Journal articles: 'Exceptional talent'

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Hébert, Thomas P. "A Longitudinal Case Study of Exceptional Leadership Talent." Gifted Child Quarterly 63, no. 1 (October 15, 2018): 22–35. http://dx.doi.org/10.1177/0016986218800068.

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The development of leadership talent in a gifted individual was the focus of this 15-year longitudinal case study. Four major themes explained the development of his leadership talent. Crucial family factors and support served as a foundation for his psychosocial development and contributed significantly to his talents as a leader. Emotional intelligence evident in childhood, adolescence, and adulthood was an important asset as his leadership skills grew. In addition, strong practical intelligence applied to his everyday life enabled him to meet the goals and objectives he established for himself. Woven throughout his life story was evidence of a strong internal motivation that drove him personally and professionally. Implications of the findings are presented along with suggestions for designing effective leadership development experiences for talented students.

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Brody, Linda E. "The Study of Exceptional Talent." High Ability Studies 16, no. 1 (June 2005): 87–96. http://dx.doi.org/10.1080/13598130500115304.

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Howe, Michael J. A., Jane W. Davidson, and John A. Sloboda. "Natural born talents undiscovered." Behavioral and Brain Sciences 21, no. 3 (June 1998): 432–37. http://dx.doi.org/10.1017/s0140525x98521231.

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This Response addresses eight issues raised in the commentaries: (1) the question of how innate talents should be defined; (2) relationships between the talent account and broader views concerning genetic variability; (3) the quality of the empirical evidence for and against the talent account; (4) the possible involvement of innate influences on specific abilities; (5) the possibility of talent-like phenomena in autistic savants; (6) alternative explanations of exceptional expertise at skills; (7) practical and educational implications of the talent account and alternative positions. Finally, (8), we conclude by discussing the impact of the commentaries on our own views.

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Woollett, Katherine, Hugo J. Spiers, and Eleanor A. Maguire. "Talent in the taxi: a model system for exploring expertise." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1407–16. http://dx.doi.org/10.1098/rstb.2008.0288.

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While there is widespread interest in and admiration of individuals with exceptional talents, surprisingly little is known about the cognitive and neural mechanisms underpinning talent, and indeed how talent relates to expertise. Because many talents are first identified and nurtured in childhood, it can be difficult to determine whether talent is innate, can be acquired through extensive practice or can only be acquired in the presence of the developing brain. We sought to address some of these issues by studying healthy adults who acquired expertise in adulthood. We focused on the domain of memory and used licensed London taxi drivers as a model system. Taxi drivers have to learn the layout of 25 000 streets in London and the locations of thousands of places of interest, and pass stringent examinations in order to obtain an operating licence. Using neuropsychological assessment and structural and functional magnetic resonance imaging, we addressed a range of key questions: in the context of a fully developed brain and an average IQ, can people acquire expertise to an exceptional level; what are the neural signatures, both structural and functional, associated with the use of expertise; does expertise change the brain compared with unskilled control participants; does it confer any cognitive advantages, and similarly, does it come at a cost to other functions? By studying retired taxi drivers, we also consider what happens to their brains and behaviour when experts stop using their skill. Finally, we discuss how the expertise of taxi drivers might relate to the issue of talent and innate abilities. We suggest that exploring talent and expertise in this manner could have implications for education, rehabilitation of patients with cognitive impairments, understanding individual differences and possibly conditions such as autism where exceptional abilities can be a feature.

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Charness, Neil. "Explaining exceptional performance: Constituent abilities and touchstone phenomena." Behavioral and Brain Sciences 21, no. 3 (June 1998): 410–11. http://dx.doi.org/10.1017/s0140525x98251235.

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Investigations of innate talent should narrow the definition of talent to deal with constituent abilities, identify touchstone phenomena, and provide detailed explanations of these phenomena. A list of relevant phenomena is proposed.

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Campbell, James Reed, and Wu-Tien Wu. "Development of exceptional academic talent: International research studies." International Journal of Educational Research 25, no. 6 (January 1996): 479–84. http://dx.doi.org/10.1016/s0883-0355(97)86726-2.

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Wu, I.-Chen, Randal Pease, and C. June Maker. "Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM." Journal of Advanced Academics 30, no. 4 (July 26, 2019): 474–99. http://dx.doi.org/10.1177/1932202x19864690.

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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.

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Papierno, Paul B., Stephen J. Ceci, Matthew C. Makel, and Wendy M. Williams. "The Nature and Nurture of Talent: A Bioecological Perspective on the Ontogeny of Exceptional Abilities." Journal for the Education of the Gifted 28, no. 3-4 (March 2005): 312–32. http://dx.doi.org/10.4219/jeg-2005-343.

