Are there indicators for identifying talent?
Abstract
Researchers have been made different approaches over the past decades, to the notion of talent from different perspectives differentiating this concept from others such as gifted, expert, genius or similar ones. Along these pages we attempt to describe succinctly different definitions that have emerged in recent years as well as giving a sample of some of the indicators that characterize the subjects that have some talent.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
ADAMS, J. S. (1963) Towards an understanding of inequity. Journal of Abnormal and Social Psychology, 67, 422-436.
http://dx.doi.org/10.1037/h0040968
AMABILE, T. M. (1983) The Social Psychology of Creativity. New York: Springer-Verlag. http://dx.doi.org/10.1007/978-1-4612-5533-8
AMABILE, T. M. (1996) Creativity in context: Update to the social psychology of creativity. Boulder: Westview Press.
CASTELLÓ, A. y BATTLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo. faisca, 6, 26-66. Santiago de Compostela.
CHI, M. T. H. (2006) Laboratory methods for assessing experts’ and novices’ knowledge. En K. Anders Ericsson, Neil Charness, Robert R. Hoffman y Paul J. Feltovich (eds.) The Cambridge handbook of expertise and expert performance (pp. 167-184). Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511816796.010
CIANCIOLO, A. T.; Matthew, C.; Sternberg, R. J. y Wagner, R. K. (2006) Tacit knowledge, practical intelligence, and expertise. En K. Anders ERICSSON, Neil CHARNESS, Robert R. HOFFMAN y Paul J. FELTOVICH (eds.) The Cambridge handbook of expertise and expert performance (pp. 613-632). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.035
DECI, E. L. y RYAN, R. M. (1985) Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
http://dx.doi.org/10.1007/978-1-4899-2271-7
ERICSSON, K. A. (2009) Enhancing the development of professional performance: implications from the study of deliberate practice. En K. A. ERICSSON (ed.) Development of professional expertise toward measurement of expert performance and design of optimal learning environments (pp. 405-431). Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511609817 http://dx.doi.org/10.1017/CBO9780511609817.022
ERICSSON, K. A.; KRAMPE, R. T. y TESCH-RÖMER, C. (1993) The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406. http://dx.doi.org/10.1037/0033-295X.100.3.363
ERICSSON, K. A. y LEHMANN, A. C. (1996) Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273-305. http://dx.doi.org/10.1146/annurev.psych.47.1.273
ERICSSON, K. A. y LEHMANN, A. C. (1999) Expertise. En M. A. Runco y S. R. Pritzker (eds.) Encyclopedia of Creativity, vol. 1 (pp. 695-707). San Diego: Academic Press.
ERICSSON, K. A.; RORING, R. W. y NANDAGOPAL, K. (2007) Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18 (1), 3-56.
http://dx.doi.org/10.1080/13598130701350593
GAGNÉ, F. (1985) Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29 (3), 103-112.
http://dx.doi.org/10.1177/001698628502900302
GLADWELL, M. (2008) Outliers. New York: Little, Brown and Company.
GUILFORD, J. P. (1950) Creativity. American Psychologist, 5 (9), 444-454. http://dx.doi.org/10.1037/h0063487
MARTÍNEZ, M. y GUIRADO, A. (coords.); Prieto, A.; Reverter, R.; Ruiz, N. y Valera, M. (2012) Altas capacidades intelectuales. Pautas de actuación, orientación, intervención y evaluación en el periodo escolar. Barcelona: Editorial Graó.
PLUCKER, J. A. y RENZULLI, J. S. (1999) Psychometric approaches to the study of human creativity. En R. J. STERNBERG (ed.) Handbook of creativity (pp. 35-61). Cambridge: Cambridge University Press.
PLUCKER, J. A.; RUNCO, M. A. y LIM, W. (2006) Predicting ideational behavior from divergent thinking and discretionary time on task. Creativity Research Journal, 18 (1), 55-63. http://dx.doi.org/10.1207/s15326934crj1801_7
PRIETO, M. D. y CASTEJÓN, J. L. (2000) Los superdotados: esos alumnos excepcionales. Málaga: Ediciones Aljibe S. L.
