Talent Development in Achievement Domains: A Psychological Framework for Within and Cross-Domain Research

Abstract

Achievement in different domains such as academics, music, or visual arts plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent development in achievement domains (TAD) framework, we provide a general talent development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measureable psychological constructs and their meaning at different levels of talent development. Further, the TAD framework can be used for constructing domain-specific talent development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Deliberate practice in music: Development and psychometric validation of a standardized measurement instrument

“…Employing the new self-report instrument in future research on musical talent and achievement (i.e., Preckel et al, 2020) may help to open new perspectives in the nature–nurture debate, letting researchers assess to what extent practice can enhance individuals’ potential to become accomplished professional musicians.…”

Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study

“…Using these student characteristics does not reflect implicit biases in giftedness representations. It seems that teachers do a good job in identifying students with a great deal of potential to have exceptional accomplishments later in life (Park et al, 2007; Preckel et al, 2020; Terman, 1925, 1954; Wai et al, 2005, 2010). Our finding with respect to age even supports the assumption that giftedness is associated with precocity (see Lubinski, 2016).…”

“…Giftedness has been described as a multidimensional construct encompassing several personal characteristics, such as high general cognitive ability, creativity, and motivation (e.g., three-ring conception; Renzulli, 1978). Many conceptualizations suggest that outstanding domain-specific potential or skills may develop over time and result in high performance and productivity (e.g., Gagné, 2013; Heller, 2005; Preckel et al, 2020). The development of a person’s potential is assumed to be influenced by internal and external or environmental factors, including one’s peers, family, and school (for an overview of conceptualizations, see Sternberg & Ambrose, 2021; Sternberg & Davidson, 2005; Subotnik et al, 2011).…”

“…The development of a person’s potential is assumed to be influenced by internal and external or environmental factors, including one’s peers, family, and school (for an overview of conceptualizations, see Sternberg & Ambrose, 2021; Sternberg & Davidson, 2005; Subotnik et al, 2011). According to these theories, domain-specific excellence can be achieved when person and environmental factors interact in an effective way (e.g., Preckel et al, 2020; Subotnik et al, 2017). In all of these conceptualizations, giftedness is considered a resource belonging to a person; if gifted or talented individuals are appropriately encouraged, their initial potential can develop into domain-specific achievement and excellence later on (Lubinski & Benbow, 2021).…”

The Leading Wisdom Development Framework: An Integrated Roadmap for Cultivating a Sense of Purpose and Meaning

“… The LWDF is drawn from the conceptualizations that “human abilities are forms of developing expertise” (Sternberg, 1998b, p. 11); giftedness involves “continual doing, changing, and becoming toward a more advanced level” (Dai & Coleman, 2005; p. 377); talents are “nurturable and emergent rather than as fixed and immutable (Treffinger & Feldhusen, 1996, p. 186); and that there are “developmental and individual differences in wisdom” (Sternberg, 2001, p. 232). In this framework (Figure 1), the following stages of wisdom and talent development are proposed: Wisdom development involves the conceptualized progression from emerging wisdom, developing wisdom , and enhancing wisdom to advancing wisdom. Talent development involves the movement from high potential, competence, and expertise to outstanding performance (Preckel et al, 2020; Sternberg, 1998b; Subotnik et al, 2011, 2018, 2019). Wisdom should be taught explicitly in schools (Sternberg et al, 2007) and embedded into the curriculum for educating gifted learners at each stage of their talent development .…”