Several learning issues have been used in the subject of psychology to explain concepts involved in learning and performance. The problems include giftedness, expertise in performing some tasks, being creative and being intelligent. These are issues that sound similar, and some people, researchers have used them interchangeably, which should not be the case. In expertise thinking, people apply the skills they have experienced in solving problems or those they have used in doing things better. Thus, it requires more practice over a period to gain necessary strategies in handling situations that are related to some discipline where s/he has become mastery of its skills (Ericsson and Charness, 1994).
Giftedness is the advantage of performing better/ having an outstanding ability to do things differently and is not based on experience or training. People can be said to be creative because they can create new ideas that were not in the original plan. They improve the older, and the people can benefit more with the added idea because it makes the older clearer than it was before (Ericsson and Charness, 1994). In this work, more details and analysis of the three learning theories; expertise thinking, creativity, and intelligence will be discussed.
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Expertise Thinking
Learning is the process or acquiring new information or skill through formal or informal ways. Researchers have found out that students can learn new ideas through observation, experience, class setting where the teacher engages them on new ideas on different concepts in their syllabus. The expertise thinking theory is a learning theory that can be used with a congregation or organization that is specialized in a given unit and the people involved have the same goals and objectives. After all, they need to gain the necessary skill after a period to perform better in this area of specialization (Gagné, 2004).
Studying expertise is essential for the society in several ways; the first benefit to the community is that it gives more and more precise guidance on what should be used for better learning and training of the young ones and those that the experts can positively influence. The people in the community have different views of technology and the changes coming up with modern technology; they need to be trained with the experts to help them use the available services. The reason why we need experts to teach others is that people might be willing to have a given skill but don’t know how they are to go about the profession.
An example is a learning environment where the students are trying to study mathematics and physics. Not all students love having mathematics calculations; some do it because of its one of the mandatory units that should be investigated. The expert, through a better influence, tries to share with the student the reasons why they should study mathematics because they all need mathematics in life to manage their business and calculate personal budgets. Through the student changes their view and attitudes towards the subjects and creates more time to ensure that their performance is better (Renzulli, 2002).
The other research shows that expertise leads to the best training of experts. An example of this is music and sports. In the music industry, the musician has a significant influence on the people they are training. Informed musicians have better performance and many followers; this is because the people following the musician do everything to the standard the musician expects; to them, the musician is their role model. In sports, better coaching leads to better performance of the players.
Different teams in the world hire coaches that have been in the sports industry for long and informed of all the tricks of sports. Narrowing down to football different groups keeps changing their coachers’ who they hope they come with varied influences to the teams. These coachers because of their long experience in the coaching world they have become experts and through a short time they make the sides climb to a higher level where the performance is better compared to the original level before s/he joined the team (Sordia and Neubauer, 2019).
The third benefit of studying expertise is that it can lead to the development of a better artificial machine which is better in performance than human beings—this helps to have services available at lower prices and maintain than a human being. Buying an expertise machine requires maintenance capital to have the services of the device, thus ensuring better services and end products. The expert system does not tire; thus, they make a significant contribution to the economy.
The psychologists, through their research on expertise, more information has been discovered on human cognition. Through this, the pattern affecting and playing a pivotal role in decision making and problem-solving are put into account. There are different problems and issues that people, students, and organizations have to decide. A healthy community has both the ups and about that affects them and through knowing how to handle these issues they can ensure that a better working and learning environment is created to all (Ziegler and Vialle, 2012).
Experts spend more of their time searching how to present a problem, but little is spend implementing the solution. With the novices, this is different because more of the time is spent executing the answers to the challenge thus the experts work using the working- forward theory and learners use the operation backward trying to solve a different problem. The other form of thinking is creative thinking which leads to the development of new ideas and theories that enhance the proper bearing of the past. Some situations demand a unique view of the history where the think assembles the older case and explores them to see which could be the other option to be exploited as s/he reasons out the situation presented for him. From the view presented and based on changing the p, the decision-maker is expected to decide on the best option to be exploited that will bring the best result to solve the problem at hand.
There are stages that a creative thinker incorporates in his/her thinking to decisive and concrete stands of a situation these include the preparation, incubation, illumination and verifying; however, taking an idea through this process does not mean that the ea will be out of criticizing. Creative thinking is an idea of essential resources to come up with final and od results that re improved from what initially was available; thus these results are marked with training and having significant experience in doing something (Runco,2017). To try to change how something and how it’s done; we must have a marked experience of how it was done.
Giftedness
As defined in the introduction section, giftedness is the ability to do events or something extraordinarily and, this ability is not based on training or learning. In other words, being gifted is having a talent to do something(s) in an excellent way than others. In developing skills in young one and others who may be they grew without realizing which area they are best at is an essential activity to the learners because it boosts learning or other events geared towards achieving better results.
In the process of identifying and developing giftedness, people have to determine where they are best at, after that they need to select a program on which they use to recognize the project.
The primary purpose of developing a gifted program is identifying weak and secure strong areas of the talented persons that have been selected for a test. The diagram below shows how to determine the weak and strong sides of the chosen people.