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Despite extensive research, questions underlying the nature and nurture of talent remain both numerous and diverse. In the current paper, we present an account that addresses 2 of the primary questions inspired by this debate: (a) the very existence of innate talents and (b) how exceptional abilities are developed. The development of exceptional performance is addressed through a synthesis of recent models that invoke multiplier effects to explain how differences in initial conditions (e.g., different levels of innate abilities), coupled with gene-environment interactions, determine ranges of phenotypic outcomes.

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Storm, Louise Kamuk, Mette Krogh Christensen, and Lars Tore Ronglan. "Successful talent development environments in female Scandinavian Handball." Scandinavian Journal of Sport and Exercise Psychology 2 (February 10, 2020): 16–25. http://dx.doi.org/10.7146/sjsep.v2i0.115967.

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Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.

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Marineau, Joshua E. "Superbosses: How Exceptional Leaders Master the Flow of Talent." Journal of Applied Management and Entrepreneurship 21, no. 3 (July 1, 2016): 124–27. http://dx.doi.org/10.9774/gleaf.3709.2016.ju.00009.

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Horton, A. M., and S. R. Hooper. "The exceptional brain. Neuropsychology of talent and special abilities." Archives of Clinical Neuropsychology 7, no. 5 (January 1, 1992): 461–65. http://dx.doi.org/10.1093/arclin/7.5.461.

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Foley, J. M. "The Exceptional Brain: Neuropsychology of Talent and Special Abilities." Neurology 38, no. 12 (December 1, 1988): 1900. http://dx.doi.org/10.1212/wnl.38.12.1900-a.

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CUMMINGS, JEFFREY L. "The Exceptional Brain: Neuropsychology of Talent and Special Abilities." American Journal of Psychiatry 146, no. 8 (August 1989): 1067–68. http://dx.doi.org/10.1176/ajp.146.8.1067.

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Eling, Paul. "The exceptional brain: Neuropsychology of talent and special abilities." Acta Psychologica 70, no. 1 (February 1989): 99–100. http://dx.doi.org/10.1016/0001-6918(89)90062-0.

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Axelrod, Wendy. "How exceptional managers use everyday psychology to develop their people." Industrial and Commercial Training 47, no. 3 (April 7, 2015): 121–26. http://dx.doi.org/10.1108/ict-11-2014-0075.

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Purpose – The purpose of this paper is to identify an important and often overlooked approach to talent development: managers who apply everyday psychology with their people to drive significant growth. Design/methodology/approach – This paper is based upon: years of consulting with managers, indentifying how to grow people in significant ways; original research of the practices of Exceptional Development Managers; and expert recommended approaches. Findings – Companies undervalue the important role managers can play in talent development. Managers are well positioned to significantly develop people, yet most do not. This paper describes the five actions managers can take using everyday psychology to help drive employees’ development. Practical implications – While every company strives for a fully skilled workforce, for the majority, this is far from reality. With greater investments being made to companywide talent development, it is wise to also invest in equipping managers to turn everyday work into everyday development for their employees. Because the development breakthroughs can be daunting, managers who know how to practically apply everyday psychology have a significant edge. HR departments, company leadership, and individual managers can benefit greatly from leveraging these practices. Originality/value – Manager's involvement in employee development is not new, this just has not gone far enough. Frequently employee development is viewed as needing to be a sideline to getting results. Further, companies are often not relying on the development driven by managers to make a significant impact on their talent development objectives. Yet, managers are key to developing people, and making psychological principles readily adaptable by managers unlocks their path forward.

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Gyarmathy, Éva, and John Senior. "The inclusion of multiple exceptional gifted students in talent development programmes." Gifted Education International 34, no. 1 (July 11, 2016): 47–63. http://dx.doi.org/10.1177/0261429416656500.

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Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental moments, shifts the emphases of focus regarding gifted education significantly. The provision for, and the development of, multiple exceptional gifted individuals from this perspective can engender far greater possibilities than previously imagined earlier. In Hungary, we started to create innovative networks for the encouragement and the development of effective, inclusive provision. The networks have however replicated many of the problems of the former provision for talented individuals and groups. The further development of content and appropriate forms of programmes need to be synchronized through networks of innovative provision and evaluation. The proposed complex provision is suggested as a solution for the new forms of talent development that are open to the multiple exceptional gifted population regardless of the populations’ needs being understood, and perceived by, different audiences as being variously extreme, diverse and novel. A system utilizing key aspects of Bloom’s taxonomy, Renzulli’s enrichment triad and Gardner’s multiple intelligences is proposed.

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Kerr, Sari Pekkala, William Kerr, Çağlar Özden, and Christopher Parsons. "Global Talent Flows." Journal of Economic Perspectives 30, no. 4 (November 1, 2016): 83–106. http://dx.doi.org/10.1257/jep.30.4.83.