RENZULLI, J. S. (1978) What makes giftedness? Reexamining a definition. Recuperado el 11 de marzo de 2014, de http://www.mishawaka.k12.in.us/documents/HA%20docs/EDPS%20 540%20articles/Module%201%20-%202%20(January%2026)/Renzulli.pdf.
RUNCO, M. A. (1991) Divergent thinking. Norwood: Ablex Publishing Corporation.
RUNCO, M. A. (1993) Divergent thinking, creativity, and giftedness. Gifted Child Quarterly, 37, 16-22.
http://dx.doi.org/10.1177/001698629303700103
RYAN, R. M. y DECI, E. L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 (1), 54-67. http://dx.doi.org/10.1006/ceps.1999.1020
STERNBERG, R. J. (1999) Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359-375.
http://dx.doi.org/10.1006/ceps.1998.0998
STERNBERG, R. J. (2001) What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, 56 (4), 360-362. http://dx.doi.org/10.1037/0003-066X.56.4.360
STERNBERG, R. J. (2005) wics: A model of leadership. The Psychologist Manager Journal, 8 (1), 29-43.
http://dx.doi.org/10.1207/s15503461tpmj0801_4
TORRANCE, E. P. (1988) The nature of creativity as manifest in its testing. En R. J. Sternberg (ed.) The nature of creativity: Contemporary psychological perspectives (pp. 43-75). Cambridge: Cambridge University.
TORRANCE, E. P. (1992) The beyonders in a thirty year longitudinal study of creative achievement. Roeper Review, 15 (3), 131-135.
TORRANCE, E. P. (1993) Understanding creativity: Where to start? Psychological Inquiry, 4 (3), 232-234.
http://dx.doi.org/10.1207/s15327965pli0403_17
VANLEHN, K. y VAN DE SANDE, B. (2009) Acquiring conceptual expertise from modeling: the case of elementary physics. En K. A. ERICSSON (ed.) Development of professional expertise toward measurement of expert performance and design of optimal learning environments (pp. 356-378). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511609817.020
VROOM, V. H. (1964) Work and Motivation. New York: John Wiley & Sons.
WILLIAMS, K. C. y WILLIAMS, C. C. (2011) Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 104-122.
ZIMMERMAN, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25 (1), 3-17.
http://dx.doi.org/10.1017/CBO9780511609817.020
ZIMMERMAN, B. J. (2002) Achieving academic excellence: A self-regulatory perspective. En Michel FERRARI (ed.) The Pursuit of Excellence Through Education (pp. 85-111). Mahwah: Lawrence Erlbaum Associates, Inc.
ZIMMERMAN, B. J. (2006) Development and adaptation of expertise: The role of self-regulatory processes and beliefs. En K. Anders ERICSSON, Neil CHARNESS, Robert R. HOFFMAN y Paul
J. FELTOVICH (eds.) The Cambridge handbook of expertise and expert performance (pp. 705722). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.039
http://dx.doi.org/10.1037/h0040968
AMABILE, T. M. (1983) The Social Psychology of Creativity. New York: Springer-Verlag. http://dx.doi.org/10.1007/978-1-4612-5533-8
AMABILE, T. M. (1996) Creativity in context: Update to the social psychology of creativity. Boulder: Westview Press.
CASTELLÓ, A. y BATTLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo. faisca, 6, 26-66. Santiago de Compostela.
CHI, M. T. H. (2006) Laboratory methods for assessing experts’ and novices’ knowledge. En K. Anders Ericsson, Neil Charness, Robert R. Hoffman y Paul J. Feltovich (eds.) The Cambridge handbook of expertise and expert performance (pp. 167-184). Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511816796.010
CIANCIOLO, A. T.; Matthew, C.; Sternberg, R. J. y Wagner, R. K. (2006) Tacit knowledge, practical intelligence, and expertise. En K. Anders ERICSSON, Neil CHARNESS, Robert R. HOFFMAN y Paul J. FELTOVICH (eds.) The Cambridge handbook of expertise and expert performance (pp. 613-632). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.035
DECI, E. L. y RYAN, R. M. (1985) Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
http://dx.doi.org/10.1007/978-1-4899-2271-7
ERICSSON, K. A. (2009) Enhancing the development of professional performance: implications from the study of deliberate practice. En K. A. ERICSSON (ed.) Development of professional expertise toward measurement of expert performance and design of optimal learning environments (pp. 405-431). Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511609817 http://dx.doi.org/10.1017/CBO9780511609817.022
ERICSSON, K. A.; KRAMPE, R. T. y TESCH-RÖMER, C. (1993) The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406. http://dx.doi.org/10.1037/0033-295X.100.3.363
ERICSSON, K. A. y LEHMANN, A. C. (1996) Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273-305. http://dx.doi.org/10.1146/annurev.psych.47.1.273
ERICSSON, K. A. y LEHMANN, A. C. (1999) Expertise. En M. A. Runco y S. R. Pritzker (eds.) Encyclopedia of Creativity, vol. 1 (pp. 695-707). San Diego: Academic Press.