Figure 1: procedure to identify talent ( Gagné, 2004: 131)
Based on the fact that we cannot determine which student is better than the other. In the pre-testing, the students are selected, and those that are not chosen are not talented. The selected are given similar tasks to perform where the best student who does the job better than the other is identified and termed as the capable. Planning the talent identification process some steps are utilized. These steps include; defining the goals and objectives of the talent to be identified (Gagné, 2004); this involves selecting a specific area to test people who are said to be talented in those areas; an example is like checking people in mathematics, football, or other intellectual fields.
The second is choosing the concept to be applied in the identification. At this step definition of the frame of how to interpret principles is put in place. The people should know what they expect from the people if its football they expect the talented footballers to score and take their team to the next level. Not all people can score, and not all can play some numbers in the football field; some can be best defenders, and they are talented in defending. Some are not talented to play in the middle ground and those scoring (Ziegler and Vialle, 2012). Changing this will affect the team because they cannot interchange; however, they could be talented in playing in a different section. Look at the diagram below.
Figure 2: a balance and how to identify giftedness ( Runco, 2017: 243)
The third step is to identify methods that will be used to know whether the sample engaged is talented. The first method is the conception of the talent; this where the people determine the link between the technique used and how it relates to the people tested because some people could not choose a given way of doing staffs they could be talented. Some need more time to do something they are skilled, and they are those that require a short time to do what they are best at. These people could be talented at doing similar time. But if we use the time to identify who is gifted to doing the same thing correctly, we could select the one taking the shortest time possible, but this could not be the case because the one taking longer could do better than the one making the shortest time (Renzulli, 2002).
The second method of determining is having some programs for talent development. In this method, people focus on the traits of the program. Some people could be faster to understand the characteristics and how they are supposed to go through some programs than the others. An example is in the classwork where some student tales a shorter time than others to learn concepts whereas others take longer, and they do not perform wherein their examination. Those taking longer do not understand the traits of the ideas and are said not to be talented in those areas while those seeking short are talented and can be selected for testing. The diagram below shows how subjective methods to identify talent.
Figure 3: subjective methods of identifying talent ( Gagné, 2004: 137)
People have varied views on talent identification. Some people say that talents are identified after a long period and cannot be pre-determined. Others argue that abilities can be determined through observation, not necessarily engaging the people on what we think could be their talent. Some people could be genius, and this means that they will do well in the academic and of course they could have an additional viewpoint of reasoning than others however this does not mean that they are talented in academics Sordia and Neubauer, 2019).
I will agree with those arguing that talents can be discovered in people; this is because learning abilities in people will help them to ensure that some skills talents are used well and to the best level. People die without fully exploiting their capabilities because they took longer to know what they were talented in and because of this, hey feel wasted for they didn’t utilize the talents earlier. However, I will as well agree that it’s hard to determine ability in people.
Creativity and Intelligence
Intelligence is the ability to gain and use knowledge and skills, and this can be tested based on how a person uses knowledge of the past on the other side creativity is the ability to come up with new ideas; it’s innovative and inventive through linking the available concepts. To gauge the IQ of a person is based on how s/he can interpret problems and provide the best answers to the challenge despite the situations surrounding the person (Ziegler and Vialle, 2012).
If people can calculate that three plus three is equal to six, then they should know that six plus six is twice the answer. This is intelligence, and it should the difference between creativity where the people have to find a way of coming up with new ideas based on the experience and knowledge they have acquired. Thus the people have prior knowledge of what they are trying to discover. They have to refer their audience to different researchers that have come up with similar solutions through the one s/he is presenting could be an improved version of what was there initially.
Conclusion
In summary, there is a close connection between the three basic in applied learning theories. Creativity is directly linked to the giftedness; this is because people try to come up with the best solutions to what they are talented at. There could be those that came up with issues through research, but they were not best at thus those that are talented in this area, and are improving what the researchers came up with. The other scenario is that you cannot make adjustments to an issue without the necessary knowledge of the subject. The people have to be experts on the problems, and they have to present reasons why the difficulty in use should be adjusted, and a new one adapted.
The best experts are those that have discovered their talents, and they practice in the field of their abilities. We cannot separate giftedness, creativity, and expertise; these three interconnected. However, when you ask creative people to explain why things in a given way they will not have an apparent reason for this instead, they will feel guilty for the same because what they saw was something and they decided to follow what could connect with the other. We need reasons why we do things in a given way; separating these concepts makes the ideas and solutions weak (Ziegler and Vialle, 2012).
References
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American psychologist , 49 (8), 725.
Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High ability studies , 15 (2), 119-147.
Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality , 10 (2), 67-75.
Runco, M. A. (2017). Active ethical leadership, giftedness, and creativity. Roeper Review , 39 (4), 242-245.
Sordia, N., Martskvishvili, K., & Neubauer, A. (2019). From Creative Potential to Creative Achievements. Swiss Journal of Psychology .
Ziegler, A., Stoeger, H., & Vialle, W. (2012). Giftedness and gifted education: The need for a paradigm change. Gifted Child Quarterly , 56 (4), 194-197.
