Numerous applied learning theories can be used in the field of Psychology. These theories include giftedness, expertise thinking, creativity, and intelligence. Expertise thinking involves the application of physiological adaptations and complex skills in solving problems (Sordia, Martskvishvili, & Neubauer (2019). Expertise requires adequate practice and effort through long periods, usually more than ten years, which leads to mastery of skills. Giftedness, on the other hand, is defined based on the ability of high performance in leadership, visual, performing arts, productive, creative, general intelligence, and academics (Ziegler, Stoeger, & Vialle, 2012). Creativity can be defined in two criteria; the ability to create new ideas, possibilities, or solutions that are characterized by originality in behavior. This paper gives a comparison between expertise thinking and giftedness by showing how they can be applied.
I would use the expertise theory in an environment where most learners have developed expertise in a subject. In this theory, by developing a framework to see students specialize in a specific unit, a high level of expertise will be generated (Gagné, 2004). For instance, a student could develop expertise in technical drawing or in physics, which is only gauged through a series of tests (Renzulli, 2002). On the other hand, a framework to help gifted students would involve developing structures based on area I which the learners are gifted. For instance, a student gifted in music should be enrolled in a music environment (Ericsson & Charness, 1994). While giftedness focuses on establishing an environment to nature the talents, expertise involves the development of a framework to establish the expertise of learners. For this reason, giftedness and expertise have considerable differences in terms of application and testability.
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In conclusion, giftedness and expertise are two almost similar theories that describe a child’s ability to learn. In giftedness, learners have tremendous talents that help them grasp new issues. On the other hand, expertise defines a child’s ability to develop strong skills through continual practice. Expertise theory explains the reason behind a child’s skillful nature, while giftedness explains uniqueness in a child.
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.
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.
