1998/06/01 by Michael J. A. Howe, Jane W. Davidson, John Sloboda · 3 citations
Psychology · #Cognitive Abilities and Testing #Creativity in Education and Neuroscience #Education, Achievement, and Giftedness #Excellence #Psychology #Developmental psychology #Cognitive psychology #Mythology #Epistemology
paper · doi:10.1017/s0140525x9800123x
openalex publication_date 1998/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.