Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework

Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals.     

Unlock the rigidity and design for flexibility

This paper reports findings from a project implementing the VL （virtual labs） site featuring flash-based animations developed at Stanford University. The main conclusion in this paper stresses the need to design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in their everyday work, in order to allow them to build their own audiovisual presentation kits based on various available resources. Ambitious but rigid visualization products might otherwise end up not being used at all.