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Highly skilled workers play a central and starring role in today's knowledge economy. Talented individuals make exceptional direct contributions—including breakthrough innovations and scientific discoveries—and coordinate and guide the actions of many others, propelling the knowledge frontier and spurring economic growth. In this process, the mobility of skilled workers becomes critical to enhancing productivity. Substantial attention has been paid to understanding the worldwide distribution of talent and how global migration flows further tilt the deck. Using newly available data, we first review the landscape of global talent mobility. We next consider the determinants of global talent flows at the individual and firm levels and sketch some important implications. Third, we review the national gatekeepers for skilled migration and broad differences in approaches used to select migrants for admission. Looking forward, the capacity of people, firms, and countries to successfully navigate this tangled web of global talent will be critical to their success.

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Tordjman, Sylvie, Maria Pereira Da Costa, and Silke Schauder. "Rethinking Human Potential in Terms of Strength and Fragility: A Case Study of Michael Jackson." Journal for the Education of the Gifted 43, no. 1 (January 8, 2020): 61–78. http://dx.doi.org/10.1177/0162353219894645.

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The case study of Michael Jackson illustrates the concepts of high potential, talent, and precocity in the musical domain. Studying this case of exceptional musical talent highlights the usefulness of a multidimensional approach to exploring human potential, which is not limited to academic abilities. It offers a better understanding of the process of transforming a gift into talent and allows us to examine the asynchronies observed in some high-potential individuals between extreme talent and impaired socioaffective development—the interplay between strength and fragility where cognitive functioning cannot be dissociated from emotional functioning.

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Miller, Leon K. "What the Savant Syndrome Can Tell Us about the Nature and Nurture of Talent." Journal for the Education of the Gifted 28, no. 3-4 (March 2005): 361–73. http://dx.doi.org/10.4219/jeg-2005-340.

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Recent research has begun to illuminate the composition and development of exceptional skills in those with intellectual disability. I argue that this research is relevant to more general discussions of talent. First, it provides a special opportunity to deconstruct talent in different domains. Because savants typically lack the general intellectual skills usually present in those with more domain-restricted achievement, this analysis helps to delineate both the core components of talent in those domains and how more general skills affect the expression and development of that talent. Second, savants often have disabilities that can modify the direction of development in unusual ways. Examining these conditions suggests new ways of thinking about how talent may be nurtured.

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Leavy, Brian. "Sydney Finkelstein: what makes a “superboss” super?" Strategy & Leadership 44, no. 6 (November 21, 2016): 9–15. http://dx.doi.org/10.1108/sl-09-2016-0072.

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Purpose Strategy and leadership guru, Sydney Finkelstein believes that “regenerating the talent pool is the single most important thing that any leader can do” to help his or her organization to “survive and prosper.” His new book, Superbosses: How Exceptional Leaders Master the Flow of Talent (Harvard Business Review Press, 2016), studies “those few individuals” in any given industry who “grow human capital better than anyone else.” Design/methodology/approach Strategy & Leadership contributing editor Brian Leavy asks Prof. Finkelstein what can managers learn from these exceptional talent developers that might be more widely emulated? Findings According to Prof. Finkelstein, “The superboss playbook is not about being nice or empathic. It’s about giving proteges the motivation, guidance, wisdom, creative licence, and other elements they need to learn and grow” Practical implications Prof. Finkelstein notes, “While many businesses today focus on getting closer to the customer, superbosses are very much focused on getting closer to their employees or team members.” Originality/value Prof. Finkelstein asserts, “Superbosses have cracked the code on how to make organizations work better by designing a playbook that helps people accomplish more than they ever thought possible in their careers, or their lives. By studying the superbosses and what they do, we now know how genuinely unusual talent comes to populate an organization.?

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Obenauer, William G. "Superbosses: How Exceptional Leaders Master the Flow of Talent, by Sydney Finkelstein." Organization Management Journal 13, no. 4 (October 2016): 230–32. http://dx.doi.org/10.1080/15416518.2016.1253942.

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Dai, David Yun, and Laurence J. Coleman. "Epilogue: Conclusions and Implications for Gifted Education." Journal for the Education of the Gifted 28, no. 3-4 (March 2005): 374–88. http://dx.doi.org/10.4219/jeg-2005-336.

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This epilogue draws general conclusions regarding the role of nature and nurture in the development of exceptional competence. Then, implications of the nature-nurture debate and research on gifted education are discussed in terms of 2 alternative paradigms: the gifted-child paradigm and the talent-development paradigm. More specifically, we attempt to elucidate how ideas expressed in preceding articles reinforce a talent-development orientation along 5 major dimensions of gifted education: (a) programming, (b) identification, (c) curriculum, (d) teaching, and (e) counseling.

