Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-04-13T14:09:15Z No. of bitstreams: 2 Veronice_Alves2017.pdf: 2183935 bytes, checksum: 399c53f3cb6c24f1de31e76d86ae41b1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-13T14:09:15Z (GMT). No. of bitstreams: 2 Veronice_Alves2017.pdf: 2183935 bytes, checksum: 399c53f3cb6c24f1de31e76d86ae41b1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-25 / This research aims at deepening the knowledge about high skills and giftedness (AH / SD), from the perspective of historical-cultural psychology, providing subsidies that contribute to the effectiveness of the AH / SD public policies, unfolding in the following secondary objectives: the pedagogical coordinators and teachers of the Municipal Network of Cascavel conceptualize and characterize AH / SD; To verify the contribution of historical-cultural psychology to the understanding of the teaching and learning processes of students with AH / SD; To investigate the referrals by the Municipal Department of Education in the face of the challenge of preparing teachers for the care of students with AH / SD. Initially, we investigated the state of knowledge in the Database of the Digital Library of Theses and Dissertations (BDTD), between 2005 and 2015, with the descriptors: high skills / giftedness, historical-cultural psychology and public policies. Of this refinement, 25 researches were found, of which only one turned to the historical-cultural theory and one to the Foucaultian theory, being based on non-critical theories. Also, it was sought to verify how the municipal education network treats the continued formation in this subject, as well as the concept and characteristics of AH / SD presented by these professionals. For this study, a field survey was carried out, applying a questionnaire to the Pedagogical Coordinators of the 62 municipal schools of Cascavel. Among these coordinators, 25 indicated, in the school where they worked, students with AH / SD indicators, in the year 2015. With the possession of such information, in 2016, the research continued in these schools, involving 31 teachers’ regents of the early years. The collected data were analyzed based on the Content Analysis (BARDIN, 1977). It was found that 52% of pedagogical coordinators and 52% of teachers understand that students with AH / SD, stand out in all areas of knowledge; 8% of the coordinators and 16% of the teachers understand that these students present AH / SD in several areas; 12% of coordinators and 22% of teachers understand that students have AH / SD in one area, while 28% of coordinators and 13% of teachers point out that AH / SD are present in one or several areas of knowledge. For Vygotsky, subjects with AH / SAD do not present a general ability, since they are culturally constituted, through their activities, within the complex movement established dialectically in their social relations. Regarding the characteristics, the research reveals that 71% of the teachers indicate that the students with AH / SD present academic abilities; 26% point to creativity; 61% emphasize emotional skills and 58% emphasize intellectual ability, and the leadership and motor skills indicated in current official documents are disregarded. It is concluded that the conceptual fragilities found are related to the teacher training process and, thus, the need for public policies that contemplate initial and continued specific training on AH / SD emerges. In this way, the relevance of the contribution of historical-cultural psychology to the development of the human psyche is emphasized, and further research is needed to address this theme / Esta pesquisa objetiva aprofundar o conhecimento sobre altas habilidades e superdotação (AH/SD), na perspectiva da psicologia histórico-cultural, fornecendo subsídios que contribuam para efetivação das políticas públicas voltadas às AH/SD, desdobrando-se nos seguintes objetivos secundários: Investigar como os coordenadores pedagógicos e professores da Rede Municipal de Cascavel conceituam e caracterizam AH/SD; Verificar qual a contribuição da psicologia histórico-cultural para a compreensão dos processos de ensino e de aprendizagem dos alunos com AH/SD; Identificar quais os encaminhamentos por parte da Secretaria Municipal de Educação frente ao desafio de preparar os professores para o atendimento de alunos com AH/SD. Inicialmente, investigou-se o estado do conhecimento no Banco de Dados da Biblioteca Digital de Teses e Dissertações - BDTD, entre 2005-2015, com os descritores: altas habilidades/superdotação, psicologia histórico-cultural e políticas públicas. Desse refinamento, encontraram-se 25 pesquisas, das quais, apenas uma voltou-se à teoria histórico-cultural e uma à teoria foucaultiana, sendo 23 fundamentadas em teorias não- críticas. Ainda, buscou-se verificar como a rede municipal de ensino trata a formação continuada nessa temática, bem como o conceito e as características de AH/SD apresentadas por esses profissionais. Para esse estudo, realizou-se