Ir al contenido

Documat


¿Existen indicadores para identificar el talento?

  • GONZÁLEZ ASTUDILLO, María Teresa [1] ; DOMINGUES CARLOS, Fernando Sergio [1]
    1. [1] Universidad de Salamanca

      Universidad de Salamanca

      Salamanca, España

  • Localización: Aula: Revista de Pedagogía de la Universidad de Salamanca, ISSN 0214-3402, Nº 21, 2015 (Ejemplar dedicado a: Los talentos en la educación), págs. 21-32
  • Idioma: español
  • DOI: 10.14201/aula2015212132
  • Títulos paralelos:
    • Are there indicators for identifying talent?
  • Enlaces
  • Resumen
    • español

      A lo largo de las últimas décadas los investigadores han aportado diferentes aproximaciones de la noción de talento desde diferentes perspectivas diferenciándolo de otros conceptos como superdotado, experto, genio u otros similares. En estas páginas intentaremos describir de forma sucinta las diferentes definiciones que han surgido durante estos últimos años así como dar una muestra de algunos de los indicadores que se considera que caracterizan a los sujetos que poseen algún talento.

    • English

      Researchers have been made different approaches over the past decades, to the notion of talent from different perspectives differentiating this concept from others such as gifted, expert, genius or similar ones. Along these pages we attempt to describe succinctly different definitions that have emerged in recent years as well as giving a sample of some of the indicators that characterize the subjects that have some talent.

  • Referencias bibliográficas
    • ADAMS, J. S. (1963) Towards an understanding of inequity. Journal of Abnormal and Social Psychology, 67, 422-436.
    • http://dx.doi.org/10.1037/h0040968
    • AMABILE, T. M. (1983) The Social Psychology of Creativity. New York: Springer-Verlag. http://dx.doi.org/10.1007/978-1-4612-5533-8
    • AMABILE, T. M. (1996) Creativity in context: Update to the social psychology of creativity. Boulder: Westview Press.
    • CASTELLÓ, A. y BATTLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de...
    • CHI, M. T. H. (2006) Laboratory methods for assessing experts’ and novices’ knowledge. En K. Anders Ericsson, Neil Charness, Robert R. Hoffman...
    • http://dx.doi.org/10.1017/CBO9780511816796.010
    • CIANCIOLO, A. T.; Matthew, C.; Sternberg, R. J. y Wagner, R. K. (2006) Tacit knowledge, practical intelligence, and expertise. En K. Anders...
    • DECI, E. L. y RYAN, R. M. (1985) Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
    • http://dx.doi.org/10.1007/978-1-4899-2271-7
    • ERICSSON, K. A. (2009) Enhancing the development of professional performance: implications from the study of deliberate practice. En K. A....
    • http://dx.doi.org/10.1017/CBO9780511609817 http://dx.doi.org/10.1017/CBO9780511609817.022
    • ERICSSON, K. A.; KRAMPE, R. T. y TESCH-RÖMER, C. (1993) The role of deliberate practice in the acquisition of expert performance. Psychological...
    • ERICSSON, K. A. y LEHMANN, A. C. (1996) Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review...
    • ERICSSON, K. A. y LEHMANN, A. C. (1999) Expertise. En M. A. Runco y S. R. Pritzker (eds.) Encyclopedia of Creativity, vol. 1 (pp. 695-707)....
    • ERICSSON, K. A.; RORING, R. W. y NANDAGOPAL, K. (2007) Giftedness and evidence for reproducibly superior performance: An account based on...
    • http://dx.doi.org/10.1080/13598130701350593
    • GAGNÉ, F. (1985) Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29 (3), 103-112.
    • http://dx.doi.org/10.1177/001698628502900302
    • GLADWELL, M. (2008) Outliers. New York: Little, Brown and Company.
    • GUILFORD, J. P. (1950) Creativity. American Psychologist, 5 (9), 444-454. http://dx.doi.org/10.1037/h0063487
    • MARTÍNEZ, M. y GUIRADO, A. (coords.); Prieto, A.; Reverter, R.; Ruiz, N. y Valera, M. (2012) Altas capacidades intelectuales. Pautas de actuación,...
    • PLUCKER, J. A. y RENZULLI, J. S. (1999) Psychometric approaches to the study of human creativity. En R. J. STERNBERG (ed.) Handbook of creativity...
    • PLUCKER, J. A.; RUNCO, M. A. y LIM, W. (2006) Predicting ideational behavior from divergent thinking and discretionary time on task. Creativity...
    • PRIETO, M. D. y CASTEJÓN, J. L. (2000) Los superdotados: esos alumnos excepcionales. Málaga: Ediciones Aljibe S. L.
    • RENZULLI, J. S. (1978) What makes giftedness? Reexamining a definition. Recuperado el 11 de marzo de 2014, de http://www.mishawaka.k12.in.us/documents/HA%20docs/EDPS%20...
    • RUNCO, M. A. (1991) Divergent thinking. Norwood: Ablex Publishing Corporation.
    • RUNCO, M. A. (1993) Divergent thinking, creativity, and giftedness. Gifted Child Quarterly, 37, 16-22.
    • http://dx.doi.org/10.1177/001698629303700103
    • RYAN, R. M. y DECI, E. L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology,...
    • STERNBERG, R. J. (1999) Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359-375.
    • http://dx.doi.org/10.1006/ceps.1998.0998
    • STERNBERG, R. J. (2001) What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist,...
    • STERNBERG, R. J. (2005) wics: A model of leadership. The Psychologist Manager Journal, 8 (1), 29-43.
    • http://dx.doi.org/10.1207/s15503461tpmj0801_4
    • TORRANCE, E. P. (1988) The nature of creativity as manifest in its testing. En R. J. Sternberg (ed.) The nature of creativity: Contemporary...
    • TORRANCE, E. P. (1992) The beyonders in a thirty year longitudinal study of creative achievement. Roeper Review, 15 (3), 131-135.
    • TORRANCE, E. P. (1993) Understanding creativity: Where to start? Psychological Inquiry, 4 (3), 232-234.
    • http://dx.doi.org/10.1207/s15327965pli0403_17
    • VANLEHN, K. y VAN DE SANDE, B. (2009) Acquiring conceptual expertise from modeling: the case of elementary physics. En K. A. ERICSSON (ed.)...
    • VROOM, V. H. (1964) Work and Motivation. New York: John Wiley & Sons.
    • WILLIAMS, K. C. y WILLIAMS, C. C. (2011) Five key ingredients for improving student motivation. Research in Higher Education Journal, 12,...
    • ZIMMERMAN, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25 (1), 3-17.
    • http://dx.doi.org/10.1017/CBO9780511609817.020
    • ZIMMERMAN, B. J. (2002) Achieving academic excellence: A self-regulatory perspective. En Michel FERRARI (ed.) The Pursuit of Excellence Through...
    • ZIMMERMAN, B. J. (2006) Development and adaptation of expertise: The role of self-regulatory processes and beliefs. En K. Anders ERICSSON,...
    • J. FELTOVICH (eds.) The Cambridge handbook of expertise and expert performance (pp. 705722). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.039

Fundación Dialnet

Mi Documat

Opciones de artículo

Opciones de compartir

Opciones de entorno