93:
418:
little to no effort and may not develop a sense of ownership of success. Therefore, these children might not develop a connection between effort and outcome. Some children might also believe that they can succeed without effort in the future as well. Dr. Anders
Ericcson, professor at Florida State University, researches expert performance in sports, music, mathematics, and other activities. His findings demonstrate that prodigiousness in childhood is not a strong indicator of later success. Rather, the number of hours devoted to the activity was a better indicator.
237:, 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.
195:(e.g., group of pieces locating in specific squares), and templates (e.g., familiarised complex patterns of chunks), which are essential for chess skills. The more plastic the brain is, the easier it is for them to acquire chunks, templates, and heuristics for better performance. On the other hand, inherited individual differences in the brain are circumscribed children to learn these skills.
459:
166:
practice, they may accumulate enough deliberate practice for their exceptional performance. Therefore, this framework provide an arguably reasonable justification for chess prodigies. However, similar amounts of practice also make children differ in their achievements because of other factors such as the quality of deliberate practice, and their interests in chess.
179:
intelligence”, regarding the ability to understand and reason using concepts framed in words. However, this positive link is absent among adult experts. Remarkably, in the sample of chess prodigies, the more intelligent children played chess worse. This is considered as the result of less practice time of more intelligent chess skills.
473:
442:
changes in neural networks may modulate their social performances in terms of emotional face processing and emotional evaluation of complex social interactions. Nevertheless, this emotional or social modulation must not score at psychopathological levels. Additionally, the attentiveness to details, a
318:
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
286:
regarding working memory performance for children is proposed. A study examining German calculating prodigies also proposed a similar reason for exceptional calculation abilities. Excellent working memory capacities and neuroplastic changes brought by extensive practice would be essential to enhance
260:
strategies would be more efficient. The prodigy may switch between these two strategies, which reduce the storage retrieval times of long-term memory and circumvent the limited capacities of short-term memory. In turn, they can encode and retrieve specific information (e.g., the intermediate answers
437:
Some autistic traits can be found among prodigies. Firstly, the social function of arithmetic prodigies may be weaker because of larger activation in certain brain areas enhancing their arithmetic performance, which is also essential for social and emotional functions (i.e., precuneus, lingual and
212:
The
Multifactorial Gene-Environment Interaction Model incorporates the roles of adequate practice, certain personality traits, elevated IQ, and exceptional working memory in the explanation of music prodigies. A study comparing current and former prodigies with normal people and musicians who
417:
Prodigiousness in childhood is not always maintained into adulthood. Some researchers have found that gifted children fall behind due to lack of effort. Jim Taylor, professor at the
University of San Francisco, theorizes that this is because gifted children experience success at an early age with
421:
Rosemary
Callard-Szulgit and other educators have written extensively about the problem of perfectionism in bright children, calling it their "number one social-emotional trait". Gifted children often associate even slight imperfection with failure, so that they become fearful of effort, even in
178:
than normal children. This positive link between chess skills of prodigies and intelligence is particularly significant on the “performance intelligence”, regarding fluid reasoning, spatial processing, attentiveness to details, and visual-motor integration, while least significant on the “verbal
165:
emphasised the contribution of deliberate practice over their innate talent to prodigies' exceptional performance in chess. The deliberate practice is energy-consuming and requires attention to correct mistakes. As prodigies start formal chess training early with intense dedication to deliberate
278:
Additionally, the right middle frontal gyrus activation is suggested to be the neuroanatomical link between prodigies’ abacus mental calculation and the visuospatial working memory. This activation serves a mediation effect on the correlation between abacus-based mental calculation and
277:
scans showed stronger activation of brain areas related to visual processing for
Chinese children being trained with abacus mental compared to control groups. This may indicate a greater demand for visuospatial information processing and visual-motor imagination in abacus mental calculation.