uma pesquisa de campo, aplicando-se primeiramente, um questionário aos Coordenadores Pedagógicos das 62 escolas municipais de Cascavel. Dentre esses coordenadores, 25 apontaram, na escola em que atuavam, alunos com indicativos de AH/SD, no ano de 2015. De posse de tais informações, no ano de 2016, a pesquisa teve continuidade nessas escolas, envolvendo nessa etapa, 31 professores regentes dos anos iniciais. Os dados coletados foram analisados com base na Análise de Conteúdo (BARDIN,1977). Constatou-se que 52% dos coordenadores pedagógicos e 52% dos docentes compreendem que os alunos com AH/SD, destacam-se em todas as áreas do conhecimento; 8% dos coordenadores e 16% dos professores entendem que esses alunos apresentam AH/SD em várias áreas; 12% dos coordenadores e 22% dos professores compreendem que os alunos apresentam AH/SD em uma área, enquanto que 28% dos coordenadores e 13% dos professores apontam que as AH/SD estão presentes em uma ou em várias áreas do conhecimento. Para Vygotski, os sujeitos com AH/SD não apresentam uma habilidade geral, pois se constituem culturalmente, por meio de suas atividades, dentro do complexo movimento estabelecido dialeticamente em suas relações sociais. Em relação às características, a pesquisa revela que 71% dos professores apontam que os alunos com AH/SD apresentam altas habilidades acadêmicas; 26% destacam a criatividade; 61% enfatizam habilidades emocionais e 58% enfatizam habilidade intelectual, sendo que as habilidades de lideranças e as motoras, apontadas nos documentos oficiais atuais, são desconsideradas. Conclui-se que as fragilidades conceituais encontradas, relacionam- se com o processo de formação docente e, assim, emerge a necessidade de políticas públicas que contemplem formação inicial e continuada específica sobre AH/SD. Reitera-se dessa maneira, a relevância da contribuição da psicologia histórico-cultural para a compreensão sobre o desenvolvimento do psiquismo humano e ressalta-se ainda, que se fazem necessárias mais pesquisas que abordem essa temática.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-05T18:32:43Z No. of bitstreams: 1 nataliadovalleribeiro.pdf: 1180928 bytes, checksum: acf7489c39d86916cad51292207248ca (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-06T13:23:12Z (GMT) No. of bitstreams: 1 nataliadovalleribeiro.pdf: 1180928 bytes, checksum: acf7489c39d86916cad51292207248ca (MD5) / Made available in DSpace on 2016-09-06T13:23:12Z (GMT). No. of bitstreams: 1 nataliadovalleribeiro.pdf: 1180928 bytes, checksum: acf7489c39d86916cad51292207248ca (MD5) Previous issue date: 2013-10-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho contempla três estudos, relacionados, mas independentes. O primeiro é uma revisão cientométrica que analisou pesquisas que contemplassem Educação a Distância e formação de professores em serviço. Foram recuperados 55 artigos publicados entre 2006 e 2012. O segundo estudo também é uma análise cientométrica, que objetivou investigar a produção, no mesmo período, sobre professores de alunos com dotação e talento (D&T), publicados em duas bases de dados. Foram considerados 20 artigos. Já o terceiro estudo descreve o desenvolvimento e a avaliação de um processo formativo realizado com o objetivo de preparar professores para identificar alunos com D&T e tornar mais positivas suas atitudes em relação a esses estudantes. Foram compostos um grupo experimental, com 15 profissionais da educação, e um grupo controle, com 16. Foram utilizadas uma prova de conhecimento e a Escala Likert de Atitudes em Relação à Identificação e Desenvolvimento de Talentos. Observou-se aumento significativo do conhecimento e a presença de atitudes mais positivas dos participantes do GE, sendo que o GC se manteve estável. Obtiveram-se evidências de que o aumento de conhecimentos gera atitudes mais positivas em relação a esses estudantes. / This work comprises three related but independent studies. The first one is a review that examined scientometric research that addressed the Distance Education and teachers in service education. 55 articles published between 2006 and 2012 were recovered. The second study is also a scientometric analysis, wich aimed to investigate the production, in the same period, about teachers of gifted students, published in two databases. 20 articles were considered. The third study describes the development and evaluation of a formative process conducted for the purpose of preparing teachers to identify gifted students and transform their attitudes toward these students into more positive ones. An experimental group (EG) was compound, with 15 education professionals, and a control group (CG), with 16. A knowledge test and the Likert Scale of Attitudes Toward Identification and Talent Development were used. A significant increase of knowledge and more positive attitudes of the participants of the EG were observed, and the GC remained stable. Evidences were obtained that the gain in knowledge generates more positive attitude towards these students.