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Baum, Susan, and Cynthia Novak. "Why Isn't Talent Development on the IEP? SEM and the Twice Exceptional Learner." Gifted Education International 26, no. 2-3 (May 2010): 249–60. http://dx.doi.org/10.1177/026142941002600311.

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Maker, C. June. "Exceptional talent in the 21st century context: Conceptual framework, definition, assessment, and development." Gifted Education International 37, no. 2 (March 24, 2021): 158–98. http://dx.doi.org/10.1177/0261429421995188.

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With problem-solving as the focus and wisdom as the goal, the concept of giftedness is reconceptualized in the 21st century context. The two most prominent constructs in the field of education for the gifted, creativity and intelligence, are integrated into a view of exceptional talent as consisting of the ability and willingness to solve complex problems, the ability to solve varied types of problems, and a highly integrated and interconnected knowledge base. Both intelligence and creativity involve similar processes, but these processes are used in different ways during the problem-solving process. Using the framework of a paradigm as outlined by Dai and Chen, the elements of a different perspective resulting from more than 40 years of developing a conceptual framework, implementing practices based on that framework, and research on these practices are presented: definition (What?), assessment (Who?), purpose (Why?), and development (How?).

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Huxtable, Marie. "Everyone a Winner - Towards Exceptional Achievement for All." Gifted Education International 20, no. 1 (July 2005): 51–69. http://dx.doi.org/10.1177/026142940502000108.

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This paper explores the implications of a model that works from the premise that all children may be capable of what is currently considered to be exceptional performance, in one or more areas of skill, talent or endeavour. In this scenario the role of the educator is to develop their pedagogical understanding and practice so that an increasing number of children have the opportunity to give expression to their exceptional ability during their life time. The paper goes on to introduce a framework I have been developing to enable me to reflect on and progress a learning environment which provides the experiences and support that will enable children and young people to develop the attitudes, attributes, understandings and skills of thought full and thoughtful learners, with informed aspirations, and the confidence, competence and understanding of themselves, necessary to realise them, to their own and society's benefit.

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Longenecker, Clinton, and Laurence S. Fink. "Exceptional HR leadership rests on four foundations." Human Resource Management International Digest 23, no. 1 (January 12, 2015): 21–24. http://dx.doi.org/10.1108/hrmid-12-2014-0160.

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Purpose – Considers the four foundations of exceptional human resource (HR) leadership – strong business acumen, trustworthy leadership, great HR expertise and cultural stewardship – that must be in place to meet current and future human resource challenges. Design/methodology/approach – Considers the four foundations of exceptional HR leadership – strong business acumen, trustworthy leadership, great HR expertise and cultural stewardship – that must be in place to meet current and future human-resource challenges. Findings – Advances the view that if one of the cornerstones is weak or ineffective, the ability of the HR leader and his or her team to be exceptional is greatly impaired. Practical implications – Reveals how to take HR to the next level. Social implications – Demonstrates how HR leaders can add value and improve the competitiveness of their enterprises. Originality/value – Explains how HR can best overcome the challenges it faces in respect of talent gaps, process failures, compensation and benefits repositioning, workforce realignment, dealing with budget cuts and fiscal constraints, lack of front-line management buy-in, compliance, increased time constraints and the need to help with technological implementation, strategy execution and improving profitability.

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Mullet, Dianna R., Anne N. Rinn, and Todd Kettler. "Catalysts of Women’s Talent Development in STEM: A Systematic Review." Journal of Advanced Academics 28, no. 4 (October 12, 2017): 253–89. http://dx.doi.org/10.1177/1932202x17735305.

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Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18 scholarly publications selected according to a systematic protocol. Analysis of the studies’ Results and Findings sections yielded four major themes focused on women’s personal and psychological characteristics, social catalysts, institutional catalysts, and cultural production. Themes were synthesized into a four-level socio-ecological model of women’s STEM talent development. Implications for future research are discussed.

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Lehmberg, Derek, W. Glenn Rowe, Roderick E. White, and John R. Phillips. "The GE Paradox: Competitive Advantage Through Fungible Non-Firm-Specific Investment." Journal of Management 35, no. 5 (March 17, 2009): 1129–53. http://dx.doi.org/10.1177/0149206308331098.

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This study addresses two questions: (a) Does General Electric have an exceptional ability to develop non-firm-specific general management talent, and (b) how can GE’s investment into non-firm-specific, nonproprietary managerial capabilities be explained theoretically? The authors’ analysis provides evidence that GE has an extraordinary managerial development capability. Their theory suggests that GE’s managerial development process is valuable, rare, inimitable, and organized to be exploited, and therefore, a source of sustained competitive advantage. This process produces a flow of managers with the potential to be sources of temporary competitive advantage for GE. Outward flow of executive talent is a required byproduct of the process.

