O papel das estruturas de conhecimento na excelência de adultos: uma aproximação a partir do funcionamento de especialistas

 Antoni Castelló-Tarrida, Barcelona (Espanha)

 Ramón Cladellas-Pros, Barcelona (Espanha)

 Joaquín Limonero-García, Barcelona (Espanha)

https://doi.org/10.3916/C60-2019-05

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.

Referências

Alonso-Tapia, J. (2002). Knowledge assessment and conceptual understanding. In M. Limón, & L. Mason (Eds.), Reconsidering conceptual change (pp. 389-413). Dordrecht: Kluwer. https://doi.org/10.1007/0-306-47637-1_19

Link DOI | Link Google Scholar

Blyth, C. (2013). LCTLs and technology: The promise of open education. Language Learning & Technology, 17(1), 1-6. http://bit.ly/2uEMzvd

Link Google Scholar

Campitelli, G., & Gobet, F. (2008). The role of practice in chess: A longitudinal study. Learning and Individual Differences, 18(4), 446-458. https://doi.org/10.1016/j.lindif.2007.11.006

Link DOI | Link Google Scholar

Castelló, A. (2001). Inteligencia. Una integración multidisciplinaria. Barcelona: Masson.

Link Google Scholar

Castelló, A. (2002). La inteligencia en acción. Barcelona: Masson.

Link Google Scholar

Castelló, A., & Cladellas, R. (2013). La evaluación de la comprensión en el aprendizaje: El empleo de las TIC en el análisis de estructuras de conocimiento. Estudios Pedagógicos, 39, 41-57. https://doi.org/10.4067/S0718-07052013000300004

Link DOI | Link Google Scholar

Chambers Biographical Dictionary (Ed.) (1997). Centenary Edition. New York: Chambers Harrap Publishers Ltd.

Link Google Scholar

Costa, S., Cuzzocrea, F., & Nuzzaci, A. (2014). Use of the Internet in educative informal contexts. Implication for formal education. [Usos de Internet en contextos educativos informales: implicaciones para la educación formal]. Comunicar, 43, 163-171. https://doi.org/10.3916/C43-2014-16

Link DOI | Link Google Scholar

Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University Press.

Link Google Scholar

Daly, S., Christian, J., Yilmaz, S., Seifert, C., & Gonzalez, R. (2012). Assessing design heuristics for idea generation in an introductory engineering course. International Journal of Engineering Education, 28(2), 463-473. http://bit.ly/2uFykGn

Link Google Scholar

Di-Rosa, C., Cieri, F., Antonucci, I., Stuppia, L., & Gatta, V. (2015). Music in DNA: From Williams syndrome to musical genes. Open Journal Genetics, 5(1), 12-26. https://doi.org/10.4236/ojgen.2015.51002

Link DOI | Link Google Scholar

Ericsson, K.A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037//0033-295x.100.3.363

Link DOI | Link Google Scholar

Galton, F. (1869). Hereditariy genius: An enquiry into its laws and consequences. London: McMillan. https://doi.org/10.1037/13474-000

Link DOI | Link Google Scholar

Gobet, F. (2016). Understanding expertise: A multi-disciplinary approach. London: Palgrave/Macmillan. https://doi.org/10.1007/978-1-137-57196-0

Link DOI | Link Google Scholar

Greene, D.L., & Hunt, M.V. (2017). An exploratory study of the qualities that distinguish potential from realized innovators. International Journal for Innovation Education and Research, 5(8), 8-19.

Link Google Scholar

Hambrick, D.Z., Altmann, E. M., Oswald, F. L., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Accounting for expert performance: The devil is in the details. Intelligence, 45, 112-114. https://doi.org/10.1016/j.intell.2014.01.007

Link DOI | Link Google Scholar

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Journal of Educational Technology & Society, 19(3), 27-37. http://bit.ly/2HUcpUO

Link Google Scholar

Hodges, N.J., Kerr, T., Starkes, J.L., Weir, P.L., & Nananidou, A. (2004). Predicting performance times from deliberate practice hours for triathletes and swimmers: What, when, and where is practice important? Journal of Experimental Psychology Applied, 10(4), 219-237. https://doi.org/10.1037/1076-898X.10.4.219

Link DOI | Link Google Scholar

Klein, G.A. (1992). Using knowledge engineering to preserve corporate memory. In R.R. Hoffman (Ed.), The psychology of expertise (pp. 170-187). New York: Springer. https://doi.org/10.1007/978-1-4613-9733-5_10

Link DOI | Link Google Scholar

Macnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608-1618. https://doi.org/10.1177/0956797614535810

Link DOI | Link Google Scholar

McClain, M.C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59-88. https://doi.org/10.1080/15377903.2012.643757

