On the Advancement of the Expert Performance Approach via a Deep Understanding of Giftedness

Autor/in	Shavinina, Larisa V.
Titel	On the Advancement of the Expert Performance Approach via a Deep Understanding of Giftedness
Quelle	In: High Ability Studies, 18 (2007) 1, S.79-82 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Stellungnahme; Gifted; Cognitive Development; Academic Ability; Academically Gifted; Moral Development; Schematic Studies; Rote Learning; Cognitive Ability + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Kognitive Entwicklung; Moralische Entwicklung; Schematheorie; Mechanisches Lernen; Denkfähigkeit
Abstract	This paper presented the achievements of the expert performance approach. The 10-year rule of expertise is one of them, a very practical rule. However, the expert performance approach does not answer some important questions directly arising out of its main statements. The cognitive-developmental theory of giftedness can help in this regard (Shavinina, in press). The cognitive-developmental theory of giftedness explains both the process, or dynamic, aspect of giftedness (i.e., gifted development) and its productive, or resulted, aspect (i.e., the gifted individual's exceptional achievements and/or performance). This theory helps rectify a few important omissions in the expert performance approach. First, there are no doubts that extended training and deliberate practice improve performance. Second, deliberate practice does not improve performance automatically. Third, the objectivization of the cognition of gifted individuals explains why they are able to accurately predict the future and thus be ahead of their time. Finally, the gifted's unique cognitive experience determines the advanced development of their "metacognitive and extracognitive abilities." (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10