How to actualize potential: a bioecological approach to talent development.
Bioecological theory posits three interacting principles to explain developmental outcomes such as fluctuating achievement levels and changing heritability coefficients. Here, we apply the theory to the domain of talent development, by reviewing short-term and long-term cognitive interventions. We argue that macro-level analyses of cultural practices (e.g., matrilineal inheritance and property ownership) and national systems of education are consistent with the bioecological theory; when the findings from these analyses are unpacked, the engines that drive them are so-called proximal processes. This finding has implications for the design and delivery of instruction and the development of talent. We argue that talent is fostered by the same three bioecological mechanisms that explain the actualization of genetic potential. We conclude by discussing several self-descriptions and personal narratives by gifted students in which they spontaneously refer to these bioecological mechanisms in their own talent-development processes. Similar testimonials have been documented by historic talent researchers such as Benjamin Bloom, noting the importance of continual adjustments in feedback.
Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York. sjc9@cornell.edu.
Stephen J
SJ
Ceci
Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York.
Sterling
S
Williams-Ceci
Department of Human Development, College of Human Ecology, Cornell University, Ithaca, New York.
Wendy M
WM
Williams
D001076:Aptitude / Q000502:physiology; D003071:Cognition / Q000502:physiology; D003469:Culture; D004522:Educational Status; D005715:Gambling / Q000523:psychology; D006801:Humans; D007360:Intelligence / Q000502:physiology
bioecological; context; prediction; proximal processes