Palavras chave

Excelência, expertise, estruturas de conhecimento, altas habilidades, cérebro, tecnologia, inatismo, adulto

Resumo

O desempenho de pessoas adultas com diagnóstico de altas habilidades é um campo pouco investigado. Os resultados existentes indicam que a excelência se apresenta em proporções muito menores do que nos casos de pessoas com altas habilidades detectadas durante a infância/juventude, com relativamente poucos casos de altas habilidades entre pessoas que geraram produtos de excelência. Este artigo propõe a análise da frequência relativa de variáveis biográficas associadas às altas habilidades e à oportunidade de gerar estruturas específicas de conhecimento, adequadas para apoiar a inovação em pessoas que demonstraram excelência. Utilizamos uma análise biográfica retrospectiva de uma amostra de 120 pessoas que geraram reconhecidos produtos de excelência em diferentes campos durante o século XX. Foram avaliadas as variáveis associadas às altas habilidades: precocidade, problemas de aprendizagem, problemas sociais na escola e excelência acadêmica; e variáveis associadas à geração de estruturas de conhecimento inovadoras e não convencionais: continuidade acadêmico-profissional, influência de pessoas individuais e alta produtividade. Foram detectadas diferenças significativas que indicam baixa presença das quatro primeiras variáveis e alta presença das três últimas. Disso se deduz que o caminho para a excelência não parece corresponder à disponibilidade de um alto nível de recursos intelectuais, mas sim a uma determinada utilização de recursos suficientes, sejam eles cerebrais ou apoio tecnológico externo.

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Technical information

Recebido: 29-12-2018

Revisado: 06-02-2019

Aceite: 19-02-2019

OnlineFirst: 15-05-2019

Data de publicação: 01-07-2019

Tempo de revisão do artigo: 39 dias | Tempo médio de revisão do número 60: 48 dias

Tempo de aceitação do artigo: 52 dias | Tempo médio de aceitação do número 60: 64 dias

Tempo de edição da pré-impressão: 139 dias | Tempo médio de edição pré-impressão do número 60: 150 dias

Tempo de processamento do artigo: 184 dias | Tempo médio de processamento do número 60: 195 dias

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Urraca-Martinez, M. Luz; Sastre-Riba, Sylvia; Viana-Saenz, Lourdes;. World Perception and High Intellectual Ability: A Comparative Study PSICOLOGIA EDUCATIVA , 2021.

https://doi.org/10.5093/psed2020a15

Citas em Scopus

Urraca-Martínez, M.L., Sastre-Riba, S., Viana-Sáenz, L. . World perception and high intellectual ability: A comparative study | [Percepción del mundo y alta capacidad intelectual: Un estudio comparativo]), Psicologia Educativa, .

https://doi.org/10.5093/PSED2020A15

Sumekto, D.R., Pranawa, E., Taufiqulloh, Ghozali, I., Yuwono, S.E.. How Does Ocha Attend Her Lectures? Lessons Learnt From an Adult Learner With a Cinderella Complex |), Pedagogika, .

https://doi.org/10.15823/p.2021.144.6

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Urraca-Martínez, M. L., Sastre-Riba, S., & Viana-Sáenz, L. (2020). World Perception and High Intellectual Ability: A Comparative Study. Educational Psychology, 27(1), 21-25.

https://journals.copmadrid.org/psed/art/psed2020a15

Urraca-Martínez, M. L., Sastre-Riba, S., & Viana-Sáenz, L. Psicología Educativa.

https://pdfs.semanticscholar.org/f793/bbadb1cf3c89368dfce84ced6b53dcdc52c2.pdf

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Castelló-Tarrida, A., Cladellas-Pros, R., & Limonero-García, J. (2019). The role of knowledge structures in adult excellence. An approach from expert functioning. [El papel de las estructuras de conocimiento en la excelencia adulta. Aproximación desde el funcionamiento experto]. Comunicar, 60, 49-58. https://doi.org/10.3916/C60-2019-05

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