedness (see Kaufman, Plucker, & Russell, 2012). Gifted education, regardless of its many conceptions (see Ziegler & Heller, 2000), exhibits intense interest in creativity research not only because creativity is a construct in its theories and lifespan models (see Renzulli, 1978Renzulli, , 1986Renzulli, , 2011Subotnik, Olszewski-Kubilius, & Worrell, 2011;Winner, 2000), but also because it is, to reiterate once more, a desired educational objective.…”