MOVING CHILDHOOD PAULA OLSZEWSKI- POTENTIAL TO ADULT KUBILIUS CREATIVE CENTER FOR TALENT DEVELOPMENT ACHIEVEMENT: THE NORTHWESTERN UNIVERSITY PSYCHOLOGY OF EVANSTON, ILLINOIS, USA HIGH PERFORMANCE
THE PATH OF THIS PRESENTATION Derivation of the Important Key questions Unique insights Common threads project definitions posed to our from the domains across domains contributors
THE COALITION FOR PSYCHOLOGY OF HIGH PERFORMANCE Interdivisional group focused on: • To look at how high performance in youth is manifested, studied, measured and discussed in academic and professional psychology. • To study how psychology contributes to high performance. • To identify the generalizable psychological principles of high performance that can be applied across domains.
DEFINING HIGH PERFORMANCE IN CONTRAST TO OTHER TERMS • Potential • Expertise • Eminence/Creative Productivity • Giftedness • Talent Development • High Performance
KEY QUESTIONS FOR OUR CONTRIBUTORS • What research exists on high performance in your domain? • What are some of the critical dividing lines within the research? • What are the earliest manifestations of talent in the domain? • Are the essential psychosocial skills for developing talent?
QUESTIONS FOR OUR CONTRIBUTORS • What are the benchmarks for demonstrating readiness to transition to the next stage of talent development? • What inhibiting factors can derail a promising trajectory? • What proportion of the responses to these questions come from research and what proportion is based on professional judgment?
ACADEMIC PSYCHOLOGY--DEAN KEITH SIMONTON DOMAINS MATHEMATICS--ROZA LEIKIN
• Focus was on the paths of eminent psychologists • “Academic psychology” means psychological science conducted primarily by assistant, TALENT associate, and full professors (or their DEVELOPMENT IN international equivalents) at major research THE DOMAIN OF universities. PSYCHOLOGY • Eminence defined by quantity and quality of publications, awards, etc.
TRAJECTORY FOR EMINENT PSYCHOLOGISTS High impact publication by age Early 30 publication Prestigious Beginning grad independent Secure ladder track program research academic position Selective program college Awards and honors Fall in love with Excellent psychology student Marry later, few children
Psychology relatively soft science but sub-disciplines vary across natural/experimental --- human-science dimension--domain specific skills and psychosocial skills may be more relevant within sub disciplines Interest matters-- and that is dependent upon “good” exposure Talent emerges later and it may take longer to recognize major adult manifestations although the trajectory is earlier for sub fields closer to natural sciences Openness to experience, persistence, tolerance for ambiguity, move beyond one’s earlier ideas, risk -taking, courage, teamwork, capitalize on strengths/minimize weaknesses ”Frequent failure of replication", lack of consensus in feedback from reviewers-- may require unique psychosocial skills for psychologists
ACADEMIC DOMAINS MATHEMATICS--LEIKIN PSYCHOLOGY--SIMONTON • Can start early-talent evident in preschool • Later starting--adolescence • Not strong evidence for specific • Strong evidence for predictive validity of cognitive abilities “mathematical cast of mind” and • Not clear if interventions help-- mathematical reasoning ability perhaps earlier exposure, early • Lends itself to many interventions (clubs opportunities for engagement in enrichment, acceleration, Olympiads, etc.) psychological research found to be related to later productivity • Mentoring important at higher levels • Mentoring important at higher levels • Psychosocial skills critical • Psychosocial skills critical
GOLF--STEVE PORTENGA SPORT GAME SPORTS--JOB FRANSEN AND ARNE GU ̈ LLICH
Talent Development in Sport -- Perceptual motor skills and athleticism are important Team Sports --Serious investment starts in adolescence • Situationally --Performance as a juvenile does functional Golf not predict senior performance performance --Participation in diverse sport solutions • Individual precedes specialization including • Elite talent • Greater need for peer led sport play--may facilitate emerges through support & self- later sport-specific rate of process of regulation progress selection, --Early specialization may be deselection over harmful stages of --Only 16% have a linear, upward development trajectory; most “descend” at some point --Deliberate practice is important -Psychosocial skills critical
• “greater variability of specific and non -specific motor learning VALUE OF EARLY experiences helps youngsters build up a broader and closer- SPORT meshed network of motor skills that facilitates subsequent motor DIVERSIFICATION learning and the emergence of functional performance solutions” • “world - class players’ diversified participation consisted of mostly authentic experiences, multi-year competition -related engagement, that is, long-term dedicated, performance-related learning processes with specialist coaches in broadened ranges of tasks and situations” • Cross over skills — gymnasts become circus performers, dancers • Early specialization important for ice skating, gymnastics — high motivation needed to continue?
