Giftedness and Evidence for Reproducibly Superior Performance: An Account Based on the Expert Performance Framework

Autor/inn/en	Ericsson, K. Anders; Roring, Roy W.; Nandagopal, Kiruthiga
Titel	Giftedness and Evidence for Reproducibly Superior Performance: An Account Based on the Expert Performance Framework
Quelle	In: High Ability Studies, 18 (2007) 1, S.3-56 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Theory Practice Relationship; Academically Gifted; Inferences; Academic Ability; Academic Achievement; Academic Aptitude; Scientific Methodology; Schematic Studies; Learning Processes; Intentional Learning; Learning Readiness; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Inference; Inferenz; Schulleistung; Schematheorie; Learning process; Lernprozess; Intentionales Lernen; Lernbereitschaft
Abstract	Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals. (Contains 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10