According to the Brazilian educational laws, the inclusion of students targeted by Special Education shall be in regular schools, offering them the Special Educational Services in resources room, during the shift opposite to the class hours. However, to receive such services, the students need to be identified as special education targets, that is, disabled students, those with Global Development Disorders, and those with High Abilities/Giftedness. Due to the lack of information in the field of High Abilities/Giftedness, these students continue to be neglected in their special educational needs. This research aimed at investigate the learning process of a child showing High Abilities/Giftedness associated to Asperger s Disorder, considering the executive function and the Mind Theory, thus contributing to qualify the Educational Special Services. As to the methodology, the research had a qualitative approach, adopting the case study as methodological procedure. The participants were a public elementary school student with Asperger s Distorder and High Abilities/Giftedness,his parents, teachers and Special Education teacher. Data were gathered using daily records and a semistructured interview, and were studied according to content analysis. The research allowed assessing that the educational proposals and evaluations previously made on this case basically focused behavioral issues where deficits appeared, instead of also encouraging and developing potentials in those areas where the student showed interests and presented good achievement. In order to change this reality and improve the educational services, good investments on teachers education and training would be necessary so as they could become authors of significant changes when joining the new knowledge to their professional practices. / A inclusão escolar dos alunos que são público alvo da Educação Especial, de acordo com a legislação educacional brasileira, deve ser em escola comum, ofertando o Atendimento Educacional Especializado em sala de recursos multifuncional, no contraturno. Porém, para receber este atendimento, os alunos necessitam ser identificados como público-alvo da educação especial, ou seja, alunos com deficiência, Transtorno Global do Desenvolvimento e Altas Habilidades/Superdotação. Devido à falta de informação e formação na área das Altas Habilidade/Superdotação, estes alunos continuam sendo negligenciados nas suas necessidades educacionais especiais. Esta pesquisa teve o objetivo de investigar o processo de aprendizagem de uma criança com Altas Habilidades/Superdotação e Transtorno de Asperger associados, considerando a função executiva e a teoria da mente, contribuindo, assim, para a qualificação do atendimento educacional. Quanto à metodologia, a pesquisa teve uma abordagem qualitativa, assumindo como procedimento metodológico o estudo de caso. Os participantes da pesquisa foram um aluno de escola pública de ensino fundamental com Transtorno de Asperger e Altas Habilidades/Superdotação, seus pais, seus professores e o professor do AEE. Como instrumentos de coleta de dados foram utilizados o diário de campo e uma entrevista semiestruturada. A apreciação dos dados foi feita através da análise de conteúdo. Com a investigação foi possível constatar, que as propostas pedagógicas e avaliações feitas anteriormente neste caso, focaram-se basicamente nas questões comportamentais, onde há déficits, ao invés de estimular e desenvolver também os potenciais em áreas que manifestem interesses e apresentem bons desempenhos. Para que se possa modificar esta realidade e qualificar o atendimento educacional, será necessário um bom investimento na formação dos professores, para que se tornem autores de mudanças significativas, quando unirem os conhecimentos adquiridos à sua prática profissional.

The diploma thesis looks into talent management in context of educational management with the application of professional literature analysis. It describes talent acquisition, human resource development, career management and succession planning and points out the connection between these and other human resource processes and talent management. It specifies the approach of personality psychology, industrial organizational psychology, vocational psychology, positive psychology, social psychology, educational psychology and management to the meaning of the talent. It defines talent management strategy, including a guideline on how to create one. It compares every approach to the talent amongst each other and summarizes the main difference. It presents research results on talent management application within organizations, which brings the attention to a low rate of application of this process and its complete absence within the educational institutions in the Czech Republic. It describes talent management best business practice in the educational sector abroad. It reaches the aim of the thesis, when it proposes a talent management concept in context of educational management and its implementation into educational organizations' practice in the Czech Republic. KEYWORDS career management, educational...

The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals who read case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a survey and provided an assessment of the hypothetical client. In the study, 59% of participants were unable to recognize behavioral characteristics associated with high IQ youth unless suggested to them, and 95% of participants were unable to recognize emotional characteristics associated with high IQ youth unless suggested. The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.

