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Summary Talent Development and Creativity Articles

Name: Talent Development and Creativity Articles
SKU: doc_364863
Rating: 4.00 (2 reviews)
Author: Rojda

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Rijksuniversiteit Groningen (RuG)

Summary of the articles that are part of the exam material for the course Talent Development and Creativity and contains the theory of lecture 7 which summaries everyting. There will probably be a few spelling errors which will probably not even be noticed but if you do, its because i was in a rush...

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Type Samenvatting

talent and development
developmental psychology
psychology
articles
talent development and creativity
rijksuniversiteit groningen
rug

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RECAP:

Nature and Nurture positions:

The piano boy: has talent from both normative and ipsative, you can’t distinguish where he got it
grom.

Normative: Someone has talent and is better than others in his age category.
Ipsative: the child with the marble, the researchers tries to elicit behaviors or insights of the child by
stimulating through open ended questions from inside the child self. Preforming better than you did
before. Compared to self.

Nature:
- Galton: twin study’s family pedigrees, saw that parents from musicians, artist etc. were also
high performers so concluded it must be in genes.
- Prodigies: they are exceptional performers from a young age, they are already good without
practice because there is no time for so much practice to be on that level. The most
important part is that they are very good at a very young age, without much practice.
Because its effortless it is seen as nature.
- Fixed mindset: they believe that abilities are innate and not malleable, you can’t change
ability.
- Early talent selection: they believe that there are innate characteristics that make it possible
to predict later achievements. If you find them early, those are the people that will later
reach the level of excellence performance and the others are not. So you can invest your
limited resources (time, space, coaches) in them because they will improve, and not waist
them on others who will not become excellent anyway.
- HERITAGE project: they started with theoretic question; genetically how does one gene relate
within families or across families, can we identify particular genes that relate to x time and
performance. The evidence was not consistent. They started with the belief in nature,
thought there was a gene that made you perform better.

Nurture:
- De Candolle: the talented usually came from family’s that were raised in beneficial sufficient
circumstances. The best schools, opportunities.
- Ericsson: deliberate practice, started with musicians and found that on average the true
experts accumulated around 1000 hours of deliberate practice. Apart from height and weight
he could not see many characteristics related to skills. Learning for at least 10 years to
become expert performer.
o Expert performance framework: you should look for the mediating mechanisms that
explain expert performance. Chess players for example are able to cognitively chunk
relations between chess pieces on the chess board: the chunking is than the mean
skill, he looks at how this skill developed over time. Then he comes to the conclusion
that this is also the result of much practice.

- Growth mindset: they believe abilities are malleable. By much practice and effort you can
improve your skills.

Nature-nurture:
- Simonton: nature matters and nurture, there is an interaction. A child is raised in a very
supportive environment. Having parents who are open to experience which is genetic
endowed, so they pass up their genes. Nature would accentuate nurture, they are
continuously combined.

, - Gagné: responded to Ericsson in his chapter. He says there is not one way to explain talent
development. He defends that the nature part and says there is a natural ability that exists,
but also acknowledges that of course training and environmental influences are important for
talent development.

Multidimensional, Complicated, Dynamic, Complex
Multidimensional means that there are different factors involved. Dynamic and complex mean that
those factors are interacting and changing over time and are changing each other over time. The
consequence is it is difficult to determine which of these factors contribute the most to the
development of talent and creativity. The better question is can we understand how talent and
development, develops through the ongoing interaction between these factors.

Multidimensional Component Driven:
We can find, identify and isolate components and then look at how much they explain in terms of
teaching excellent performance.
- DMTG (Gagné): talks about different components and doesn’t mention anything about the
interaction of them.
- Elferink-Gemster et al.: a study with elite hockey (and soccer) players that have to do a test
battery. They looked at differences between young amateur and professional players.
Because they used a test battery to assess the components and measured them isolated so
there was no interaction in between components. They were interested in what each factor
may contribute to belonging to one of the groups. This is also noticeable in the model that
has an arrow that go’s one way.
- Practice (Sports) drills: you need a kind of fixated motor program for a motor learning theory.
More generally you want to stimulate a specific component etc. our pass, shot or score on
goal. You’re going to practice that over and over again in order to improve these components.
- Contingency approach (creativity): (Ritschel) there are certain factors that may explain or
contribute to team creativity and how they change over time and how they dynamically
interact. How team creativity comes to account.

Multidimensional Dynamic Driven:
- Dynamic Network Model: it’s about the interaction of different components within different
people. They are changing and changing each other over time.
- Talent Triangle: they put an emphasis on the person – environment interaction. Person
(puple) – environment (in this case is the teacher) and – task. It is difficult to say which one is
the most important one, creativity and talent is developed through this ongoing interaction.
- Constraints-led approach: (sports) it is with the triangle environment – task- person, you can
constrain one of those three (task, person, environment) and it is intertwine with each other.
It can lead to an reorganization and patters of performance. Because performance develops
through this interaction.
- Nonlinear pedagogy: certain families have constraints, they also said indicated that they
proceed from the idea of nonlinear dynamic system. They acknowledge the importance of
person- environment interaction and variability.
- Stimulating non-repetition (sports): there is variability possible here. Because no task is
always the same, you have to adapt to the environment of the task. The movement never
exactly repeats itself. And there is always an ongoing changing environment because you are
continuously interacting.
- Curious minds principles: there is interaction between the educator and the child, you don’t
want to turn the child in to a certain direction but still want to stimulate it. The boy with the
marble, the talent triangle.