ERICSSON, K. A.; RORING, R. W. y NANDAGOPAL, K. (2007) Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18 (1), 3-56.
http://dx.doi.org/10.1080/13598130701350593
GAGNÉ, F. (1985) Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29 (3), 103-112.
http://dx.doi.org/10.1177/001698628502900302
GLADWELL, M. (2008) Outliers. New York: Little, Brown and Company.
GUILFORD, J. P. (1950) Creativity. American Psychologist, 5 (9), 444-454. http://dx.doi.org/10.1037/h0063487
MARTÍNEZ, M. y GUIRADO, A. (coords.); Prieto, A.; Reverter, R.; Ruiz, N. y Valera, M. (2012) Altas capacidades intelectuales. Pautas de actuación, orientación, intervención y evaluación en el periodo escolar. Barcelona: Editorial Graó.
PLUCKER, J. A. y RENZULLI, J. S. (1999) Psychometric approaches to the study of human creativity. En R. J. STERNBERG (ed.) Handbook of creativity (pp. 35-61). Cambridge: Cambridge University Press.
PLUCKER, J. A.; RUNCO, M. A. y LIM, W. (2006) Predicting ideational behavior from divergent thinking and discretionary time on task. Creativity Research Journal, 18 (1), 55-63. http://dx.doi.org/10.1207/s15326934crj1801_7
PRIETO, M. D. y CASTEJÓN, J. L. (2000) Los superdotados: esos alumnos excepcionales. Málaga: Ediciones Aljibe S. L.
RENZULLI, J. S. (1978) What makes giftedness? Reexamining a definition. Recuperado el 11 de marzo de 2014, de http://www.mishawaka.k12.in.us/documents/HA%20docs/EDPS%20 540%20articles/Module%201%20-%202%20(January%2026)/Renzulli.pdf.
RUNCO, M. A. (1991) Divergent thinking. Norwood: Ablex Publishing Corporation.
RUNCO, M. A. (1993) Divergent thinking, creativity, and giftedness. Gifted Child Quarterly, 37, 16-22.
http://dx.doi.org/10.1177/001698629303700103
RYAN, R. M. y DECI, E. L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 (1), 54-67. http://dx.doi.org/10.1006/ceps.1999.1020
STERNBERG, R. J. (1999) Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359-375.
http://dx.doi.org/10.1006/ceps.1998.0998
STERNBERG, R. J. (2001) What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, 56 (4), 360-362. http://dx.doi.org/10.1037/0003-066X.56.4.360
STERNBERG, R. J. (2005) wics: A model of leadership. The Psychologist Manager Journal, 8 (1), 29-43.
http://dx.doi.org/10.1207/s15503461tpmj0801_4
TORRANCE, E. P. (1988) The nature of creativity as manifest in its testing. En R. J. Sternberg (ed.) The nature of creativity: Contemporary psychological perspectives (pp. 43-75). Cambridge: Cambridge University.
TORRANCE, E. P. (1992) The beyonders in a thirty year longitudinal study of creative achievement. Roeper Review, 15 (3), 131-135.
TORRANCE, E. P. (1993) Understanding creativity: Where to start? Psychological Inquiry, 4 (3), 232-234.
http://dx.doi.org/10.1207/s15327965pli0403_17
VANLEHN, K. y VAN DE SANDE, B. (2009) Acquiring conceptual expertise from modeling: the case of elementary physics. En K. A. ERICSSON (ed.) Development of professional expertise toward measurement of expert performance and design of optimal learning environments (pp. 356-378). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511609817.020
VROOM, V. H. (1964) Work and Motivation. New York: John Wiley & Sons.