Depuis une dizaine d’années, on assiste à une sensibilisation grandissante à l’égard des caractéristiques et des besoins des élèves doués. Étant donné le faible nombre de recherches empiriques sur le sujet, on en sait actuellement très peu sur le vécu scolaire des jeunes doués québécois et sur ce qu’on peut faire pour les aider à atteindre leur plein potentiel. Cette recherche a pour objectif de mieux comprendre la perception d’adolescents doués québécois quant à leur vécu scolaire, plus particulièrement de (1) décrire le vécu scolaire d’adolescents doués québécois et de (2) mieux comprendre les facteurs qui influencent positivement ou négativement leur vécu scolaire. Cette recherche descriptive interprétative est basée sur des entretiens non directifs effectués auprès de huit adolescents âgés de 12 à 18 ans qui ont préalablement reçu une évaluation de douance et qui ont passé plusieurs années dans le système scolaire québécois. Les résultats indiquent que le vécu scolaire des jeunes doués est constitué de neuf dimensions : (1) la relation avec les enseignants, (2) le rapport aux pairs, (3) les résultats scolaires, (4) les difficultés vécues à l’école, (5) les troubles associés, (6) les mesures d’adaptation et de flexibilité, (7) les habiletés, (8) les programmes particuliers et (9) les déménagements et changements d’école. Les facteurs ayant un impact positif sur le vécu scolaire des participants incluent l’évaluation de douance, les mesures d’adaptation, la médication reliée à un trouble associé, les enseignants, les programmes particuliers et la prise en compte des intérêts de l’élève. À l’inverse, la fermeture à leurs besoins d’apprentissage, le jugement des pairs et des enseignants, l’ennui, la répétition et l’isolement laissent une trace négative sur leur vécu scolaire. Les résultats obtenus dans cette recherche, bien qu’insuffisants pour dresser un portrait complet de la réalité des jeunes doués, offrent néanmoins des éclairages intéressants quant à cette dernière et peuvent contribuer à mieux les accompagner. / Over the last ten years, there has been increased awareness of the characteristics and educational needs of gifted students in Quebec. Because of the lack of empirical studies, very little is known about the perceptions and experience of gifted students regarding their schooling and how to support them to achieve their full potential at school. This research aims to better understand how gifted students view their schooling in Quebec, more specifically to: (1) describe how gifted students experience school, and (2) better understand what positively and negatively impact their experience. This is an interpretive descriptive research based on open-ended interviews with eight teenagers, aged between 12 and 18, who previously tested for giftedness and spent several years in the Quebec education system. Results show that their schooling experience is made up of nine dimensions: (1) relationship with teachers, (2) peer-to-peer relationship, (3) academic results, (4) school problems, (5) associated disorders, (6) flexibility and adaptation measures, (7) personal skills, (8) enriched academic programs, and (9) student mobility. Factors positively impacting gifted students’ views on schooling include giftedness testing, adaptation measures, medication for associated disorders, teachers’ perception and support, enriched academic programs and the level of involvement of students in school. Conversely, factors negatively impacting gifted students’ views on schooling include close-mindedness, negative perception from peers and teachers, boredom, repetition and isolation. Findings from this research are far from enough to gain a broad understanding of gifted students but still offer interesting insights into the reality of Quebec gifted students and on what can be done to support the growth and development of gifted children.

The diploma thesis Options of Selection and Development of Gifted Children at Primary School is devided into theoretical and practical part. The theoretical part contains processed information about giftedness based on professional literature. I paid attention to introduction of definitions of giftedness according to various authors, but I preferred those definitions that giftedness are understood as a reason for special eduction. It also includes chapters on the basic types of giftedness, possibly specific manifestations of gifted children and options of developing gifted children at primary school. The practical part of the diploma thesis consists of empirical materiál that at first describes the options of education and development of gifted children at Primar school V Rybníčkách. Subsequently I devoted myself to the analysis of the acquired empirical materiál that i get for my praxtical pedagogical work at the primary school. In the practical part of the thesis I also included a chapter where I presented tips for activities that provede to by suiteble in practice for the development of the potential of gifted children during classes and in leisure time activities. At the end of the diploma thesis I see our activities as stiulating but not entirely ideal.

