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The terms giftedness and genius entered the research literature in the 19th century. Although not synonymous, both terms were defined according to potential or actual achievement in a specific domain. However, in the early 20th century, both terms became defined according to performance on domain-generic IQ tests. Given the empirical relations between achievement and intelligence, this transfer of meaning is unjustified. Both giftedness and genius must be defined with respect to potential or actual domain-specific achievements. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Although my own research has focused on genius, according to standard dictionary definitions, genius has considerable conceptual overlap with both giftedness and talent. Thus, the goal of this chapter is to disentangle any conceptual confusions among the three concepts. I begin with giftedness, endorsing unmodified the definition put forward by the National Association for Gifted Children. That endorsement allows me to introduce a distinctive definition for talent. Given those two definitions, I turn to genius, offering yet another conception that renders that construct distinct from either giftedness or talent. From there I advance to the practical implications by addressing the following questions about each of the three concepts: Is high IQ required? What’s the relative role of nature and nurture? Where is it placed in the life span? How is it identified? And can it be enhanced through interventions? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Musical expertise cannot be summed up by simply counting the sheer number of years or hours an individual has been practicing. This chapter describes some of the existing studies on expertise and how researchers have defined musicianship, and explains how musical training is related to the way we think (cognitive processing) and the way we perceive (perceptual processing) the world. Like the general definition of a genius, a musical genius can be defined in three ways: high general intelligence, exceptional talent or giftedness, and extraordinary eminence. Of these definitions, the third seems the most important because it alone acknowledges the need for any genius to make creative contributions to a genre's repertoire. Although very little is known about the genes that underlie music-related traits, individual differences in most, if not all, traits involved in human music playing are at least partly due to underlying genetic influences. And this even includes music practice. Both genes and the environment play essential roles in musical expertise, as predicted by the multifactorial gene-environment interaction model. Competitions play a significant role in the music industry. Music competitions are big business, whether they are prestigious classical music competitions or televised competitions for musical "idols". (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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