DEVELOPING TALENT
   
RESEARCH FINDING:

Many  highly  successful individuals have above-average  but  not 
extraordinary intelligence.   Accomplishment in a particular act-
ivity is often more dependent upon hard work and  self-discipline 
than on innate ability.

COMMENT:

High  academic achievers are not necessarily born "smarter"  than 
others,  nor  do people born with extraordinary abilities  neces-
sarily become highly accomplished individuals.   Parents,  teach-
ers,  coaches,  and  the individuals themselves can influence how 
much  a mind or talent develops by fostering self-discipline  and 
encouraging hard work.   Most highly successful individuals  have 
above-average but not exceptional intelligence.   A high IQ seems 
less  important than specializing in one area of  endeavor,  per-
severing,  and  developing the social skills required to lead and 
get along well with others.

Studies  of  accomplished  musicians,  athletes,  and  historical 
figures show that when they were children,  they were  competent, 
had good social and communication skills,  and showed versatility 
as  well  as  perseverance in practicing their  skill  over  long 
periods.  Most got along well with their peers and parents.  They 
constantly nurtured their skills.  And their efforts paid off.


Developing talent takes effort and concentration.  These, as much 
as nature, are the foundation for success. 


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Bloom, B. S., and Sosniak, L. A. (November l98l).  "Talent Devel-
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pp. 86-94. 

Simon,  H.  A.  (l969).   Sciences of the Artificial.  Cambridge:  
MIT Press.

Walberg,  H.  J. (September l969).  "A Portrait of the Artist and 
Scientist as Young Men."  Exceptional Children,   Vol. 36, No. 1, 
pp. 5-ll. 

Walberg,  H. J. (Spring l983).  "Scientific Literacy and Economic 
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