240:
One subject never excelled as a child in mathematics, but he taught himself algorithms and tricks for calculatory speed, becoming capable of extremely complex mental math. His brain, compared to six other controls, was studied using the PET scan, revealing separate areas of his brain that he
322:
Vandervert provided extensive argument that, in the 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
213:
showed their talents or were trained later in life to test this model. It found prodigies neither have exceptional performance in terms of IQ, working memory, nor specific personality. This study also emphasises the significance of frequent practice early in life, when the brain is more
371:
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,
330:
Essentially, Vandervert has argued that when a child is confronted with a challenging new situation, visual-spatial working memory and speech-related and other notational system-related working memory are decomposed and re-composed (fractionated) by the cerebellum and then
221:
during the practice is important for efficient and adequate practice for music prodigies. Practice demands high levels of concentration, which is hard for children in general, but flow can provide inherent pleasures of the practice to ensure this focused work.
323:
Vandervert, in the emotion-driven 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
388:
Co-incidence theory explains the development of prodigies with a continuum of the discussion of nature and nurture. This theory states that the integrative of various factors in the development and expression of human potential, including:
272:
act as visual proxies of each digit for prodigies to solve complex computations. This one-to-one corresponding structure allows them to rapidly encode and retrieve digits in the long-term working memory during the calculation. The
343:
knowledge domains. He has also argued that child prodigies first began to appear about 10,000 years ago when rule-governed knowledge had accumulated to a significant point, perhaps at the agricultural-religious settlements of
380:), emphasising 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.
107:
is a person under the age of ten who produces meaningful work in some domain at the level of an adult expert. The term is also applied more broadly to describe young people who are extraordinarily talented in some field.
187:
Practice-plasticity-processes (PPP) model was proposed to explain the existence of chess prodigies by integrating the practice extreme and innate talent extreme theories. Besides deliberate practice,
584:
For the purposes of this and future research, a prodigy was defined as a child younger than 10 years of age who has reached the level of a highly trained professional in a demanding area of endeavor.
252:
This finding is consistent with the introspective report of this calculating prodigy, which states that he used visual images to encode and retrieve numerical information in LTWM. Compared to
245:. Other areas of the brain showed use by the subject, including a sector of the brain generally related to childlike "finger counting", probably used in his mind to relate numbers to the
132:, extraordinary memory, and exceptional attention to detail. Significantly, while math and physics prodigies may have higher IQs, this may be an impediment to art prodigies.
1315:
Taylor, Jim. "The
Problem of Giftedness." Psychology Today, Sussex Publishers, 19 November 2009, www.psychologytoday.com/blog/the-power-prime/200911/the-problem-giftedness.
1027:
Pesenti, Mauro; Zago, Laure; Crivello, Fabrice; Mellet, Emmanuel; Samson, Dana; Duroux, Bruno; Seron, Xavier; Mazoyer, Bernard; Tzourio-Mazoyer, Nathalie (January 2001).
613:
At the moment, the most widely accepted definition is a child, typically under the age of 10, who has mastered a challenging skill at the level of an adult professional.
241:
manipulated to solve complex problems. Some of the areas that he and presumably prodigies use are brain sectors dealing in visual and spatial memory, as well as visual
1340:"Child prodigy: A novel cognitive profile places elevated general intelligence, exceptional working memory and attention to detail at the root of prodigiousness"
402:
Cultural effect (e.g., an increasing number of chess prodigies may be due to the professionalization of chess, or the emergence of computers as a study tool)
191:
is identified as another critical component for developing chess heuristics (e.g., simple search techniques and abstract rules like “occupy the centre”),
314:
acts to streamline the speed and efficiency of all thought processes, Vandervert explained the abilities of prodigies in terms of the collaboration of
92:
1451:
1300:
859:
577:
408:
Domain and the surrounding field (e.g., whether children with exceptional skills were born in an environment with flourishment in this field)
274:
376:
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
1413:
597:
393:
Biological qualities (e.g., physical distinctions and limitations which entail talents, such as the absolute pitch of music prodigies)
335:
in the cerebral cortex in an attempt to deal with the new situation. In child prodigies, Vandervert believes this blending process is
521:
405:
Historical and political context (e.g., girls in certain religious backgrounds may not receive training in music or any other art)
430:
Prodigies have been found with the over-representation of relatives with autism on their family pedigrees. Autism traits on the
434:(AQ) were reported in both first-degree relatives of child prodigies and of autism, which was higher than normal prevalence.