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Hua, Olivia (Liv), Bruce M. Shore, and Evgeniya Makarova. "Inquiry-based instruction within a community of practice for gifted–ADHD college students." Gifted Education International 30, no. 1 (June 21, 2012): 74–86. http://dx.doi.org/10.1177/0261429412447709.

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A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement. To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

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Issurin, Vladimir. "Athletic talent as a scientific problem and challenge for practice." Journal of Kinesiology and Exercise Sciences 29, no. 85 (March 31, 2019): 11–23. http://dx.doi.org/10.5604/01.3001.0013.8546.

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Aim. A narrative review of the research results of the multi-aspectual phenomenon of sports talent by researchers from various research centers around the world. Basic procedures. Analysis and synthesis in a narrative review of various methodological concepts regarding research on sports talent, with particular notice of selected American (USA), Canadian, Dutch, German (DDR) and Soviet (USSR) stances. Results. The commonly accepted approach presupposes the division of long-term preparation into a number of stages, at which various age and sport-specific tasks are solved, and young athletes overcome appropriate phases of their giftedness and talent evaluation. The objective difficulties in Talent Identification (TI) are associated with variations in the rate of maturation and unevenness of biological and sport-specific development of young prospects. Serious restrictions regarding early evaluation of giftedness and talent are associated with the lack of psychological measures and insufficient attention paid to personality traits that, to a great extent, determine the achievement of exceptional performance. Talent Identification (TI) in team sports requires more sensitive tests for prediction of successful game activity; such an item as fatigue tolerance was not taken into account by training experts and analysts. Main findings. 1. Athletic Talent is a complex, multifaceted phenomenon that is widely considered from methodological, biological, philosophical and social positions; 2. The methodological foundation can be considered the basic background for general comprehension of the problem and fulfilment of various scientific and practical projects directed towards the recognition, identification and promotion of talented individuals.

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Gad, Barsoom Fikry Barsoom. "Anne Sexton’s Confessional Tradition and Individual Talent." CLEaR 3, no. 1 (March 1, 2016): 10–26. http://dx.doi.org/10.1515/clear-2016-0002.

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Abstract In his influential essay “Tradition and the Individual Talent,” T. S. Eliot emphasizes the significance of tradition as well as the inevitability of the present talent of the artist. He argues that every artist has his own original and individual themes and techniques that separate him from and link him with his predecessors at the same time. Anne Sexton, the Confessional American woman poet, is a good example that proves this everlasting notion of the allusion to “the dead poets” of the past together with the inevitable existence of the innovative original talent of the poet. Chiefly, Sexton is labeled “Confessional” and is compared with the most remarkable Confessional poets. However, the Confessional mode is not a new movement; it has its roots in the British tradition of the Metaphysical lyrics. It is also manifest in the American tradition of Puritan Poetry. Moreover, Confessional themes and techniques can be seen in the poetry of some Modernists. Meanwhile, Anne Sexton’s exceptional Confessional “individual talent” makes her a unique Confessional poet: the uncommon imperfect raw confessions, the unconventional bold sexual imagery, the fearful and astonishing religious symbols and the excessive degrees of “impersonality” are all characteristic examples of Sexton’s creative Confessional art.

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Maker, C. June. "Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving." Journal of Advanced Academics 31, no. 3 (June 4, 2020): 161–210. http://dx.doi.org/10.1177/1932202x20918203.

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In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.

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Vinkhuyzen, Anna A. E., Sophie van der Sluis, Danielle Posthuma, and Dorret I. Boomsma. "The Heritability of Aptitude and Exceptional Talent Across Different Domains in Adolescents and Young Adults." Behavior Genetics 39, no. 4 (March 15, 2009): 380–92. http://dx.doi.org/10.1007/s10519-009-9260-5.

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Schneider, Wolfgang. "Innate talent or deliberate practice as determinants of exceptional performance: Are we asking the right question?" Behavioral and Brain Sciences 21, no. 3 (June 1998): 423–24. http://dx.doi.org/10.1017/s0140525x98411233.

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Howe et al. proposed that the “talent account” is not suited to explain exceptional performance in specific domains. Their conclusion that early experiences and deliberate practice are highly important for high levels of skill is supported by numerous studies on the acquisition of expertise. However, the two popular views they contrast (experts are born versus experts are made) do not seem representative of current theorizing. Models that integrate the effects of basic abilities and deliberate practice are more appropriate in light of the available evidence.

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Den Hartigh, Ruud J. R., Yannick Hill, and Paul L. C. Van Geert. "The Development of Talent in Sports: A Dynamic Network Approach." Complexity 2018 (August 29, 2018): 1–13. http://dx.doi.org/10.1155/2018/9280154.