WILLIAMS, K. C. y WILLIAMS, C. C. (2011) Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 104-122.
ZIMMERMAN, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25 (1), 3-17.
http://dx.doi.org/10.1017/CBO9780511609817.020
ZIMMERMAN, B. J. (2002) Achieving academic excellence: A self-regulatory perspective. En Michel FERRARI (ed.) The Pursuit of Excellence Through Education (pp. 85-111). Mahwah: Lawrence Erlbaum Associates, Inc.
ZIMMERMAN, B. J. (2006) Development and adaptation of expertise: The role of self-regulatory processes and beliefs. En K. Anders ERICSSON, Neil CHARNESS, Robert R. HOFFMAN y Paul
J. FELTOVICH (eds.) The Cambridge handbook of expertise and expert performance (pp. 705722). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.039
González Astudillo, M. T., & Domingues Carlos, F. S. (2015). Are there indicators for identifying talent?. Aula, 21, 21–32. https://doi.org/10.14201/aula2015212132
Most read articles by the same author(s)
- María Teresa González Astudillo, FLORES, P. y RICO, Luis (coords.) (2015) «Enseñanza y aprendizaje de las matemáticas en educación primaria». Madrid: Ediciones Pirámide. , Aula: Vol. 21 (2015): Talents in education
- Modesto Sierra Vázquez, María Teresa González Astudillo, Carmen López Esteban, Funciones: traducción entre representaciones , Aula: Vol. 10 (1998): Didáctica de la matemática
Similar Articles
- José Luis Rodríguez-Pérez, Sonsoles Ramos Ahijado, Ana María Botella Nicolás, Legislative Threads in Spanish Music Education from the Second Republic: Primary Education and Teacher Training , Aula: Vol. 32 (2026)
- José M.ª Hernández-Díaz, The Training of Teachers in Africa. Challenges and Attemps for a Helpless Continent, between Pound, Chaos and Hope , Aula: Vol. 31 (2025)
- Rosa M. Vergara-González, Javier Carrillo-Rosúa, Use of Artificial Intelligence to Design Theaching Proposals for Physics and Chemistry in Compulsory Secondary Education , Aula: Vol. 31 (2025)
- Faisury Daza-Ortiz, Marco Fidel Chica-Lasso, Factors Generating Negative Attitudes in Students when Choosing S&T Subjects , Aula: Vol. 31 (2025)
- Lara Montero-De-Espinosa-Ramos, Amparo Jiménez-Vivas, Humanity at Play: Learning by Cooperating through Play in Social Sciences for the Acquisition of Skills , Aula: Vol. 31 (2025)
- Gregorio Arjona-Aranda, Silvia Natividad Moral-Sánchez, Cristina Sánchez-Cruzado, Antonio Ruano-Cano, Designing and Improving Activities of Initiation to Computational Thinking in the Mathematics Classroom , Aula: Vol. 31 (2025)
- Estefanía Pacheco-Cáceres, María Del Carmen Pérez-Martos, Cristina Ayala-Altamirano, Introducing Equations and Inequations throught Arithmetic Problems with Visual Support , Aula: Vol. 31 (2025)
- Jaime Antonio Foces Gil, Esteban Frades, Santiago (2025). Escritos pedagógicos de un inspector que tejen una vida profesional. Medio siglo de compromiso con la educación (1975-2025). KRK Ediciones, 621 pp. ISBN 978-84-8367-877-0 , Aula: Vol. 32 (2026)
- Josué Prieto-Prieto, Marta Molina, Cristina García-Tejeiro, Presentation. Research in the Framework of Educational Innovation Experiences in Specific Teachings , Aula: Vol. 31 (2025)
- Carlos Velázquez-Callado, Circle of Friends. Investigating the Effectiveness of a Board Game to Prevent Bullying in School , Aula: Vol. 31 (2025)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 > >>
You may also start an advanced similarity search for this article.
Downloads
Download data is not yet available.
+
−