Den svenska skolan präglas av många missuppfattningar om särskild begåvning. Elever som är särbegåvade förväntas exempelvis ofta prestera högt och lyckas i skolan utan några särskilda stödinsatser. Men tidigare forskning har visat att de tvärtom ofta upplever svårigheter i skolan. Elever med migrationserfarenheter riskerar å andra sidan att möta alltför låga förväntningar i skolan vilket leder till att de inte utmanas och stimuleras tillräckligt för att nå skolframgång. Mot bakgrund av detta har studiens huvudsakliga syfte varit att skapa en systematisk översikt av befintlig forskning avseende särskild begåvning hos elever med migrationserfarenheter. Frågeställningarna har haft som utgångspunkt att undersöka hur särbegåvning kan upptäckas hos dessa elever, samt att närmare undersöka de hinder som finns för särbegåvade elever med migrationsbakgrund att nå skolframgång. Med hjälp av kvalitativ innehållsanalys som metod har resultat från tio artiklar sammanställts genom tematisk syntes. Sökningar har gjorts inom två databaser, SwePub och APA PsycInfo, utifrån valda exklusions- och inklusionskriterier. I resultaten identifierades flera faktorer som kan utgöra hinder för skolframgång, dels faktorer i barnets uppväxtmiljö såsom låg socioekonomisk status och låg utbildningsnivå hos föräldrarna, och dels psykosociala faktorer. Exempelvis låga förväntningar från omgivningen, bristande självreglering och låg social kompetens för att nämna några. Resultaten visade också att identifiering av särbegåvning är ett komplext arbete och att det saknas etablerade metoder för detta. Skolans organisation och styrning har dock visat sig vara av betydelse för att särbegåvade elever med migrationserfarenheter ska kunna upptäckas, men stora brister i det svenska utbildningssystemet har uppmärksammats samt omfattande behov av kompetensutveckling på alla nivåer. / The Swedish school system holds many misconceptions about gifted students. For example, they are often expected to perform well and succeed in school without any support measures or additional adjustments. But previous research has shown that, on the contrary, they often experience difficulties at school. Students with migration experiences, on the other hand, run the risk of meeting too low expectations in school, which means that they are not challenged and stimulated enough to achieve school success. Based on this, the main purpose of this literature study has been to create a systematic overview of existing research regarding gifted students with migration experiences. The starting point has been to investigate how giftedness can be discovered and identified in these students, as well as to examine more closely the difficulties that exist for gifted students with migration background to achieve school success. Using qualitative content analysis as a method, results from ten articles have been compiled through thematic synthesis. Searches have been made within two databases, SwePub and APA PsycInfo, based on selected exclusion and inclusion criteria. In the results, several factors were identified as obstacles to achieving school success, partly factors in the child's growing up environment such as low socio-economic status and low level of education of the parents, and partly psychosocial factors. Low expectations from the environment, lack of self-regulation and low social skills to name a few. The results also showed that identifying giftedness is a very complex endeavor and that there is a lack of established working methods for this. The school's organization and management have, however, proven to be important in order for gifted students with migration experiences to be discovered, but major shortcomings in the Swedish education system have been noticed as well as extensive needs for competence development at all levels.

Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option neuropsychologie clinique (Ph.D) / Les prodiges musicaux sont des musiciens qui ont atteint un niveau de performance exceptionnel, et ce avant l’adolescence. Les premières études à leur sujet ont été écrites il y a plus de 100 ans. Malgré tout, les données psychologiques sur les prodiges musicaux sont rares. Une des théories influentes concernant l’acquisition de l’expertise est celle de la pratique délibérée, selon laquelle le développement du talent se fait essentiellement avec la pratique. La précocité du talent des prodiges paraît défier cette notion et suggère la présence de prédispositions biologiques. D’autres modèles théoriques proposent une vision davantage multifactorielle du développement de l’expertise. La présente thèse vise à révéler les caractéristiques psychologiques des prodiges en utilisant une méthodologie empirique. L'objectif général est de déterminer en quoi ces musiciens exceptionnels se démarquent des autres. En premier lieu, une étude transversale avait comme objectif de déterminer si la pratique, l’intelligence et la personnalité font des prodiges des musiciens à part. Pour ce faire, nous avons recruté 19 prodiges musicaux et les avons comparés à 35 musiciens qui ont soit débuté leur pratique musicale tôt (vers 6 ans) ou plus tard (vers 10 ans), mais qui ont une quantité similaire d’année d’expérience musicale au moment de l’évaluation, ainsi qu’à 16 non-musiciens. Les