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Understanding the development of talent has been a major challenge across the arts, education, and particularly sports. Here, we show that a dynamic network model predicts typical individual developmental patterns, which for a few athletes result in exceptional achievements. We first validated the model on individual trajectories of famous athletes (Roger Federer, Serena Williams, Sidney Crosby, and Lionel Messi). Second, we fitted the model on athletic achievements across sports, geographical scale, and gender. We show that the model provides good predictions for the distributions of grand slam victories in tennis (male players, n=1528; female players, n=1274), major wins in golf (male players, n=1011; female players, n=1183), and goals scored in the NHL (ice hockey, n=6677) and in FC Barcelona (soccer, n=585). The dynamic network model offers a new avenue toward understanding talent development in sports and other achievement domains.

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Horowitz, Richard S. "Breaking the Bonds of Precedent: The 1905–6 Government Reform Commission and the Remaking of the Qing Central State." Modern Asian Studies 37, no. 4 (October 2003): 775–97. http://dx.doi.org/10.1017/s0026749x03004025.

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On January 29, 1901, in the grim aftermath of the Boxer Uprising and the humiliating foreign invasion of north China that followed, the Empress Dowager Cixi issued a famous edict that initiated the New Policy (xinzheng) reforms.The weakness of China is caused by the strength of convention and the rigid network of regulations. We have many mediocre officials but few men of talent and courage. The regulations are used by mediocre men as the means of their self-protection, and taken advantage of by government clerks as sources of profit. The government officials exchange numerous documents but they never touch reality. The appointment of capable men is restricted by regulations so rigid that even men of exceptional talent are missed. What misleads the country can be expressed in one word, selfishness, and what suffocates all under heaven is precedent.

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Diamond, Catherine. "Dreaming our own Dreams: Singapore Monodrama and the Individual Talent." New Theatre Quarterly 24, no. 2 (May 2008): 170–88. http://dx.doi.org/10.1017/s0266464x08000146.

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For its size, Singapore hosts an exceptional amount of theatrical activity, emanating both from within the city state and from its role as sponsor of regional international workshops and productions. Its English-speaking dramatists are in the forefront of staging original plays about the foibles of Singaporean society and serving as mediators among South-east Asian theatre practitioners. While troupes depend on government funding and must obtain government permits to perform, most have opted to take an alternative position to the government's narrative of the Singapore success story. This has created an uneasy relationship that undermines the strength of the theatre's social-political critique and encourages self-censorship. In the following essay, Catherine Diamond examines the psychologically cramped conditions within which current Singaporean dramatists operate through a comparison of monodramas. Catherine Diamond is a professor of theatre at Soochow University in Taiwan, and a frequent contributor to NTQ. She is currently directing a flamenco dance-drama adaptation of The House of Bernarda Alba.

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Marčun Kompan, Andreja. "Dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami / Twice-exceptional students: musically gifted special needs students." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 16, no. 32 (November 26, 2020): 59–74. http://dx.doi.org/10.26493/2712-3987.16(32)59-74.

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The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.

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Gagné, Françoys. "From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels." Gifted Child Quarterly 49, no. 2 (April 2005): 139–53. http://dx.doi.org/10.1177/001698620504900204.

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Baquero Goyanes, Mariano. "Las caricaturas literarias de Galdós." Monteagudo, no. 25 (September 30, 2020): 15–42. http://dx.doi.org/10.6018/monteagudo.445851.

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Benito Pérez Galdós poseía un talento excepcional para la caracterización de sus personajes. Destacan en su obra las descripciones caricaturescas. En este estudio se analizan las influencias que convergen en algunas de estas descripciones y la razón por la que Galdós incluye en novelas de índole e intención realista descripciones hiperbólicas y caricaturescas cercanas a lo irreal. Se concluye que son el reflejo de la fusión habitual en su narrativa entre lo mágico-alegórico y lo documental-realista, entre el sueño alucinante y la observación cotidiana. Benito Pérez Galdós had an exceptional talent for characterizing his characters. The caricaturesque descriptions stand out in his work. This paper analyzes the influences that converge in some of of these descriptions and the reason why Galdós includes hyperbolic and caricatural descriptions close to the unreal in novels of a realistic nature and intention. It is concluded that these descriptions are reflectect the usual fusión in his narrative between the magical-allegorical and the documentary-realistic, between the amazing dream and the daily observation.

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Ashley, Martin R. "Broken voices or a broken curriculum? The impact of research on UK school choral practice with boys." British Journal of Music Education 30, no. 3 (May 9, 2013): 311–27. http://dx.doi.org/10.1017/s0265051713000090.