233:
performed on several mathematics prodigies have suggested that they think in terms of long-term working memory (LTWM). This
339:
due to their unique emotional sensitivities which result in high levels of repetitious focus on, in most cases, particular
511:
204:
526:
230:
38:
1431:
77:
63:
792:
1473:
84:
1113:
Wang, Chunjie; Xu, Tianyong; Geng, Fengji; Hu, Yuzheng; Wang, Yunqi; Liu, Huafeng; Chen, Feiyan (14 August 2019).
1385:
431:
1503:
121:; literally "wonder child") is sometimes used as a synonym for child prodigy, particularly in media accounts.
516:
501:
141:
96:
715:"The cognitive bases of exceptional abilities in child prodigies by domain: Similarities and differences"
373:
1498:
361:
279:
192:
175:
129:
1278:
1175:"Neural correlates in exceptional mental arithmetic—About the neural architecture of prodigious skills"
556:
Feldman, David H.; Morelock, M. J. (2011). "Prodigies". In Runco, Mark A.; Pritzker, Steven R. (eds.).
443:
typical characteristic of AQ, is enhanced among prodigies compared to normal people, even those with
324:
377:
1493:
1212:
1174:
1009:
883:"Rethinking expertise: A multifactorial gene–environment interaction model of expert performance"
839:
838:
Campitelli, Guillermo; Gobet, Fernand; Bilalić, Merim (3 June 2014), Simonton, Dean Keith (ed.),
642:
162:
920:
Marion-St-Onge, Chanel; Weiss, Michael W.; Sharda, Megha; Peretz, Isabelle (11 December 2020).
1447:
1409:
1359:
1296:
1194:
1152:
1134:
1115:"Training on Abacus-Based Mental Calculation Enhances Visuospatial Working Memory in Children"
1095:
1056:
1048:
1001:
961:
943:
902:
855:
820:
812:
773:
734:
573:
478:
444:
253:
218:
125:
also is used to recognise those who achieve success and acclaim early in their adult careers.
1381:
1351:
1186:
1142:
1126:
1087:
1040:
1029:"Mental calculation in a prodigy is sustained by right prefrontal and medial temporal areas"
993:
951:
933:
894:
847:
804:
765:
726:
634:
565:
496:
464:
1190:
256:
strategies, used by normal people on complex mathematical problems, encoding and retrieval
664:
536:
439:
283:
261:
during the calculation) in the long-term working memory more accurately and effectively.
257:
214:
188:
345:
209:
Music prodigies usually express their talents in exceptional performance or composition.
1424:"How working memory and the cerebellum collaborate to produce creativity and innovation"
1423:
685:
1295:. Education and psychology of the gifted series. New York, NY: Teachers College Press.
1147:
1114:
956:
921:
808:
625:
Feldman, David Henry (Fall 1993). "Child prodigies: A distinctive form of giftedness".
569:
315:
1075:
793:"The general intelligence and spatial abilities of gifted young Belgian chess players"
753:
396:
Individual psychological qualities (e.g., perseverance, patience, attention to detail)
1487:
660:
646:
486:
265:
246:
152:
1013:
1130:
506:
242:
217:. Besides the quality of practice, and the parental investment, the experience of
1441:
1355:
730:
1091:
769:
302:
70:
1339:
1173:
Fehr, Thorsten; Weber, Jochen; Willmes, Klaus; Herrmann, Manfred (April 2010).
851:
714:
638:
1467:
938:
840:"Cognitive Processes and Development of Chess Genius: An Integrative Approach"
454:
311:
128:
Generally, prodigies in all domains are suggested to have relatively elevated
1363:
1138:
1099:
1052:
1028:
947:
906:
882:
816:
777:
738:
1198:
1156:
1060:
1005:
965:
297:"My mother said that I should finish high school and go to college first."
824:
754:"The role of deliberate practice in the acquisition of expert performance"
713:
Ruthsatz, Joanne; Ruthsatz-Stephens, Kimberly; Ruthsatz, Kyle (May 2014).
458:
17:
1477:
531:
422:
their personal lives, and in extreme cases end up virtually immobilized.
1406:
Off the Charts: The Hidden Lives and
Lessons of American Child Prodigies
752:
Ericsson, K. Anders; Krampe, Ralf T.; Tesch-Römer, Clemens (June 1993).
