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People of exceptionally high ability remain an extremely important source of cultural innovation and renewal. By "high ability," we mean exceptional human abilities referred to by terms like giftedness, talent, creativity, genius, child prodigies, innovation, and wisdom. Extracognitive facets play an essential role in the development and expression of exceptional achievement. Extracognitive facets are those that go beyond cognition. In other words, they concern those facets of intelligence that are not captured by many traditional accounts of giftedness or expertise. These include various feelings (e.g., feeling of beauty), temperament, and institutional and cultural influences critical to developing high ability. The history of psychology has at least two long-established research traditions that aim to study extracognitive facets in high ability: the study of personality traits associated with high ability (the so-called personality trait approach1 in the psychology of giftedness and creativity) and the investigation of social factors facilitating the development of human talents. We review them briefly here to allow readers to situate our book with regard to these traditions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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The relationship of creativity with high-level abilities varies from domain to domain. And just as creative skills often contribute to high-level performances, accomplishment can result from processes and capacities other than creativity. Creativity depends on originality; that is the only facet of creativity on which everyone agrees. Accomplishment and achievement, on the other hand, may reflect other problem-solving skills besides creative problem solving, including some that are more convergent than divergent. Accomplishment also involves persistence, Zeitgeist, and luck, as well as talent. In the remainder of this chapter I focus on creativity, keeping in mind what was just proposed about creativity sometimes being involved in accomplishment, and sometimes interacting with other kinds of abilities, but also recognizing that sometimes creativity is merely potential and unrelated to accomplishment and achievement. This view is consistent with several definitions of giftedness wherein creativity is one aspect of giftedness, and contributes to gifted-level performances, but at the same time can be separated from it. In this chapter I focus even further and explore the extracognitive bases of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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The approach to wisdom proposed here starts with the construct of tacit knowledge about oneself, others, and situational contexts. An advantage of the proposed theory is that it is linked to a theory of intelligence (the triarchic one) at the same time that it makes explicit how wisdom is different from the triarchic (analytical, creative, and practical) aspects of intelligence as they typically are encountered. Although tacit knowledge is acquired within a domain, it more typically applies to a field. The balance theory of wisdom postulates that tacit knowledge underlying practical intelligence is applied to balance intrapersonal, interpersonal, and extrapersonal interests to achieve a balance of the responses to the environmental context of adaptation to, shaping of, and selection of environments in order to achieve a common good. Values mediate how people use their tacit knowledge in balancing interests and responses. In addition, the balance theory suggest a number of sources of developmental and individual differences in wisdom and giftedness. The chapter concludes by discussing both strengths and weaknesses of this theory of giftedness in wisdom. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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In the context of this chapter, the phenomenon of the extracognitive refers to four interrelated components: specific intellectual feelings, specific intellectual beliefs, specific preferences and intellectual values, and intuitive processes. The following findings are a result of three different directions that our research has taken: the study of the extracognitive phenomenon in the case of Vladimir I. Vernadsky, a famous Russian scientist/genius of Nobel caliber; the study of this phenomenon in three intellectually gifted adolescents; and an investigation of the extracognitive phenomena in Nobel laureates. The chapter first deals with methodological issues related to the use of biographical and autobiographical literature as well as case-study approaches as a means of investigating the psychological underpinnings of gifted, creative, and talented individuals. The next parts present findings regarding the extracognitive phenomena of Vernadsky, gifted adolescents, and Nobel laureates, respectively. The chapter then considers the relationship between the components of the extracognitive, its link to metacognition, and its functions. Finally, the chapter concludes that the extracognitive should be viewed as the highest level of the manifestation of the intellectual and creative potentials of an individual, and consequently, as an important criterion of intellectually creative giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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- Book Section (4)