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Table of Contents
Intro
Preface
Personal Acknowledgments
Special Acknowledgments
Contents
About the Authors
List of Figures
List of Tables
List of Demo Studies
Chapter 1: Introduction: Talent Development as a Central Issue for the Twenty-First Century
1.1 Rationale for This Book
1.2 The Social Imperative for Research on Talent Development
1.3 The Scientific Imperative for Research on Talent Development
1.4 The Practical Imperative of Use-Inspired Research on Talent Development
1.5 Purpose and Scope of This Book
References
Chapter 2: Existing Theories and Models of Talent Development
2.1 Phenomena and Concepts: Scope of Talent Development Research
2.1.1 Relevant Terminology of Talent
2.1.2 Related Terminology of Talent Development
2.2 A Brief History of Research on Talent Development (TD)
2.3 Theoretical Models of Talent Development (TD)
2.3.1 Component Models of Talent Development
2.3.2 Developmental Process Models of Talent Development
2.3.3 Developmental Systems Models of Talent Development
2.4 Summary: Toward More Systematic Approach to Talent Development
References
Chapter 3: Conceptual Frameworks Guiding Research on Talent Development
3.1 Why We Need a Developmental Science Framework
3.2 A Life-Span Developmental Systems and Talent Development
3.2.1 Developmental Science as a Metatheoretical Guide
3.2.2 Developmental Science as a Methodological Strategy
3.2.3 Summary
3.3 A Conception of the Research Cycle of TD Research
3.3.1 Phase I Research: Phenomena to Be Defined and Understood
3.3.2 Phase II Research: Seeking Grounded Knowledge
3.4 How the Cycle of the Three-Phase Research Agenda Works
References
Chapter 4: Type 1 Research: Phenomenology, Definition, Classification, and Foundation
4.1 Definition and Classification
4.1.1 Starting with the Immediate Phenomenology of Talents
4.1.2 Creating a Framework for Developing Taxonomies of Talent Domains
4.1.3 How Taxonomy and Framework Help to Chart Research on Specific Phenomena
4.2 Three Foundations
4.2.1 Neurophysiological Foundation
4.2.2 Sociocultural Foundation
4.2.3 Cognitive-Affective-Conative Foundation
4.3 Developmental Manifestations of Talent
4.3.1 The Foundational or Formative Phase of Talent Development (in Childhood)
4.3.2 The Transitional Phase of Talent Development (Typically During Adolescence)
4.3.3 The Advanced Phase of Talent Development (Typically Starting in Young Adulthood)
4.4 Recommendations
4.4.1 Foundational Issues Worth Exploring
4.4.2 Methodological Approaches and Options
4.4.3 Addressing Research Questions Adequately
References
Chapter 5: Type 2 Research: Differential Learning and Divergent Development
5.1 Differential Learning and Divergent Development: A Population-Based Perspective on Talent Development
Preface
Personal Acknowledgments
Special Acknowledgments
Contents
About the Authors
List of Figures
List of Tables
List of Demo Studies
Chapter 1: Introduction: Talent Development as a Central Issue for the Twenty-First Century
1.1 Rationale for This Book
1.2 The Social Imperative for Research on Talent Development
1.3 The Scientific Imperative for Research on Talent Development
1.4 The Practical Imperative of Use-Inspired Research on Talent Development
1.5 Purpose and Scope of This Book
References
Chapter 2: Existing Theories and Models of Talent Development
2.1 Phenomena and Concepts: Scope of Talent Development Research
2.1.1 Relevant Terminology of Talent
2.1.2 Related Terminology of Talent Development
2.2 A Brief History of Research on Talent Development (TD)
2.3 Theoretical Models of Talent Development (TD)
2.3.1 Component Models of Talent Development
2.3.2 Developmental Process Models of Talent Development
2.3.3 Developmental Systems Models of Talent Development
2.4 Summary: Toward More Systematic Approach to Talent Development
References
Chapter 3: Conceptual Frameworks Guiding Research on Talent Development
3.1 Why We Need a Developmental Science Framework
3.2 A Life-Span Developmental Systems and Talent Development
3.2.1 Developmental Science as a Metatheoretical Guide
3.2.2 Developmental Science as a Methodological Strategy
3.2.3 Summary
3.3 A Conception of the Research Cycle of TD Research
3.3.1 Phase I Research: Phenomena to Be Defined and Understood
3.3.2 Phase II Research: Seeking Grounded Knowledge
3.4 How the Cycle of the Three-Phase Research Agenda Works
References
Chapter 4: Type 1 Research: Phenomenology, Definition, Classification, and Foundation
4.1 Definition and Classification
4.1.1 Starting with the Immediate Phenomenology of Talents
4.1.2 Creating a Framework for Developing Taxonomies of Talent Domains
4.1.3 How Taxonomy and Framework Help to Chart Research on Specific Phenomena
4.2 Three Foundations
4.2.1 Neurophysiological Foundation
4.2.2 Sociocultural Foundation
4.2.3 Cognitive-Affective-Conative Foundation
4.3 Developmental Manifestations of Talent
4.3.1 The Foundational or Formative Phase of Talent Development (in Childhood)
4.3.2 The Transitional Phase of Talent Development (Typically During Adolescence)
4.3.3 The Advanced Phase of Talent Development (Typically Starting in Young Adulthood)
4.4 Recommendations
4.4.1 Foundational Issues Worth Exploring
4.4.2 Methodological Approaches and Options
4.4.3 Addressing Research Questions Adequately
References
Chapter 5: Type 2 Research: Differential Learning and Divergent Development
5.1 Differential Learning and Divergent Development: A Population-Based Perspective on Talent Development