305:
in response to an invitation to apply for a teaching position at
Harvard
1293:
Nature's gambit: child prodigies and the development of human potential
898:
881:
Ullén, Fredrik; Hambrick, David
Zachary; Mosing, Miriam Anna (2016).
491:
349:
269:
234:
1213:"Philosopher, 65, Lectures Not About 'What Am I?' but 'What Is I?'"
99:, a well-known child prodigy, started composing at the age of five.
69:"Wonder child" redirects here. For the song by Christian Walz, see
1044:
997:
91:
399:
Intermediate context (e.g., family structure and its traditions)
984:
Butterworth, Brian (January 2001). "What makes a prodigy?".
327:
and into linguistic, mathematical, and artistic precocity.
1443:
Sudden Genius?: The
Gradual Path to Creative Breakthroughs
264:
Similar strategies were found among prodigies mastering
1338:
Ruthsatz, Joanne; Urbach, Jourdan B. (September 2012).
42:
564:(Second ed.). Academic Press. pp. 261–265.
979:
977:
975:
1291:Feldman, David Henry; Goldsmith, Lynn T. (1991).
76:"Boy genius" redirects here. For other uses, see
62:"Wunderkind" redirects here. For other uses, see
1328:. 2nd edition, R&L Education. 31 July 2012.
1251:Vandervert 2009a, 2009b, in press-a, in press-b
295:
83:"Whiz kid" redirects here. For other uses, see
1074:Ericsson, K. Anders; Kintsch, Walter (1995).
8:
791:Frydman, Marcel; Lynn, Richard (May 1992).
26:
1146:
955:
937:
268:. The positions of beads on the physical
32:This is an accepted version of this page
1386:"The Wrong Way to Treat Child Geniuses"
846:(1 ed.), Wiley, pp. 350–374,
548:
28:
1191:10.1016/j.neuropsychologia.2010.01.007
1168:
1166:
7:
1269:Vandervert, 2009a, 2009b, in press-c
708:
706:
1446:. Oxford: Oxford University Press.
1260:Vandervert, in press-a, in press-b.
183:Practice-plasticity-processes model
809:10.1111/j.2044-8295.1992.tb02437.x
570:10.1016/B978-0-12-375038-9.00182-5
170:Intelligence and chess performance
57:
1326:Perfectionism and Gifted Children
522:List of fictional child prodigies
471:
457:
291:Working memory/cerebellum theory
174:Chess prodigies may have higher
1281:- Telegraph.co.uk, January 2002
922:"What Makes Musical Prodigies?"
1131:10.1523/JNEUROSCI.3195-18.2019
59:Exceptionally precocious child
1:
1224:Vandervert 2007, 2009a, 2009b
797:British Journal of Psychology
512:List of child music prodigies
205:List of child music prodigies
1356:10.1016/j.intell.2012.06.002
844:The Wiley Handbook of Genius
731:10.1016/j.intell.2014.01.010
596:Rose, Lacey (2 March 2007).
527:Malleability of intelligence
287:this domain-specific skill.
226:Memory capacity of prodigies
1432:Creativity Research Journal
1119:The Journal of Neuroscience
1092:10.1037/0033-295X.102.2.211
770:10.1037/0033-295X.100.3.363
280:visuospatial working memory
78:Boy genius (disambiguation)
64:Wunderkind (disambiguation)
1520:
1324:Rosemary Callard-Szulgit,
1076:"Long-term working memory"
852:10.1002/9781118367377.ch17
639:10.1177/001698629303700408
562:Encyclopedia of Creativity
359:
202:
150:
139:
82:
75:
68:
61:
1469:Notebook: Child Prodigies
1440:Robinson, Andrew (2010).
939:10.3389/fpsyg.2020.566373
266:mental abacus calculation
432:Autism-spectrum quotient
39:latest accepted revision
926:Frontiers in Psychology
517:List of child prodigies
502:Intellectual giftedness
438:fusiform gyrus). These
142:List of child prodigies
97:Wolfgang Amadeus Mozart
887:Psychological Bulletin
627:Gifted Child Quarterly
299:
100:
1404:Hulbert, Ann (2018).
