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. Watercolor by
Carmontelle, ca. 1763]]
, age 11, with the
Gadna Symphonic orchestra 1953]]
A
child prodigy is someone who at an early age masters one or more skills at an adult level. One criterion for classifying prodigies is: a prodigy is a child, typically younger than 15 years old, who is performing at the level of a highly trained adult in a very demanding field of endeavour.
The giftedness of child prodigies is determined by the degree of their talent relative to their ages. Examples of particularly extreme child prodigies would include Wolfgang Amadeus Mozart or Béla Bartók in music, Judit Polgár in chess, Carl Friedrich Gauss and John von Neumann in mathematics, Pablo Picasso in art, and Saul Kripke in philosophy. There is controversy as to at what age and standard to use in the definition of a prodigy.
The term Wunderkind (from ) is sometimes used as a synonym for prodigy, particularly in media accounts, although this term is discouraged in scientific literature. Wunderkind also is used to recognize those who achieve success and acclaim 'early' in their adult careers, such as Steven Spielberg, Steve Jobs, and Fred Goodwin.
Memory capacity of child prodigies
PET scans performed on several mathematics prodigies have suggested thinking in terms of long-term working memory (LTWM). This
memory, specific to a field of expertise, is capable of holding relevant information for extended periods, usually hours. For example, experienced waiters have been found to hold the orders of up to twenty customers in their heads while they serve them, but perform only as well as an average person in number-sequence recognition. The PET scans also answer questions about which specific areas of the brain associate themselves with manipulating numbers. explained the abilities of child prodigies in terms of the collaboration of
working memory and the cognitive functions of the cerebellum. Citing extensive imaging evidence, Vandervert first proposed this approach in two publications which appeared in 2003. In addition to imaging evidence, Vandervert's approach is supported by the substantial award winning studies of the cerebellum by Masao Ito.
Vandervert provided extensive argument that, in the child prodigy, the transition from visual-spatial working memory to other forms of thought (language, art, mathematics) is accelerated by the unique emotional disposition of the prodigy and the cognitive functions of the cerebellum. According to Vandervert, in the emotion-driven child prodigy (commonly observed as a "rage to master") the cerebellum accelerates the streamlining of the efficiencies of working memory in its manipulation and decomposition/re-composition of visual-spatial content into language acquisition and into linguistic, mathematical, and artist
Nature versus nurture in the development of the child prodigy
Some researchers believe that prodigious talent tends to arise as a result of the innate talent of the child, and the energetic and emotional investment that the child ventures. Others believe that the environment plays the dominant role, many times in obvious ways.
For example, László Polgár set out to raise his children to be chess players, and all three of his daughters went on to become world-class players (two of whom are grandmasters), emphasizing the potency a child's environment can have in determining the pursuits toward which a child's energy will be directed, and showing that an incredible amount of skill can be developed through suitable training.
See also
Further reading
Ito, M. (2005). Bases and implications of learning in the cerebellum—Adaptive control and internal model mechanism. In C.I. DeZeeuw & F. Cicirata (Eds.), Creating coordination in the cerebellum: Progress in brain research (Vol. 148, pp. 95–109). Oxford, England: Elsevier.
Ito, M. (2007). On "How working memory and the cerebellum collaborate to produce creativity and innovation" by L.R. Vandervert, P.H. Schimpf, and H. Liu. Creativity Research Journal, 19, 35-38.
Vandervert, L. (2007). Cognitive functions of the cerebellum explain how Ericsson's deliberate practice produces giftedness. High Ability Studies, 18, 89-92.
Vandervert, L. (2009b). Working memory, the cognitive functions of the cerebellum and the child prodigy. In L. Shavinina (Ed.), The International Handbook on Giftedness (pp. 295–316). Netherlands: Springer.
Vandervert, L. (2009a). The appearance of the child prodigy 10,000 years ago: An evolutionary and developmental explanation. The Journal of Mind and Behavior, 30, 15-32.
References
External links
"Notebook: Child Prodigies", "CBS News Online", YouTube, February 26, 2010.
Category:Childhood
Category:Giftedness
Category:Intelligence
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