Mental Models of the Prodigy and Gifted

Researchers have often what makes the gifted and child prodigy different from the rest of the population. Memory, intelligence, sensory perception, etc. are some of the explanations. A paper postulated by Larry Vandervert (2007) discusses that the learning power in the gifted is based on collaboration between cognitive functions and memory to create “acquisition of superior power, control, and speed of motor activities”. This results in better selection of potential actions based on representative situations. In this case, practice makes perfect. 

As feed forward cerebellar control models are fed back through working memory areas of the cortex the thought processes of working memory become faster, more focused, and optimally timed (Ivry, 1997). It is the process of developing models, sending through memory, and creating a performance outcome. The models continue to develop with experience and reflection (memory) to create stronger models. 

What is a feed forward cerebellar control model? This is a model based upon experience that makes a prediction that a certain action will have a specific result. Putting your hand out to catch a ball, the words used to communicate with others, and the actions that result in certain benefits in the environment.  As people become more familiar with the world they naturally create predictions to events and actions. 

Child prodigies are often good at a particular function like music or sports. Their success is limited to a specific learned activity based upon practice. As they get older these activities may be applied to other areas of their life. For example, a prodigy in a sport can apply developed models for other activities through experience. Genius is based on the ability to take successful models and apply them to other arenas of life giving one greater insight. 

Imagine if a person builds multiple models in their activities. This person could better predict actions and outcomes to apply more control over their environment. For example, a violinist learns multiple models for playing and can create higher levels of performance. These models often overlap and develop different ways of competing and completing this task at a higher level. The more experience and practice a person gains the better they get.

As more models of the environment are created it develops a hierarchy of different models called Hierarchical Modular Selection and Identification for Control. When a stimulus in flow (an environment stimuli) enters the body from the outside, the gifted can differentiate better and find a model that predicts the outcome and meaning of that information based in their experiences. The more experience and practice, the higher developed the models and the associated actions.

Who are the gifted, genius and child prodigy? They are the ones who create more models of the world around them and can use those models for certain activities. The gifted are those with the potential, the child prodigy is one with specific displayed talent, and the genius are those who have hierarchies of models that apply to multiple areas of life. This is why the child prodigy can sometimes grow into the genius if their models expand to create a hierarchy of thought that leads to abilities in multiple areas.

Ivry, R. (1997) Cerebellar timing systems, in: J. D. Schmahmann (Ed.) The cerebellum and cognition (New York, Academic Press), 555–573.

Vandervert, L. (2007). Cognitive Functions of the Cerebellum Explain How Ericsson's Deliberate Practice Produces Giftedness. High Ability Studies, 18 (1).

Research has yet to define the Spark of Life in the Gifted

Gifted students may have the intelligence but they also need the spark of life to make them genius masters. Joan Freeman discusses her experiences and research on the subject in her publication A Quality of Giftedness. She delves into the hard science but also discusses that science misses something very important because each gifted person finds their own path to make waves in the world; this is not easily calculated. That quality does not change as people get older even if they must focus on making money and supporting families. 

Her recognition of gifted youth is often based on their novelty to answering questions and problems. Teachers are annoyed and attempt to cram these children into a pre-defined rule set that is often more beneficial for the teacher than the student. Sit down, be quiet, do this work, read this, don’t ask annoying questions may be some of the feedback they receive throughout their educational careers. It is one of the reasons why such gifted students often drop out of school despite their abilities. 

The trait that seems to have the most universality is their novelty in solving problems that show a creativity and ability to “think outside the box” on issues. While most students are giving the standard simple answers the gifted child says the most ludicrous statements. Most of the time, these answers are simply given an odd look and discounted as bazaar. Few may look deeper to ask the question, “What do you mean?”

That is where ability comes into play. Some will begin to talk in painstaking detail connecting tid bit of information to tid bit of information to create long strings of logic, others will discuss the context of the information, while others will show you what they mean. Advanced intelligence is based in their ability to explain and find ways of coming to new conclusions that when given a chance to discuss end up being more in depth and logical than the standard answer.  The bazaar is then practical.

Despite this intelligence there is something different between the ones who make it and the ones who don’t. That is the Spark of Life! The ones who have it continually engage in a process of self-development day in and day out. They practice over and over because the action is worth more than the outcome. They have an insatiable urge to simply be, overcome, and master. Their inner power is like a nuclear reactor that continues to smash atoms until they reach their destination. 