367:Nature versus nurture
362:Nature versus nurture
360:Further information:
282:. A training-induced
95:
1480:", 26 February 2010.
1080:Psychological Review
758:Psychological Review
325:language acquisition
1390:Wall Street Journal
1033:Nature Neuroscience
986:Nature Neuroscience
384:Co-incidence theory
158:Deliberate practice
29:Page version status
1215:, January 28, 2006
899:10.1037/bul0000033
163:K. Anders Ericsson
101:
35:
1453:978-0-19-956995-3
1382:Ellenberg, Jordan
1302:978-0-8077-3143-7
1211:Charles McGrath,
1125:(33): 6439–6448.
861:978-1-118-36740-7
579:978-0-12-375038-9
479:Psychology portal
445:Asperger Syndrome
254:short-term memory
16:(Redirected from
1511:
1470:
1457:
1436:
1428:
1419:
1400:
1398:
1396:
1368:
1367:
1335:
1329:
1322:
1316:
1313:
1307:
1306:
1288:
1282:
1276:
1270:
1267:
1261:
1258:
1252:
1249:
1243:
1242:Vandervert 2009a
1240:
1234:
1231:
1225:
1222:
1216:
1209:
1203:
1202:
1185:(5): 1407–1416.
1179:Neuropsychologia
1170:
1161:
1160:
1150:
1110:
1104:
1103:
1071:
1065:
1064:
1024:
1018:
1017:
981:
970:
969:
959:
941:
917:
911:
910:
878:
872:
871:
870:
868:
835:
829:
828:
788:
782:
781:
749:
743:
742:
710:
701:
700:
698:
696:
682:
676:
675:
673:
671:
657:
651:
650:
622:
616:
615:
610:
608:
593:
587:
586:
553:
497:Gifted education
481:
476:
475:
474:
467:
465:Education portal
462:
461:
426:Link with autism
413:Late development
310:Noting that the
306:
21:
1519:
1518:
1514:
1513:
1512:
1510:
1509:
1508:
1484:
1483:
1478:CBS News Online
1468:
1464:
1454:
1439:
1426:
1422:
1416:
1403:
1394:
1392:
1384:(30 May 2014).
1380:
1377:
1375:Further reading
1372:
1371:
1337:
1336:
1332:
1323:
1319:
1314:
1310:
1303:
1290:
1289:
1285:
1279:Queen takes all
1277:
1273:
1268:
1264:
1259:
1255:
1250:
1246:
1241:
1237:
1232:
1228:
1223:
1219:
1210:
1206:
1172:
1171:
1164:
1112:
1111:
1107:
1073:
1072:
1068:
1026:
1025:
1021:
983:
982:
973:
919:
918:
914:
880:
879:
875:
866:
864:
862:
837:
836:
832:
790:
789:
785:
751:
750:
746:
712:
711:
704:
694:
692:
690:Merriam-Webster
684:
683:
679:
669:
667:
665:Merriam-Webster
659:
658:
654:
624:
623:
619:
606:
604:
595:
594:
590:
580:
555:
554:
550:
545:
537:Savant syndrome
477:
472:
470:
463:
456:
453:
428:
415:
386:
369:
364:
358:
308:
301:
293:
284:neuroplasticity
258:episodic memory
228:
207:
201:
199:Music prodigies
189:neuroplasticity
185:
172:
160:
155:
149:
147:Chess prodigies
144:
138:
88:
81:
74:
67:
60:
55:
54:
53:
52:
51:
50:
34:
22:
15:
12:
11:
5:
1517:
1515:
1507:
1506:
1501:
1496:
1486:
1485:
1482:
1481:
1463:
1462:External links
1460:
1459:
1458:
1452:
1437:
1420:
1415:978-1101947296
1414:
1401:
1376:
1373:
1370:
1369:
1350:(5): 419–426.
1330:
1317:
1308:
1301:
1283:
1271:
1262:
1253:
1244:
1235:
1233:Ito 2005, 2007
1226:
1217:
1204:
1162:
1105:
1086:(2): 211–245.
1066:
1039:(1): 103–107.
1019:
971:
912:
893:(4): 427–446.
873:
860:
830:
803:(2): 233–235.
