Abstract
The terms gifted, talented, and intelligent all have meanings that suggest an individual's highly proficient or exceptional performance in one or more specific areas of strength. Other than Spearman's g, which theorizes about a general elevated level of potential or ability, more contemporary theories of intelligence are based on theoretical models that define ability or intelligence according to a priori categories of specific performance. Recent studies in cognitive neuroscience report on the neural basis of g from various perspectives such as the neural speed theory and the efficiency of prefrontal function. Exceptional talent is the result of interactions between goalβdirected behavior and nonvolitional perceptual processes in the brain that have yet to be fully characterized and understood by the fields of psychology and cognitive neuroscience. Some developmental studies report differences in regionβspecific neural activation, recruitment patterns, and reaction times in subjects who are identified with high IQ scores according to traditional scales of assessment such as the WISCβIII or StanfordβBinet. Although as cases of savants and prodigies illustrate, talent is not synonymous with high IQ. This review synthesizes information from the fields of psychometrics and gifted education, with findings from the neurosciences on the neural basis of intelligence, creativity, profiles of expert performers, cognitive function, and plasticity to suggest a paradigm for investigating talent as the maximal and productive use of either or both of one's high level of general intelligence or domainβspecific ability. Anat Rec (Part B: New Anat) 277B:21β36, 2004. Β© 2004 WileyβLiss, Inc.