Talent Development Trajectory in Golf Significant Join golf clubs with investment of better training time, energy potential and emotional support Decision to become elite golfer Networking with elite golfers to Seek first coach Deliberate acquire tacit who provides practice--20 to 30 Notice of skill knowledge, learn guidance and hrs/wk level compared culture of sport emotional support to peers- deliberate play Friends become Meticulous Personal other young golfers preparation for responsibility for Playful competition training and engagement development Focus on often fueled by improvement over informal coaching Managing winning by skilled golfing performance Golfing 5 hrs/wk competitions fathers under pressure
MEDICINE AND SOFTWARE ENGINEERING-- THE PROFESSIONS MELISSA A. MCWILLIAMS, EMILY Z. HOLDING, & STEVEN E. KNOTEK
H. D. Feldman Discipline Based Idiosyncratic Novice Apprentice Craftsman Expert Master Journeyman Some skills acquired Can do a job Has a reputation Sub-Discipline without supervision Specialist Unique: Professions are expected to provide important services while still learning and in training
--Leadership positions --Training others Interest in medicine Achievement in school & -- application of - Tasteful self STEM knowledge promotion courses under close supervision -time Volunteering --leadership management MCAT --increased autonomy, -work/life responsibility balance --mentor others -BFLP -- knowing one’s limits -- -- teamwork when to ask for help
Core characteristics, those which were central at every stage of the medical trajectory, include (1) time-management skills (e.g. efficiency, work-life balance, prioritization) (2) professionalism (e.g. ethical conduct, integrity, maturity, respect for patient) CORE (3) reliability (e.g. trustworthy, dependable) PSYCHOSOCIAL (4) knowing strengths and weaknesses (e.g. risk-taking) SKILLS IN (5) growth mindset (e.g. teachability, self-directed learners, MEDICINE inquisitiveness, continuous learning) (6) personality characteristics (e.g. humility, teamwork, empathy, compassion, social skills, persistence, hard work, interest, motivation, self-regulation).
-ability to prioritize projects -self-regulate -manage ambiguity -learn from mistakes -work autonomously Formal degree --Leadership to manage projects -balance risk/rewards not required and guide teams -- “Deliberately loose” team management Programming skills -- Inspiring a “churn of ideas” beyond what is taught in degree programs Self motivation -Mentoring for workplace expectations and judgement -Further specialization
TALENT DEVELOPMENT IN MEDICINE AND SOFTWARE ENGINEERING Protracted period of learning beyond formal schooling--models of adult learning and professional development (PD) may be helpful and needed here Increasing expectations for training and/or developing others Increasing specialization Teamwork, both leading a team and functioning as a team member are critical
DRAWING--AARON KOZBELT CULINARY-- LAURENT ARTS PRODUCTION ARON, FERRANDI PARIS, MARION BOTELLA, & TODD LUBART
• Developmental progression of early drawing is well defined • This can be used to identify children who are precocious in their drawing • Biological markers of precocious drawing are well researched and include non right handedness, linguistic deficits (dyslexia), poor stereopsis, and also visual strengths (visual processing, visual memory, mental rotation) TALENT • Debate — one must forget what one sees to draw vs. “ knowledge DEVELOPMENT IN enhances perception ” DRAWING • Artists as experts in visual cognition and flexible processing of visual information, which may improve with art experience and training • By adolescence, youth who have not had social support to continue drawing--either encouragement or instruction--stop in frustration of not being able to depict things realistically. Those who continue have what is called “ ideas in the search of forms ” (Burton)
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