783:
764:(3): 363–406.
744:
702:
677:
652:
633:(4): 188–193.
617:
588:
578:
547:
546:
544:
541:
540:
539:
534:
529:
524:
519:
514:
509:
504:
499:
494:
489:
483:
482:
468:
452:
449:
427:
424:
414:
411:
410:
409:
406:
403:
400:
397:
394:
385:
382:
368:
365:
357:
354:
316:working memory
294:
292:
289:
243:mental imagery
227:
224:
203:Main article:
200:
197:
184:
181:
171:
168:
159:
156:
151:Main article:
148:
145:
140:Main article:
137:
134:
58:
56:
36:
30:
27:
25:
24:
23:
14:
13:
10:
9:
6:
4:
3:
2:
1516:
1505:
1502:
1500:
1497:
1495:
1492:
1491:
1489:
1479:
1475:
1471:
1466:
1465:
1461:
1455:
1449:
1445:
1444:
1438:
1434:
1433:
1425:
1421:
1417:
1411:
1407:
1402:
1391:
1387:
1383:
1379:
1378:
1374:
1365:
1361:
1357:
1353:
1349:
1345:
1341:
1334:
1331:
1327:
1321:
1318:
1312:
1309:
1304:
1298:
1294:
1287:
1284:
1280:
1275:
1272:
1266:
1263:
1257:
1254:
1248:
1245:
1239:
1236:
1230:
1227:
1221:
1218:
1214:
1208:
1205:
1200:
1196:
1192:
1188:
1184:
1180:
1176:
1169:
1167:
1163:
1158:
1154:
1149:
1144:
1140:
1136:
1132:
1128:
1124:
1120:
1116:
1109:
1106:
1101:
1097:
1093:
1089:
1085:
1081:
1077:
1070:
1067:
1062:
1058:
1054:
1050:
1046:
1045:10.1038/82831
1042:
1038:
1034:
1030:
1023:
1020:
1015:
1011:
1007:
1003:
999:
998:10.1038/82841
995:
991:
987:
980:
978:
976:
972:
967:
963:
958:
953:
949:
945:
940:
935:
931:
927:
923:
916:
913:
908:
904:
900:
896:
892:
888:
884:
877:
874:
863:
857:
853:
849:
845:
841:
834:
831:
826:
822:
818:
814:
810:
806:
802:
798:
794:
787:
784:
779:
775:
771:
767:
763:
759:
755:
748:
745:
740:
736:
732:
728:
724:
720:
716:
709:
707:
703:
691:
687:
681:
678:
666:
662:
656:
653:
648:
644:
640:
636:
632:
628:
621:
618:
614:
603:
599:
592:
589:
585:
581:
575:
571:
567:
563:
559:
552:
549:
542:
538:
535:
533:
530:
528:
525:
523:
520:
518:
515:
513:
510:
508:
505:
503:
500:
498:
495:
493:
490:
488:
487:Chess prodigy
485:
484:
480:
469:
466:
460:
455:
450:
448:
446:
441:
435:
433:
425:
423:
419:
412:
407:
404:
401:
398:
395:
392:
391:
390:
383:
381:
379:
375:
374:László Polgár
366:
363:
355:
353:
351:
347:
342:
341:rule-governed
338:
334:
328:
326:
320:
317:
313:
307:
304:
298:
290:
288:
285:
281:
276:
271:
267:
262:
259:
255:
250:
248:
247:visual cortex
244:
238:
236:
232:
225:
223:
220:
216:
210:
206:
198:
196:
194:
190:
182:
180:
177:
169:
167:
164:
157:
154:
153:Chess prodigy
146:
143:
135:
133:
131:
126:
124:
120:
117:(from German
116:
115:
109:
106:
105:child prodigy
98:
94:
90:
86:
79:
72:
65:
48:
44:
40:
33:
19:
1504:Göbekli Tepe
1499:Intelligence
1442:
1430:
1405:
1393:. Retrieved
1389:
1347:
1344:Intelligence
1343:
1333:
1325:
1320:
1311:
1292:
1286:
1274:
1265:
1256:
1247:
1238:
1229:
1220:
1207:
1182:
1178:
1122:
1118:
1108:
1083:
1079:
1069:
1036:
1032:
1022:
992:(1): 11–12.