For many this doesn’t change when they become adults. Until their last breath they will continue to seek information, create something new, and engage in their pursuits. It is a powerhouse of desire. The type of giftedness will determine the abilities they show such as empathy, arts, science, etc. The author contends a few of the children grow up to be system busters that can be identified through their old souls and abilities that seem to align with the angels. Research has yet to master their unique paths and how the rules change for each gifted individual.

Freeman, J. (2012). A quality of giftedness. Gifted & Talented International, 27 (2)

Metaphor Use and Understanding as a Sign of Gifted Intelligence

Analytical thinking is not the only way to test for giftedness. The use of metaphors also offers an opportunity to understand how language uses certain skills that are also part of the process of creative and intelligent thinking. The researchers Tan, et. al. (2013) found that metaphor sections of the Aurora Battery affords a selection process of gifted through the use of comparative, categorical, and evaluative thinking while mapping literal and figurative meanings from one word to another.

The use of metaphors can be a sign of one’s intelligence. Metaphors are not simple statements and rely on literal and figurative understandings to make meaning. To use metaphors well requires categorical, comparative, evaluative thinking. This is a mapping of meanings from one word to the next and establishing connections of words that may be different.  It requires a deeper analysis of language.

Their study looked at whether metaphor comprehension is an appropriate task for gifted identification and what metaphor characteristics differentiate between gifted and non-gifted. The ability of test students on metaphor use in early education and college may create greater ability to identify them for advanced development. Since metaphors can show up in writing it fits well with modern education.

Metaphors may not only tap into our creative side but also have some ability to improve upon social relationships. Some of the subtle processes that go into metaphors also go into developing relationships. It is these subtleties that help the gifted find the meaning behind the words and understand others intentions and motivations.

Their study found that Metaphors are another way to test for giftedness among the population. It targets analytical thinking in the verbal domain. Their study offers some hope in finding alternative ways of testing high intelligence without the limitations of formal education. Education will help people score well and this may blind people to giftedness in less education populations or other cultures where the education may be different. Additional studies will need to be conducted to reconfirm the findings in other areas.

Tan, et. al. (2013). Measuring metaphors: Concreteness and similarity in metaphor comprehension and gifted identification. Educational & Child Psychology,  30 ( 2).

The "Eagle Eye" of Perception in Gifted Students

Gifted college students are sometimes difficult for administrators to understand and develop proper programs. Many gifted students are simply not recognized and move through their careers, lives, and academic work unchallenged.  The authors Gentry & Lackey (2012) discuss the concept of gifted mismatch and how this is even more difficult for misunderstood minorities that already struggling with their own identity.  People with the highest capacity of development are often left unchallenged in academic programs.

The authors discuss a concept called “Eagle Eye” to help explain giftedness. The Eagle has a wider range of perception and six times more focus. Their world is so rich that according to Gardner they can see things, based upon their perceptual strength, others cannot. Matched with their cognitive abilities the world is fundamentally a different place and many of these students are left to their own devices to make meaning out of it. 

Early literature focuses on the description of gifted students as fluent, flexible, elaborate, and original. They are curious about life, sensitive to their environment, have deep values, and can readily see multiple relationships between things. When including Gardner’s Theory of Multiple intelligence we can see that they use multiple intelligences across different spectrums to navigate their environment.  In other words, where the average person may find moderate success in one genre the gifted student may master multiple planes of human development. 

Accordingly, giftedness can be described as the following: 

Cognition: Vivid and rich imagination, learn new things rapidly, fast thinker;

 Perception: Passionate/intense feelings, childlike sense of wonder, open minded;

 Motivation: Very independent/autonomous, curious/desire to know, high drive;

 Activity: Lot of energy, sustained concentration on things of interest, spontaneous; and

 Social Relations: Questions rules or authority, very compassionate (Heylighen, n.d.).

The author contends that it is a failure of our education system to not recognize giftedness in students. When this occurs on a wide scale the country fails to capitalize on its most important resource-the human mind. This phenomenon becomes even more apparent with minority members who are not often viewed with the same academic potential as others. Our bias, false beliefs, and rigid definitions often leave this group out in the cold even though they have abilities that far exceed the average.

Gentry, R. & Lackey, T. (2011). Simply gifted: Their attributes through the eyes of college students. Paper presented at the International Conference "Peace through Understanding" (Jackson, MS, Apr 4-8, 2011). 2011 16 pp. (ED529168)

Heylighen, F. (n.d.). Gifted people and their problems. Retrieved from http://talentdevelop.com/articles/GPATP1.html