Optimally standardized:

, - Brainstorming study: if the setting is like real life, where participants have to generate ideas.
- Representative learning design: you need to have the perception-action situation. The
connection between person and environment this is the key to this. You respond based on
your informational variables so, you should sample situations where you have those
perceptual information that you need to tune in reality; the moving team members, the
moving ball, the moving opponent. All those things will make it representative. small-sided
game for example: you’re in a small representative part of a game. When you’re in a situation
like that you will know how to adapt when you come across a similar situation like that in real
life.
- Trial study approach: it’s a work sample test. You out the student in a representative real
situation. You take a sample of something (study behavior: if students will be successful in
their first year, on chapters of psychology. Things they have to do in real life too.)
- (cone)dribble test: it’s a static assessment. You took the player from the dynamic
environment in which he has to adjust and let him perform around a standardized situation
with cones and ball.
- Signs approach: looking for example, personality traits that can predict performance. Look for
example for consensuses and give a test that will predict that. A standardized questionnaire
or test battery. Or MASS test.

Optimally representative and standardized
- Lab experiment: it can be both. If you want people to brainstorm and look at the effect of
idea generation. If the setting is realistic is it more representative.

Knowledge transfer between domains: the development of insight/
understanding.
There are certain perspectives that may trigger ideas or perfectives in others. An example of how
knowledge in the context of education can be transfer to sports. Curious minds project
(talentenkracht): a focus on children’s understanding of scientific concepts: air pressure and gravity.
How in real time based on verbalizations, how their level of understanding of these concepts changes
that is often done between the interaction of the teacher and the task

Measuring children’s understanding: child’s understanding during tasks. Support and complexity of
teachers questions. Most of these projects used skill theories in order to assess the complexity of the
reasoning skills of the children while they were working on the tasks of air pressure and gravity.
 Skill theory: the skills go from simple insights, simple understanding and that is directly
observable, to abstraction which is the highest level, this means that the child understands
the lawful mechanisms that are not directly observable: so first stage is that the child says
this is a marble, the highest level is that the child notices that when he places the marble
somewhere and turns a while it moves and go’s into something else and go’s against gravity
and go’s back. This is the highest level because it’s about science mechanism.
a. Level 1 Sensorimotor action (Single Set): observation of a single characteristic. The child
observes there is a marble.
b. Level 2 Sensorimotor mapping (Mapping): relation between two characteristics. The child
sees a relation but doesn’t specify the relation. We should put the marble on there.
c. Level 3 Sensorimotor mapping (System): Causal relation between characteristics. If the child
makes a causal relation between them, ‘if you turn this, then…’
d. Level 4 Single representation (System of system): relations beyond the concrete objects,
predictions. ‘’If we turn this wheel the bars go up and down and the marble go’s up’’.
e. Level 5 Representational mapping: relations between two representations

, f. Level 6 representational system: al relations within the whole system.
g. Single abstraction: use of abstract terms to explain phenomena.

The results:
 a child starts to lead more and more and initiate the explanation and verbalization more after
a few visits of the researcher.
 Over time there is an increase of the level of understanding. The levels of the complexity of
the insights of the child increases, so does his level of understanding.

Transferring skill theory to sport:
Skill theory is about the complexity and the integration of information up to higher level.
Experts would see more patterns, what was done in an educational setting is also done here. Two
studies that did that were:
1. With adult soccer players, professional soccer players:
2. With youth players that were selected for FC Groningen and their team members that were
not selected.

They were asked to watch a soccer match and verbalize in real time the actions that were taking
place. The intention was to find if they were able to find the difference between selected players and
not selected payers in terms of the complexity levels of their game reading, how they read the game.
They uses the exact same levels of frame work from the skill theory that was used with the Curious
minds experiment in education and applied in soccer context. the level would go from:
1. Level Single Set: understanding of single observable characteristics of the game features or
actions that are not related to any other game feature or action. the player runs
2. Level Mapping: understanding of observable relations between game features or actions. the
player kicks the ball
3. Level System: understanding of observable causal relations between game features or
actions. the player passes the ball to his team member. You can only say this if you see
relational information about the players on the field
4. Level Single representation: Level System of System: understanding of not directly observable
characteristics of game features or actions. The player gives a cross pass.
5. Level Representation mapping: understanding of relations between not directly observable
characteristics of game features or actions. The player gives a cross pass to the left wingback.
6. Level Representational system: understanding of relations between three or more not
directly observable characteristics of game features or actions. The left wingback gives a cross
pass to the striker.
7. Level Abstractions: general (non-concrete) understanding holistically inferred from the
interactions between the actions and game features during the game play. They play kick and
rush soccer
8. Level Error: wrong understanding of the game features or actions in the game play. The
striker shoots, while it was the left forward that placed the shot.

The conclusion about the differences between the description of the game reading level:
Selected players: use more higher level descriptions thus of game reading. These players game more
descriptions about higher level player, field and game. Seeing relational information about players on
the field separate the experts of no experts, this is shown in research.
Not- selected players: describe the more directly observable things from the clip.

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