Talent Development in Elite Junior Tennis: Perceptions of Players,Parents, and Coaches

This study examined players,' parents,' and coaches' perceptions of talent development in elite junior tennis. Nine participants (three athletes aged 13–15 yrs, four parents, and two coaches) were engaged in semi-structured interviews, which were transcribed verbatim and subjected to an inductive-deductive analysis procedure. Results revealed six categories associated with adult influence on talent development in tennis (Emotional Support, Tangible Support, Informational Support, Sacrifices, Pressure, and Relationships with Coaches). Overall, the results highlighted that parents appeared to fulfill the most significant roles in terms of providing emotional and tangible support (with the mother being more involved than the father). Parents were perceived as a source of pressure when they became over-involved in competitive settings. The role of the coach was focused on providing technical advice. Findings also showed that parents and players were required to make sacrifices. The main applied implication of this study is that involvement in elite junior tennis is a team effort whereby players, parents, and coaches fulfill specific roles.     

Talent dispositionalism

Synthese - Talents often play a significant role in our personal and social lives. For example, our talents may shape the choices we make and the goods that we value, making them central to the...     

Talent Development as a Multidimensional, Multiplicative, and Dynamic Process

Recent empirical research has challenged the common belief in the existence of talent, suggesting that exceptional performance is entirely the product of nurture rather than nature. However, this research has been based on a simple conception of what talent entails. Rather than involving a unidimensional, additive, and static genetic process, talent may instead emerge from a multidimensional, multiplicative, and dynamic process. This latter possibility is described in a two-part model that combines multidimensional and multiplicative inheritance with dynamic development. The first part of the model handles domain specificity, profile heterogeneity, the distribution of individual differences, familial heritability, and domain complexity. The second part explicates early- versus late-bloomers, early signs of talent, talent loss, and shifts in the domain of talent. The resulting model has crucial implications for how best to gauge the impact of nature in the development of talent.     

Talent for Citizenship and the American Dream: the USA as Outlier in the Global Race for Talent

The failed 2007 US Comprehensive Immigration Reform Act (CIRA) included a “points-based system,” a proposal to shift toward supply-driven, merit-based selection. In an intensely polemic environment, this largely Republican initiative was opposed strongly by Democrats who argued that skill-based selection would weaken the traditional moral foundation of the USA, enshrined in its policy of family reunification. Through critical discourse analysis of policy documents and political rhetoric on the floor of the Senate during the CIRA debate, I explore the complexity of the relationship between neoliberalism, race, and immigration policy in the USA. I argue that the points-based system, which would severely disadvantage immigrants from the global south, became a foil for talk about Latino migration. The CIRA debate demonstrates the conflict in the USA between a need for (unskilled) labor and a nation-building project that excludes Latino migrants.     

认知、需求、情绪因素与大学生培养决策中的有限理性

本文从行为科学的角度对大学生成长过程中的培养决策,因认知、需求、情绪因素的影响而导致的偏差进行分析研究,在此基础上提出大学生培养决策中"有限理性"的观点 ,为进一步促进大学生人才培养和素质拓展工作中的有效性,为提高大学生思想教育工作的专业化水平,构筑科学、合理的人才培养体系提供参考.     

And All is Always Now: Contemplations on Artistic Talent

This paper aims to suggest the notion of layers of dying, as a metaphorical discussion of states that call for the breakdown of opposites and a unification in the form of a lived experience. Artistic talent is seen as a personal capacity to sustain such a state and transform it into a communicative form that is accessible to us all. Winnicott, in his “fear of breakdown” paper is a main source of influence, along with Bion who encouraged the articulation of “stray thoughts.”

Varieties of Intellectual Talent1

Precocity, prodigiousness, brightness, intelligence, talent, creativity, eminence, renown, greatness, and genius may be aspects or consequences of characteristics often lumped together under the multi-dimensional term “giftedness.” Certain of these concepts can be traced from Galton through Spearman, Binet, and Terman to outstanding recent contributors. We consider identification of intellectually talented youth and, to some extent, their educational facilitation. Although the “abilities” view of talent is emphasized, more qualitative approaches such as those of Bloom, Ericsson, Gardner, Simonton, and Sternberg receive attention. Life outcomes of mathematically and/or verbally precocious youth identified across the nation by talent searches emanating since 1971 from Johns Hopkins University and elsewhere may help clarify relationships between intellectual precocity, creativity, and achievement.