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Work such as that of John Cooksey on boys’ changing voices has influenced choral practice in the USA and in certain UK youth choirs, but has hitherto had little impact in UK schools where many teachers continue to believe that boys’ voices ‘break’. Different practices are found across the independent and maintained sectors of secondary education. The former draws on the choral tradition associated with cathedral music. The latter tends, with notable exceptions, to subscribe to the populist media view that ‘boys don't sing’ or that singing by boys is individualised and the exceptional result of ‘X Factor’ style talent shows. In neither case is there much evidence of a systematic attempt to apply research findings to develop a structured programme of vocal development for boys in early adolescence. The paper examines case studies of different choral practice in schools where boys do sing, but as the result of enthusiastic teachers working in isolation rather than a systematic, research-based approach to boys’ singing development.

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Spikins, Penny, Callum Scott, and Barry Wright. "How Do We Explain ‛Autistic Traits’ in European Upper Palaeolithic Art?" Open Archaeology 4, no. 1 (May 1, 2018): 262–79. http://dx.doi.org/10.1515/opar-2018-0016.

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AbstractTraits in Upper Palaeolithic art which are also seen in the work of talented artists with autism, including most obviously an exceptional realism, remain to be explained. However any association between the famously evocative animal depictions created in the European Upper Palaeolithic and what is commonly seen as a ‘disorder’ has always been contentious. Debate over these similarities has been heated, with explanations ranging from famous works of Upper Palaeolithic art having been created by individuals with autism spectrum conditions, to being influenced by such individuals, to being a product of the use of psychotropic drugs. Here we argue that ‘autistic traits’ in art, such as extreme realism, have been created by individuals with a cognitive extreme of local processing bias, or detail focus. The significance of local processing bias, which is found both as a feature of autism spectrum conditions and in artists with exceptional talent at realistic depiction who aren’t autistic, has implications for our understanding of Upper Palaeolithic society in general, as well as of the roles played by individuals with autism spectrum conditions.

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Bebbington, David. "Methodism in Victorian Shetland." Scottish Church History 50, no. 2 (October 2021): 75–97. http://dx.doi.org/10.3366/sch.2021.0051.

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Methodism arrived in Shetland in the 1820s, growing until 1866 and remaining relatively strong. It suffered from the handicaps of geography, the weather, poverty and the dictates of the fishing industry. Lay leadership was hard to find, ministers were overburdened, other denominations provided competition and emigration deprived the Methodist movement of talent. On the other hand, patronage, the work of James Loutit and the doctrines and institutions of Methodism provided advantages. Education and temperance drew in the young, the movement fitted into Shetland life and most fundamentally the Evangelical impulse and episodes of revival brought growth. Shetland Methodism became something exceptional: by far the most successful branch of the denomination in Scotland.

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Varetska, Sofiya. "Picturesque of Literature and Literature of Fine Arts in Works of Twice Exceptional Expressionists." Pitannâ lìteraturoznavstva, no. 102 (December 28, 2020): 134–47. http://dx.doi.org/10.31861/pytlit2020.102.134.

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The article considers a problem of the arts interaction, which is a characteristic feature of German expressionism. It analyzes works of gifted expressionists, which are fulfilling themselves not only as writers, but as painters too and vice versa. All attention is paid to such figures of expressionism as Oscar Kokoschka, Franz Kafka, Alfred Kubin. The article argues that the power of talent of such artists is so great that self-realization in one of the arts is not enough for them, and therefore they actively use the opportunity to reveal the facets of their giftedness not only verbally, but also visually, alternately changing brushes to pen. Such a synthesis is quite productive because these works are enriched by narrative thematic motifs, genre varieties, a figurative vision of reality, compositional figures of the material organization, etc. It is proved that the expressionists did not follow the modernist concept “Art for the sake of art”, yet for them a human is with his fears, complexes and visions in the center. Thus, the main aim of an artist is using various artistic means to show a sacred inner world where in contrast to the real philistine life a spiritual unity and harmony do exist. In a combination of text, drawing or music, or, like Kokoschka’s light and paint, expressionists try to convey through multimedia the sensual and sacred that arises for them as the purpose of existence.

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Loo, Alfred. "Internet surfing for kindergarten children." Gifted Education International 28, no. 2 (January 30, 2012): 176–84. http://dx.doi.org/10.1177/0261429411435007.

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The Internet is an effective learning tool for gifted children because it allows them to independently select the areas in which they have talent. The Internet also enables children to discover and maximize their potential. However, younger children might not have a large enough vocabulary to surf the Internet, even if they are gifted. For example, children who are creatively gifted might not have exceptional reading ability. To solve this problem, a special web browser was used to generate human speech according to the words that appeared on the web pages displayed. Experiments involving about 100 kindergarteners were conducted to assess the effectiveness of our approach. This paper demonstrates the feasibility of this web browser in enabling kindergarten children aged 3–6 years old to surf the Internet.

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Penyak, Lee M. "Obstetrics and the Emergence of Women in Mexico's Medical Establishment." Americas 60, no. 1 (July 2003): 59–85. http://dx.doi.org/10.1353/tam.2003.0078.

