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This chapter pursues two main goals: (a) demonstrate that natural abilities—and their outstanding expression as gifts—really exist (the mainstream Pronat position), and that recent attacks by a few researchers who deny their existence (the Antinat position) can be easily parried empirically; (b) expose improper scholarly behavior by some Antinat researchers. Part I surveys the author's Differentiated Model of Giftedness and Talent (DMGT) and analyzes the concept of natural ability, pointing out its main defining characteristics. Then, it demonstrates with extensive empirical evidence that general intelligence meets all defining criteria of a natural ability. Part II illustrates how some influent Antinat researchers systematically exclude relevant evidence, accumulate irrelevant information, ignore crucial objections, and select from published studies only the results that support their position. These repeated instances of ethically improper scientific behavior show their lack of openness to an objective examination of all the available evidence and reassessment of their entrenched beliefs (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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The accusations in Gagné's (this volume) chapter are addressed and discussed. More importantly, this chapter describes the detailed differences between our two theoretical frameworks. Our theoretical framework is based on deliberate practice and focus on evidence that practice can dramatically influence the development of children, adolescents, and adults when the individuals engage in the designed practice for hours on a daily basis for months, years, and decades. In contrast, Gagné emphasizes the role of innate genetic differences and informal exercise. Once we accept the overwhelming evidence for genetic control of individual differences in height and body size, our empirical review has not uncovered rigorous scientific evidence that meets our standards and demonstrates conclusively that innate talent (gifts) are necessary for attaining expert performance. Based on the same standards, Gagné's anecdotal evidence from laypersons is rejected. The chapter concludes with an outline for how giftedness can be studied with the same rigorous scientific methods used for studying expert performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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This reprinted article originally appeared in High Ability Studies, Vol. 18, No. 1, June 2007, pp. 3-56. (The following abstract of the original article appeared in record 2007-12554-002). Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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