Conceptions of Giftedness: Beyond Expertise: Conceptions of Giftedness as Great Performance
Conceptions of Giftedness: Beyond Expertise: Conceptions of Giftedness as Great Performance
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DOI：
10.1017/cbo9780511610455.020
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
R. Subotnik;Linda Jarvin
中科院分区：
文献类型：
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作者：
R. Subotnik;Linda Jarvin
我们关于天赋的概念基于三个理论前提。第一，能力是发展专门知识的形式（斯滕贝格，1998）。其次，在专业水平之外，存在着精英人才的领域（Subotnik，2000; 2004 a），或者我们所说的学术生产力或艺术性（SP/A）。最后，在从新手到专家的过渡过程中，关键的个性、能力和技能因素变得越来越重要或越来越重要（Subotnik，Jarvin，莫加，&斯滕贝格，2003）。根据这些前提，我们认为能力具有相互作用的遗传和环境成分，但可以修改并能够灵活部署。我们认为能力是必要的，但不足以产生专门知识或SP/A。从我们的角度来看，早期阶段的天赋被定义为在一个领域中将能力有效而全面地发展为能力。在中期阶段，天赋变得与专业知识的早熟成就相关联。最后，我们将成年后的天赋视为SP/A，表现为对某个领域或领域的独特贡献。在详细介绍能力转化为能力、专长以及某些情况下的SP/A的过程中，我们重点介绍了音乐领域的例子。有大量证据表明，能力是可以提高的，至少在某种程度上是可以提高的（参见Feuerstein，1980; Herrnstein，Nickerson，deSanchez，& Swets，1986; Nickerson，1986; Nickerson，Perkins，& Smith，1985; Perkins，1995; Perkins & Grotzer，1997; Ramey，1994;斯滕贝格，1988，1994，1997;斯滕贝格和Spear-Swerling，1996年）。最好的证据支持能力的遗传和环境起源的复杂组合，以尚未完全了解的方式相互作用（见斯滕贝格和格里戈连科，1997）。我们在这里探讨的问题是，能力是如何发展的，以引发精英的表现。精英人才的基础可以在个人的能力，能力和专业知识中找到。非凡的能力往往表现在
Our conception of giftedness rests on three theoretical premises. The first is that abilities are forms of developing expertise (Sternberg, 1998). Second, beyond the level of expertise exists the realm of elite talent (Subotnik, 2000; 2004a), or what we call scholarly productivity or artistry (SP/A). Finally, in the course of transition from novice to expert and beyond, key personality, ability, and skill factors become increasingly or decreasingly important (Subotnik, Jarvin, Moga, & Sternberg, 2003). In accordance with these premises, we believe that abilities have interactive genetic and environmental components, yet are modifiable and capable of being flexibly deployed. We view abilities as necessary but not sufficient for generating expertise or SP/A. From our perspective, giftedness in its early stages is defined as the efficient yet comprehensive development of ability into competence in a domain. During the middle stage, giftedness becomes associated with precocious achievement of expertise. Finally, we view giftedness in adulthood as SP/A, taking the form of unique contributions to a field or domain. In the course of offering details on the transformation of abilities into competencies, expertise, and, in some cases, SP/A, we focus on examples from the domain of music. Substantial evidence exists that abilities can be enhanced, at least to some degree (see Feuerstein, 1980; Herrnstein, Nickerson, deSanchez, & Swets, 1986; Nickerson, 1986; Nickerson, Perkins, & Smith, 1985; Perkins, 1995; Perkins & Grotzer, 1997; Ramey, 1994; Sternberg, 1988, 1994, 1997; Sternberg & Spear-Swerling, 1996). The best evidence favors a complex mix of genetic and environmental origins of abilities, interacting in ways that are not as yet fully known (see Sternberg & Grigorenko, 1997). The question we explore here is how abilities are developed to elicit elite performance. The foundations of elite talent can be found in an individual’s abilities, competencies, and expertise. Extraordinary abilities tend to be manifested