Talent Development from the Perspective of Developmental Science : A Guide to Use-Inspired Research on Human Excellence / / David Yun Dai, Yukang Xue, and Qi Sun

• Autore: Dai David Yun
• Pubblicazione: Cham, Switzerland : , : Springer, , [2023]; ©2023
• Edizione: First edition.
• Descrizione fisica: 1 online resource (255 pages)
• Disciplina: 153.9
• Soggetto topico: Ability; Ability - Research
• Persona (resp. second.): XueYukang; SunQi
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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 -- 5.2 Research Traditions in This Line of Inquiry -- 5.2.1 Behavioral and Molecular Genetics Research -- 5.2.2 Placement-Prediction Studies -- 5.2.3 Expertise Development Research: Examining Proximal and Distal Determinants -- 5.2.4 Modeling Long-Term Talent Development -- 5.3 Contributions and Issues Regarding Type 2 Research -- 5.3.1 Contributions of Type 2 Research -- 5.3.2 Issues on Type 2 Research -- 5.4 Recommendations -- 5.4.1 Step 1. Mapping Out Major Parameters -- 5.4.2 Step 2. Negotiating a Good Nomothetic-Idiographic Balance by Which the Problem Chosen Can Be Tackled Properly -- 5.4.3 Step 3. Determining Implications of Having Interactive Systems of Specific Endogenous and Exogenous Components: Beyond Dichotomous Thinking -- References -- Chapter 6: Type 3 Research: Intrapersonal and Psychosocial Processes and Changes. ; 6.1 Rationale for Type 3 Research: Delineating Micro-Level Intrapersonal and Psychosocial Processes, Changes, and Transitions -- 6.2 The Structure of Type 3 Research and Three Principles -- 6.2.1 Principle 1: Situating TD in a Personal and Social Context to Reveal the Developmental Importance of TD to the Person as Well as the Social Institution Involved -- 6.2.2 Principle 2: Identifying the Connections the Person Makes to the World Through TD Every Step of the Way, and What Drives and Regulates TD in a Social and Personal Context -- 6.2.3 Principle 3: Specifies Developmental Changes (e.g., an Emergent Interest) and Transitions (e.g., From Interested Exploration to Committed TD Effort) over an Extended Period of Engagement or Proximal Processes -- 6.3 A Capsule Review of the Past Research -- 6.3.1 Competence Development -- 6.3.2 Interest Development -- 6.3.3 Identity Development and Commitment -- 6.4 Recommendations -- 6.4.1 Step 1: Framing and Structuring a Type 3 Research Study -- 6.4.2 Step 2. Paying Attention to Three Facets of TD -- 6.4.3 Step 3. Developing Methods and Designs with Attention to the Timescale and Social Scope of Interaction -- 6.4.4 Step 4. Interpretation and Articulation of the Significance -- References -- Chapter 7: Type 4 Research: Developing Proximal Prediction Models -- 7.1 An Introduction to the Basic Principles of Type 4 Research -- 7.2 Successful Transitions at Critical Junctures of Talent Development -- 7.2.1 The Emergence of Personal Action Space (PAS) and Characteristic Adaptation (CA) When One Person Transitions from the Foundational Phase to the Transitional Phase -- 7.2.2 The Transition from Characteristic Adaptation (CA) to Maximal Adaptation (MA) during the Crystallizing Phase -- 7.2.3 Moving Beyond Technical Proficiency to Create a Distinct Niche for Contributions -- 7.2.4 Summary. ; 7.3 Developing a Set of Predictors in Model Building: Achievement and Psychosocial Milestones as Predictors of a Successful Transition -- 7.3.1 Achievement Milestones and Psychosocial Milestones -- 7.3.2 Developmental Constraints -- 7.4 Predicting Talent Progression with Developmental Markers -- 7.4.1 The Variable Characteristics of Predictors and Outcomes -- 7.4.2 Timing of Predictors and Transitions as a Critical Factor to Be Considered in Prediction Models -- 7.5 Recommendations for Future Research -- 7.5.1 Step 1. Conceptualize the Targeted Problem -- 7.5.2 Step 2. Building a Prediction Model with Proper Considerations of Statistic Models That Fit with the Mature of the Data and Variables -- 7.5.3 Step 3. Interpreting the Results with Caution -- References -- Chapter 8: Type 5 Research: The Foundation and Technology of Talent Identification -- 8.1 The Differential, Developmental, and Sociocultural Foundations of Talent Identification -- 8.1.1 The Differential Tradition: The Nomothetic-Idiographic Tension -- 8.1.2 Developmental Underpinnings of Talent -- 8.1.3 Sociocultural Aspects of Talent Identification -- 8.2 Technical and Practical Considerations of Talent Identification -- 8.2.1 Statistical, Practical, and Clinical Significance -- 8.2.2 Determination of Threshold Requirements: The Issue of Trade-Off Between False Negatives and False Positives -- 8.2.3 Selectivity and Specificity as a Matter of Clinical Precision -- 8.3 Research Questions on Talent Identification from a Developmental Science Perspective -- 8.3.1 The Issue of What to Identify and How to Assess -- 8.3.2 When to Identify What: The Timing of TI as a Developmental Issue -- 8.3.3 Talent Identification in the Larger Scheme of TD: Beyond the Selection/Placement Paradigm of TI -- 8.4 Recommendations for Designing a Study on Talent Identification. ; 8.4.1 Step 1. Putting TI in the Larger Context of TD, and Considering Foundational Issues and Practical Contexts Involved -- 8.4.2 Step 2. Selecting Identification Criteria and Determining Appropriate Techniques of Assessment Given the Characteristics of the Targeted Population -- 8.4.3 Step 3. Consider the Overall Design of a Study as to Whether It Can Answer the Research Questions Adequately Regarding the Substantive, Technical, and Strategical Aspects of an Identification Situation -- References -- Chapter 9: Type 6 Research: Construction of Cultural Provisions and Interventions -- 9.1 Why Cultural Provisions and Interventions Are Essential for Talent Development -- 9.1.1 Sociocultural Factors Shape the Expression of Talent -- 9.1.2 When and Where of the Interaction of Individual and Sociocultural Factors Responsible for Talent Development: Macro-, Meso-, and Micro-Level Analyses -- 9.2 Implementing Cultural Provisions at Particular Developmental Junctures -- 9.2.1 Competence, Interest, and Identity in the Foundational Phase: Developing Instruments and Habits -- 9.2.2 Competence, Interest, and Identity in the Transitional Phase: Expanding One's Personal Horizons and Developing an Enduring Interest -- 9.2.3 Competence, Interest, and Identity in the Advanced Phase: Developing Cutting-Edge Competence and Carving Out a Niche for Personal Contributions -- 9.2.4 Challenges of Studying Provisions and Interventions from a Developmental Science Perspective -- 9.3 A Review and Critique of Research Conducted During 2010-2020 -- 9.3.1 Studies on Developmental Responsiveness of Provisions and Interventions and Their Effects on Competence, Interest, and Identity in the Foundational Phase -- 9.3.2 Studies on Developmental Responsiveness of Provisions and Interventions and Their Effects on Competence, Interest, and Identity Development in the Transitional Phase. ; 9.3.3 Studies of Provisions and Interventions in the Advanced Phase.
• Titolo autorizzato: Talent Development from the Perspective of Developmental Science
• ISBN: 3-031-46205-X
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910763589803321
• Lo trovi qui: Univ. Federico II