Talent Development

The process of talent development within specific domains is one that has fascinated teachers, parents, and psychologists during the last century. How is it that some extremely smart children end up dropping out of high school and failing to realize their promise and potential? Why is it that some prodigies grow up to be quite average in the fields in which they showed such promise when they were young children? Why do other traits—described by Joseph Renzulli as cocognitive traits—appear to be so important in talent development when combined with potential in a particular domain? This entry discusses these questions.

Researchers have long studied these questions and others related to talent development in an attempt to identify factors that contribute to high achievement in adulthood. For example, Benjamin Bloom and colleagues closely examined 120 individuals who excelled in academic, artistic, or athletic pursuits before age 35. The researchers conducted [Page 866]interviews with these accomplished individuals, exploring both how home and school contributed to the resulting international success demonstrated by participants. They found that the development of talent occurred most often when family members had a personal interest in the talent field and gave strong support, encouragement, and rewards for developing the talent. Parents, in particular, provided both high levels of support and resources. Most families assumed that the talent would be developed as part of the family's life. Individualized instruction in the talent field both at home and at school also correlated with later success.

Other researchers interested in talent development include Rena Subotnik who interviewed master creators in a variety of fields and Howard Gardner who studied the lives of pivotal figures through the lens of his life's work in multiple intelligences.