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This chapter argued that talent, giftedness, creativity, and elite performance are not solely the products of innate genetic gifts resulting in superior abilities. Instead, we agree with other scholars in these fields (e.g., Simonton, 2014; Subotnik et al., 2011) that what is most important is to understand the dynamic interplay between individual abilities and environmental opportunities. The experience of flow is influential in the development of the individual and of society because it requires an ongoing balance of challenge and skill, immediate feedback, and clear and proximate goals, and serves the development of an increasingly complex self, which is capable of expressing the full range of human potentialities. By providing opportunities for these types of optimal experiences in daily activities, parents, teachers, gatekeepers of social institutions, and policy makers can serve the development of creative individuals and the evolution of culture. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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