participants ont tous complété une échelle d’intelligence de Wechsler, l’inventaire de personnalité du Big Five, le quotient du spectre de l’autisme, le Barcelona Music Reward Questionnaire, le Dispositional Flow Scale, et un historique détaillé de leur pratique musicale. Nos résultats indiquent qu’aucun des traits psychologiques ne distingue les prodiges des autres, hormis la propension à être dans un état de flow lors de la pratique musicale. D’autres aspects différenciant les prodiges étaient l’intensité de leur pratique avant l’adolescence, ainsi que la source de leur motivation lorsqu’ils ont commencé à jouer de leur instrument. En second lieu, nous avons étudié un virtuose de la guitare atteint du syndrome de Gilles de la Tourette, qui apprend très rapidement de nouvelles pièces. Pour ce faire, nous avons comparé sa vitesse d'apprentissage d'une nouvelle pièce à 3 autres guitaristes expérimentés et nous l'avons également comparé à un échantillon contrôle de musiciens (N = 15) sur une variété de tâches; apprentissage musical et verbal, perception musicale, mémoire de travail, QI et propension au flow. La structure et le fonctionnement de son cerveau ont également été analysés à l’aide de l’imagerie par résonance magnétique. Les résultats indiquent que le prodige peut apprendre davantage de notes que ses pairs en un temps donné, tout en étant plus musical. Celui-ci était également un des meilleurs pour percevoir et apprendre de nouvelles mélodies. Son QI était comparable à ses pairs, mais sa mémoire de travail auditivo-verbale et visuo-spatiale était supérieure à celle de ses pairs et de la population générale. Mis ensemble, nos résultats indiquent que les prodiges musicaux sont caractérisés par une diversité de trajectoires développementales, et que la pratique seule ne fait pas le prodige. Nos résultats sont compatibles avec les modèles multifactoriels de l’expertise. Plusieurs facteurs sont à l’œuvre ; la pratique intensive précoce, le flow, la motivation, et parfois la présence de conditions neurodéveloppementales et d’habiletés musicales et mnésiques supérieures. Les données suggèrent aussi que la douance musicale est un phénomène distinct de la douance intellectuelle. / Musical prodigies attained an exceptionally high level of performance before adolescence. The first studies on musical prodigies were published more than a hundred years ago. Nevertheless, empirical data on musical prodigies is scarce. An influent theory of expertise development is the deliberate practice view, which stipulates that talent is essentially developed through deliberate practice. Prodigies’ talent precocity apparently defies this assumption and suggests biological predispositions. Other theoretical models offer instead a multifactorial viewpoint of expertise development. This thesis aims to reveal musical prodigies’ psychological characteristics using empirical methods. The general goal is to determine on which levels do these extraordinary musicians stand out from their peers. First, a cross-sectional study aimed to determine if practice, intelligence and personality make prodigies stand out from their musician peers. To do so, we recruited 19 musical prodigies and compared them to 35 musicians who began their musical practice early on (around 6 years old) or later (around 10 years old), but who accumulated similar amounts of years of practice at the moment of testing, as well as 16 nonmusicians. Participants were administered a Wechsler intelligence scale, the Big Five personality inventory, the autism spectrum quotient, the Barcelona Music Reward Questionnaire, the Dispositional Flow Scale and the history of their lifetime practice. Results indicate that no psychological traits distinguish prodigies, except propension to experience flow during music practice. The other aspects differentiating prodigies were intense and precocious practice as well as the source of their motivation when they began to play. Second, we studied a guitar virtuoso with a Tourette syndrome who can allegedly learn new pieces very fast. To do so, we compared his learning speed of a new guitar piece to that of 3 other experienced guitarists. We also compared him to a sample of 15 control musicians on a variety of tasks; musical and verbal learning, musical perception, working memory, IQ and propension to experience flow. Brain structure and function was also analysed through magnetic resonance imaging. Results indicate that the prodigy can learn more notes than his peers in a given time, whilst being more musical. He was also better to perceive and learn new melodies. His IQ was comparable to his peers, but his working auditory and visual-spatial working memory were superior to his peers as well as the general population. Together, our results suggest that musical prodigies are characterized by a diversity of developmental trajectory. They also suggest that practice alone does not make a prodigy. Our results support multifactorial models of expertise. Multiple factors are at play ; intensive and precocious practice, flow, motivation, and sometimes neurodevelopmental conditions or particular musical or memory abilities. Data also suggest that musical giftedness and intellectual giftedness are two separate phenomena.

No description available.