Talent Development as a Multidimensional, Multiplicative, and Dynamic Process

By Dean Keith Simonton. 2001

118 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0c76fbb40e9b96615ec824a783d06bf195b46c2e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Richard Bailey *
2. Jonathan Plucker
3. D. Collins
4. Jesse O. Erwin
5. Sasha A. Barab
6. F. Worrell
7. Á. Macnamara
8. Angela Button

In Safety Research

1. Richard Bailey *
2. Jonathan Plucker
3. D. Collins
4. Jesse O. Erwin
5. Sasha A. Barab
6. F. Worrell
7. Á. Macnamara

Citations in the corpus

• Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning (2002, background): “…20 years have further illustrated the weakness of traditional approaches to ability and talent in light of learning and thinking styles, the importance of context, and other factors (Snow, 1997; SAS, 2001; see also Marsh, Byrne, & Shavelson, 1988; Plucker & McIntire, 1996; Simonton, 1999, 2001).”
• Three Worlds: new directions in participant development in sport and physical activity (2012, background): “Simonton ( 1999 ) offers further support for this and proposes, that talent is not a static entity but emerges over time, both endogenously and in reaction to environmental factors (Simonton, 2001 ).”
• The Role of Psychological Characteristics in Facilitating the Pathway to Elite Performance Part 1: Identifying Mental Skills and Behaviors (2010, background): “Simonton (2001) expanded this perspective by proposing that the development of talent is dynamic and emerges over time, both endogenously and in reaction to environmental factors.”
• Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “KEYWORDS academic achievement, gifted, identification, school psychology In the past 15 years, there has been a wave of new evidence and theorizing suggesting that our understanding of outstanding performance is incomplete (Simonton, 2001; Wai, Lubinski, Benbow, & Steiger, 2010; Worrell, 2010b).”