Researchers have often what makes the gifted and
child prodigy different from the rest of the population. Memory, intelligence,
sensory perception, etc. are some of the explanations. A paper postulated by
Larry Vandervert (2007) discusses that the learning power in the gifted is
based on collaboration between cognitive functions and memory to create “acquisition
of superior power, control, and speed of motor activities”. This results in
better selection of potential actions based on representative situations. In
this case, practice makes perfect.
As feed forward cerebellar control models are fed
back through working memory areas of the cortex the thought processes of
working memory become faster, more focused, and optimally timed (Ivry, 1997). It
is the process of developing models, sending through memory, and creating a
performance outcome. The models continue to develop with experience and
reflection (memory) to create stronger models.
What is a feed forward cerebellar control model?
This is a model based upon experience that makes a prediction that a certain
action will have a specific result. Putting your hand out to catch a ball, the
words used to communicate with others, and the actions that result in certain
benefits in the environment. As people
become more familiar with the world they naturally create predictions to events
and actions.
Child prodigies are often good at a particular
function like music or sports. Their success is limited to a specific learned
activity based upon practice. As they get older these activities may be applied
to other areas of their life. For example, a prodigy in a sport can apply
developed models for other activities through experience. Genius is based on
the ability to take successful models and apply them to other arenas of life
giving one greater insight.
Imagine if a person builds multiple models in their
activities. This person could better predict actions and outcomes to apply more
control over their environment. For example, a violinist learns multiple models
for playing and can create higher levels of performance. These models often
overlap and develop different ways of competing and completing this task at a
higher level. The more experience and practice a person gains the better they get.
As more models of the environment are created it develops
a hierarchy of different models called Hierarchical Modular Selection and
Identification for Control. When a stimulus in flow (an environment stimuli) enters the body from the
outside, the gifted can differentiate better and find a model that predicts the
outcome and meaning of that information based in their experiences. The more
experience and practice, the higher developed the models and the associated
actions.
Who are the gifted, genius and child prodigy? They
are the ones who create more models of the world around them and can use those
models for certain activities. The gifted are those with the potential, the
child prodigy is one with specific displayed talent, and the genius are those who have hierarchies of models that apply to multiple areas of life. This is why the child prodigy
can sometimes grow into the genius if their models expand to create a hierarchy
of thought that leads to abilities in multiple areas.
Ivry, R. (1997) Cerebellar timing
systems, in: J. D. Schmahmann (Ed.) The cerebellum and cognition (New York,
Academic Press), 555–573.
Vandervert, L. (2007). Cognitive
Functions of the Cerebellum Explain How Ericsson's Deliberate Practice Produces
Giftedness. High Ability Studies, 18
(1).
