Title
Genius and eminence
Abstract
Eminence is more than mere recognition and if persons within the same epochs, schools, socioeconomic statuses, traditions, fields of interest, or even closer, similar careers achieve different degrees of eminence, isn't it likely that there are significant albeit subtle differences among them? If so, there are two important questions that research in eminence should ask: just what are these differences and upon what contingent factors and developments are they based? These two questions form the boundaries of this book. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
(Source: book) The book clearly reflects a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research on family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes bring the book up-to-date and give a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
(Source: cover)
Loc. in Archive
618231634; 1992-98573-000
Extra
Publication Title: Genius and eminence (2nd ed.)
abstractTranslation: La eminencia es más que un mero reconocimiento, y si las personas dentro de las mismas épocas, escuelas, niveles socioeconómicos, tradiciones, campos de interés, o incluso carreras similares más cercanas, alcanzan diferentes grados de eminencia, ¿no es probable que haya diferencias significativas, aunque sutiles, entre ellas? Si es así, hay dos preguntas importantes que la investigación en eminencia debería hacerse: ¿cuáles son estas diferencias y en qué factores contingentes y desarrollos se basan? Estas dos preguntas forman los límites de este libro. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: libro) El libro refleja claramente un vigor continuo en la investigación sobre logros excepcionales. Se da más énfasis al trabajo empírico con argumentos más nuevos sobre la dinámica personal y los procesos biológicos; nuevos argumentos a favor y en contra del coeficiente intelectual como medida de la inteligencia; una investigación más contemporánea sobre la familia y las experiencias de aprendizaje vinculadas al logro; y nuevas perspectivas sobre el posible vínculo entre la creatividad artística y la dinámica psicológica y los procesos biológicos. Los cambios actualizan el libro y ofrecen una visión coherente de las variables sociales y familiares y las importantes distinciones entre el rendimiento académico y el rendimiento en el mundo real entre los superdotados y talentosos. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: portada)
Notas
Última actualización - 2024-11-26
TOCDataText - (Abbreviated); Preface; Acknowledgements; Why study eminence?; I. Overview and issues / 3-38; A developmental theory of eminence; Motivation and creativity; The mad genius controversy; II. Genius: Signs and outcomes; William James on exceptional mental states: The 1896 Lowell Lectures / E. Taylor / 41-52; The early mental traits of 300 geniuses / C. M. Cox / 53-58; Toward a behavioral definition of genius / R. S. Albert / 59-75; Age and achievement / D. K. Simonton / 77-89; III. Giftedness: Signs and outcomes; Two levels of giftedness: Shall ever the twain meet? / R. S. Siegler and K. Kotovsky / 95-108; Intelligence among university scientists / J. Gibson and P. Light / 109-111; What do tests tell us about talents? / M. A. Wallach / 113-123; IV. Social and educational influences on creative behavior and exceptional achievement; Hereditary genius revisited: Were Galton's missing scientists the aftermath of the Puritan brain drain to America? / P. H. Gray / 129-134; The crystallizing experience: Discovering an intellectual gift / J. Walters and H. Gardner / 135-155; The scientific elite: Nobel laureates' mutual influences / H. Zuckerman / 157-169; Why children follow in their parents' career footsteps / D. N. Laband and B. F. Lentz / 171-174; V. Family and parental influences on creative behavior and exceptional achievement; The highly effective individual / D. W. MacKinnon / 179-193; Testing aspects of Carl Rogers's theory of creative environments: Child-rearing antecedents of creative potential in young adolescents / D. M. Harrington, J. H. Block and J. Block / 195-208; A 40-year follow-up of giftedness: Fulfillment and unfulfillment / M. Oden / 209-219; Which of those young women with creative potential became productive? Personality in college and characteristics of parents / R. Helson / 221-251; Home environment and the competitiveness of highly accomplished individuals in four talent fields / J. A. Monsaas and G. Engelhard, Jr. / 253-263; VI. Personality dispositions to creative behavior and exceptional achievement; Personality correlates of exceptional personal influence: A note on Thorndike's (1950) creators and leaders / D. K. Simonton / 269-279; Personality, research creativity, and teaching effectiveness / J. P. Rushton, H. G. Murray and S. V. Paunonen / 281-301; Personality consistency: Eminent architects 25 years later / S. Z. Dudek and W. B. Hall / 303-314; Creative writers / F. Barron / 315-324; VII. Personal dynamics and creative problems in exceptional achievement / 329-394; Great wits and madness; Mood disorders and patterns of creativity in British writers and artists; William James and the twice-born sick soul; Prime Ministers and the search for love; A mathematician's apology; Name index; Subject index
Fecha de revisión - 19930401
PubXState - NY
Citación
Genius and eminence (2nd ed.). (1992). Pergamon Press. APA PsycInfo® (618231634; 1992-98573-000). https://www.proquest.com/books/genius-eminence/docview/618231634/se-2?accountid=15299