989:
985:
929:
925:
915:
890:
886:
876:
865:, retrieved
843:
833:
800:
796:
786:
761:
757:
747:
722:
719:Intelligence
718:
693:. Retrieved
689:
686:"wunderkind"
680:
668:. Retrieved
655:
630:
626:
620:
612:
605:. Retrieved
601:
591:
583:
561:
557:
551:
507:Late bloomer
440:neuroplastic
436:
429:
420:
416:
387:
378:grandmasters
370:
346:Göbekli Tepe
340:
336:
332:
329:
321:
309:
300:
296:
263:
251:
239:
229:
211:
208:
186:
173:
161:
127:
122:
118:
113:
112:
110:
104:
102:
89:
47:22 July 2024
46:
37:This is the
31:
598:"Whiz Kids"
356:Development
337:accelerated
303:Saul Kripke
71:Wonderchild
1488:Categories
695:6 December
670:22 October
543:References
312:cerebellum
123:Wunderkind
119:Wunderkind
114:wunderkind
18:Wunderkind
1494:Childhood
1408:. Knopf.
1364:0160-2896
1139:0270-6474
1100:1939-1471
1053:1546-1726
948:1664-1078
907:1939-1455
817:0007-1269
778:1939-1471
739:0160-2896
725:: 11–14.
661:"Prodigy"
647:144180264
558:Prodigies
231:PET scans
111:The term
85:Whiz Kids
1199:20079753
1157:31209171
1061:11135652
1014:14967746
1006:11135636
966:33362630
867:19 March
532:Polymath
451:See also
136:Examples
43:reviewed
1474:YouTube
1148:6697396
957:7759486
825:1611410
607:3 April
333:blended
215:plastic
1450:
1412:
1395:1 June
1362:
1299:
1197:
1155:
1145:
1137:
1098:
1059:
1051:
1012:
1004:
964:
954:
946:
905:
858:
823:
815:
776:
737:
645:
602:Forbes
576:
492:Genius
350:Cyprus
270:abacus
235:memory
193:chunks
1427:(PDF)
1010:S2CID
643:S2CID
319:Ito.
1448:ISBN
1410:ISBN
1397:2014
1360:ISSN
1297:ISBN
1195:PMID
1153:PMID
1135:ISSN
1096:ISSN
1057:PMID
1049:ISSN
1002:PMID
962:PMID
944:ISSN
903:ISSN
869:2024
856:ISBN
821:PMID
813:ISSN
774:ISSN
735:ISSN
697:2012
672:2021
609:2015
574:ISBN
275:fMRI
219:flow
1476:, "
1472:on
1352:doi
1187:doi
1143:PMC
1127:doi
1088:doi
1084:102
1041:doi
994:doi
952:PMC
934:doi
895:doi
891:142
848:doi
805:doi
766:doi
762:100
727:doi
635:doi
566:doi
348:or
176:IQs
45:on
1490::
1429:.
1388:.
1358:.
1348:40
1346:.
1342:.
1193:.
1183:48
1181:.
1177:.
1165:^
1151:.
1141:.
1133:.
1123:39
1121:.
1117:.
1094:.
1082:.
1078:.
1055:.
1047:.
1035:.
1031:.
1008:.
1000:.
988:.
974:^
960:.
950:.
942:.
932:.
930:11
928:.
924:.
901:.
889:.
885:.
854:,
842:,
819:.
811:.
801:83
799:.
795:.
772:.
760:.
756:.
733:.
723:44
721:.
717:.
705:^
688:.
663:.
641:.
631:27
629:.
611:.
600:.
582:.
572:.
560:.
447:.
352:.
249:.
130:IQ
103:A
41:,
1456:.
1435:.
1418:.
1399:.
1366:.
1354::
1305:.
1201:.
1189::
1159:.
1129::
1102:.
1090::
1063:.
1043::
1037:4
1016:.
996::
990:4
968:.
936::
909:.
897::
850::
827:.
807::
780:.
768::
741:.
729::
699:.
674:.
649:.
637::
568::
87:.
80:.
73:.
66:.
49:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
