Creativity and Talent

(4-28-15)

Man is the measure of all things.

Protagoras (c. 481-411 B.C.)

• the “positive abnormalities”: genius, creativity, talent
  • desirable exceptionality

Bias, prejudice, envy, superstition

• Lake Woebegone
• Joseph Epstein (2003). Envy: The seven deadly sins. New York: Oxford University Press.

Capturing the unusual and unexpected:

• measures of intelligence — knowledge, adaptability, problem solving, learning capacity, speed of mental processing, ???
  • fluid vs. crystallized intelligence
  • multiple intelligences: is “g” is a useful/viable concept?
  • the Flynn effect: performances on IQ tests have gotten better over the 20th and early 21st century
  • “Are We Getting Smarter?” James R. Flynn (2012)
    • viewing the world with “scientific spectacles” and classification versus “utilitarian spectacles” and manipulation to advantage
    • aspects of cognitive processing are selected/reinforced by cultural pressures
• measures of creativity —
  • divergent thinking: generative thinking
    • word fluency
    • figural fluency
  • cognitive flexibility
    • Stroop tests
    • Trail Making Tests
    • 9 dot puzzles
  • novel associations
    • novel uses tests
    • multiple uses tests
    • original responses on standardized tests
  • measures of talent —
    • nomination
    • cultural achievement
      • Nobel prizes
      • Time Magazine’s 100 most influential people list
      • Darwin Awards
    • performance and acceptance/appreciation
      • Olympic games
      • Academy Awards
      • beauty contests
      • popularity vs. cultural achievement: Stephenie Meyer and Shakespeare, Pink Floyd and Beethoven
    • personal achievement
  • There is no federal mandate in the U.S. requiring educational services for students identified as gifted, as there is with other areas of exceptionality
    • There is federal money available through grants to states (Jacob K. Javits Gifted and Talented Student Education Program) to enhance ability of elementary and secondary schools to meed the special education needs of gifted and talented student
  • Prevalence estimates will vary with the definition used
  • Individuals identified as gifted vary significantly on a variety of characteristics, and early studies on this subject sometimes lead to stereotypical views depending on the particular population identified and studies.
    • Children who are gifted vary significantly on a variety of characteristics and are not a homogeneous group. Many studies regarding the characteristics of individuals who are gifted have not included an adequate sample of females and other underrepresented groups.
• Characteristics often seen in populations who have been identified as “Gifted”:
  • higher tested intelligence
    • except — savant performances: autism
  • higher academic achievement
    • except — some of the truly gifted: Albert Einstein
  • good health
    • except — some of the truly gifted: Steven Hawking
  • good social adjustment
    • except — some of the truly gifted: Temple Grandlin
  • good mental health
    • except — some of the truly gifted: Patty Duke, John Nash
    • creativity and madness–a link with bipolar disorder ? with schizophrenia? with Tourette’s syndrome?
• Responses of society
  • The most common response of society has probably been to ignore (fail to recognize) many potentially gifted children. Other, even less desirable, responses include persecution and possibly exploitation
  • Attempts at positive responses to exceptional abilities have taken two general directions:
    • acceleration
    • enrichment
  • A variety of specific programs and interventions have been used to foster the development of gifted youth:
    • 1. Environmental stimulation
    • 2. Differentiated education and specialized service delivery systems
    • 3. Enrichment
    • 4. Acceleration
    • 5. Grade Skipping
    • 6. Specialized counseling services
    • 7. Mentor programs
    • 8. Specialized schools
    • 9. Honors programs
  • Historically it appears that “giftedness” has be most easily perceived by society in individuals who are white, middle and upper class, and male.
  • Historically neglected groups have included:
    • females
      • gifted girls may face some unique challenges in dealing with their exceptional qualities:
      • 1. Fear of appearing unfeminine or unattractive when competing with males
      • 2. Competition between marital and career aspirations
      • 3. Stress induced by cultural and societal expectations
      • 4. Self-imposed restrictions
    • persons with disabilities
      • we have often not consider the possibility of a “less than perfect” person also have exceptional abilities or talent
      • “twice exceptional”
    • disadvantaged youth
      • important program elements for gifted children who come from diverse backgrounds and who may live in poverty may include:
      • 1. Programs are staffed with skilled and competent teachers and other support staff
        2. Teachers understand individual learning styles and how to build students capabilities
        3. Programs maintain and encourage diversity, cultural enrichment, provide counseling, foster parent support groups, and provide access to models
        4 . Programs focus on strengths not deficits
        5 . Programs help parents understand their role in fostering giftedness
        6 . Hands-on learning in activities that foster self expression and use of role models and mentors from the child’s cultural group
        7 . A team approach that involves parents, teachers, mentors, and other family members
    • Who “owns” the resource of “gifted” individuals in a society?
      • “But then what is the rationale for spending more resources on gifted students, who are often seen as advantaged and able to fend for themselves?” (Robinson, Zigler, & Gallagher, 2000, p. 1421) — advance argument of the potential benefit/return to society
      • patents and copyrights
      • intellectual property