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La medicina científica was a popular journal read by Mexican doctors at the end of the nineteenth century. Each edition contained articles on the latest research and developments in the profession and also medical news from around the world of potential interest to subscribers. An excerpt from a February 1889 entry noted that Carolina Schultze had recently passed her medical oral exams in France. One of the evaluators acknowledged her obvious skill and “the great service she will perform to society.” But the article's focus, and the probable reason for its inclusion in this Mexican journal, quickly turned to whether or not other women could match her talent. The author presumed that she was, in fact, unique. “The female doctor,” he said, “neither has been nor is nor ever will be more than an exception, as there are exceptional women in all fields of knowledge, art, science, and literature.” Even more suggestive about late nineteenth-century bias were the reasons why he thought that female doctors, if they must exist, should only specialize in the illnesses of women and children: “when women enter into the practice of a profession appropriate only to the strong sex, they are never satisfied with a secondary role and always want to shine in the front row.”

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Godun, Cristina. "Od Biegunów do Prowadź swój pług przez kości umarłych – kilka uwag dotyczących recepcji fabularnego świata Olgi Tokarczuk w Rumunii." Postscriptum Polonistyczne 25, no. 1 (July 21, 2020): 135–45. http://dx.doi.org/10.31261/ps_p.2020.25.10.

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This paper presents the most important aspects of the reception of four novels by Olga Tokarczuk translated into Romanian, on the basis of reviews published in the Romanian literary press. The topics addressed most frequently by Romanian reviewers include the topos of journey, the contemporary human condition within the framework of everyday life, the axiological system of Olga Tokarczuk’s narrative world, the rich imagination, the fragmentary narrative, and the tendency to cross interdisciplinary boundaries. An amazing imagination, an exceptional literary talent, surprising combinations and multifaceted protagonists are only some of the elements of Olga Tokarczuk’s writing praised by Romanian reviewers. Tokarczuk’s novels are appreciated in Romania due to both the relevance of their themes, however uncomfortable they might be, and their great ability to translate such tough topics into literature.

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rashidi, azam, ahmad abedi, and sara nejatifar. "A Systematic Review and Meta-Analysis of the Effectiveness of Psychological Interventions in Improving Mental Health of Students at Exceptional Talent Schools (SAMPAD) of Iran." Assessment and research in counseling and psychology 3, no. 1 (April 1, 2021): 66–87. http://dx.doi.org/10.52547/jarcp.3.1.66.

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Smithson, Timothy R., and W. D. Ian Rolfe. "What made Stan Wood a great collector?" Earth and Environmental Science Transactions of the Royal Society of Edinburgh 108, no. 1 (March 2017): 7–17. http://dx.doi.org/10.1017/s1755691018000154.

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ABSTRACTStan Wood was an exceptional fossil collector who, over a collecting career of more than 40 years, provided British palaeontology with an abundance and variety of new Carboniferous fossils, the like of which had not been collected since Victorian times. So, what made him a great collector? Here, with the help of Stan's family, his friends and colleagues, we try to provide the answer. There is no single factor that stands out, but a complex mixture of innate and learned behaviours that together produced a unique talent. Although he acquired an Open University degree in geology, Stan was largely self-taught as a collector and, in doing so, became an accomplished and confident field geologist. He was naturally curious, persistent and very observant, with a photographic memory. He was tough, very strong and enjoyed hard physical work. He was congenial, unorthodox and a calculated risk taker. He asked questions, tested ideas and had a healthy disregard for authority. He was systematic, kept detailed records and shared his discoveries. He not only loved collecting fossils but, in the process, discovered in himself the essential qualities of a true scientist.

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Plaisted Grant, Kate, and Greg Davis. "Perception and apperception in autism: rejecting the inverse assumption." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1393–98. http://dx.doi.org/10.1098/rstb.2009.0001.

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In addition to those with savant skills, many individuals with autism spectrum conditions (ASCs) show superior perceptual and attentional skills relative to the general population. These superior skills and savant abilities raise important theoretical questions, including whether they develop as compensations for other underdeveloped cognitive mechanisms, and whether one skill is inversely related to another weakness via a common underlying neurocognitive mechanism. We discuss studies of perception and visual processing that show that this inverse hypothesis rarely holds true. Instead, they suggest that enhanced performance is not always accompanied by a complementary deficit and that there are undeniable difficulties in some aspects of perception that are not related to compensating strengths. Our discussion emphasizes the qualitative differences in perceptual processing revealed in these studies between individuals with and without ASCs. We argue that this research is important not only in furthering our understanding of the nature of the qualitative differences in perceptual processing in ASCs, but can also be used to highlight to society at large the exceptional skills and talent that individuals with ASCs are able to contribute in domains such as engineering, computing and mathematics that are highly valued in industry.

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Journal articles on the topic 'Exceptional talent'

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