Link DOI | Link Google Scholar

McCrae, R.R. (1996). Social consequences of experiential openness. Psychological Bulletin, 120(3), 323-337. https://doi.org/10.1037/0033-2909.120.3.323

Link DOI | Link Google Scholar

Mrazik, M., & Dombrowski, S.C. (2010). The neurobiological foundations of giftedness. Roeper Review, 32(4), 224-234. https://doi.org/10.1080/02783193.2010.508154

Link DOI | Link Google Scholar

Neubauer, A.C., & Opriessnig, S. (2014). The development of talent and excellence-do not dismiss psychometric intelligence, the (potentially) most powerful predictor. Talent Development & Excellence, 6(2), 1-15. http://bit.ly/2FImzEq

Link Google Scholar

Onrubia, J. (2016). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. Revista de Educación a Distancia, 50, 1-14. https://doi.org/10.6018/red/50/3

Link DOI | Link Google Scholar

Overskeid, G., Grønnerød, C., & Simonton, D.K. (2012). The personality of a nonperson: Gauging the inner Skinner. Perspectives on Psychological Science, 7(2), 187-197. https://doi.org/10.1177/1745691611434212

Link DOI | Link Google Scholar

Richardson, K. (1993). Understanding intelligence. Milton Keynes: Open University Press.

Link Google Scholar

Robinson, K., & Aronica, L. (2015). El elemento: descubrir tu pasión lo cambia todo. Barcelona: Debolsillo.

Link Google Scholar

Sala, G., Foley, J.P., & Gobet, F. (2017). The effects of chess instruction on pupils' cognitive and academic skills: State of the art and theoretical challenges. Frontiers in Psychology, 8, 238. https://doi.org/10.3389/fpsyg.2017.00238

Link DOI | Link Google Scholar

Salinas, J. (2003). Acceso a la información y aprendizaje informal en Internet. [Information and learning in internet]. Comunicar, 21, 31-38. http://bit.ly/2T8Opyj

Link Google Scholar

Shimizu, D., & Okada, T. (2018). How do creative experts practice new skills? Exploratory practice in breakdancers. Cognitive Science, 42(7), 2364-2396. https://doi.org/10.1111/cogs.12668

Link DOI | Link Google Scholar

Simonton, D.K. (1997). Creative productivity: A predictive and explanatory model of career trajectories and landmarks. Psychological Review, 104(1), 66-89. https://doi.org/10.1037//0033-295x.104.1.66

Link DOI | Link Google Scholar

Simonton, D.K. (1999). Talent and its development: An emergenic and epigenetic model. Psychological Review, 106(3), 435-457. https://doi.org/10.1037//0033-295x.106.3.435

Link DOI | Link Google Scholar

Simonton, D.K. (2009). Varieties of perspectives on creativity: Reply to commentators. Perspectives on Psychological Science, 4(5), 466-467. https://doi.org/10.1111/j.1745-6924.2009.01157.x

Link DOI | Link Google Scholar

Simonton, D.K. (2014). Creative performance, expertise acquisition, individual differences, and developmental antecedents: An integrative research agenda. Intelligence, 45, 66-73. https://doi.org/10.1016/j.intell.2013.04.007

Link DOI | Link Google Scholar

Simonton, D.K. (2016). Creativity, automaticity, irrationality, fortuity, fantasy, and other contingencies: An eightfold response typology. Review of General Psychology, 20(2), 194-204. https://doi.org/10.1037/gpr0000075

Link DOI | Link Google Scholar

Singh, H., & O'boyle, M.W. (2004). Interhemispheric interaction during global-local processing in mathematically gifted adolescents, average-ability youth, and college students. Neuropsychology, 18(2), 371-377. https://doi.org/10.1037/0894-4105.18.2.371

Link DOI | Link Google Scholar

Terman, L.M. (1925). Genetic studies of genius. California: Stanford University Press. https://doi.org/10.1001/jama.1925.02670100055029

Link DOI | Link Google Scholar

Terman, L.M., & Oden, M.H. (1959). Genetic studies of genius. Vol. 5: The gifted group at mid-life. Stanford: Stanford University Press. https://doi.org/10.2307/1419532

Link DOI | Link Google Scholar

Yilmaz, S., & Seifert, C.M. (2011). Creativity through design heuristics: A case study of expert product design. Design Studies, 32(4), 384-415. https://doi.org/10.1016/j.destud.2011.01.003

Link DOI | Link Google Scholar

Fundref

Crossmark

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: 138 dias | Tempo médio de edição pré-impressão do número 60: 149 dias

Tempo de processamento do artigo: 183 dias | Tempo médio de processamento do número 60: 194 dias

Métricas

Métricas deste artigo

Vistas: 27685

Leituras dos resumos: 25048

Descargas em PDF: 2637

Métricas completas do Comunicar 60

Vistas: 310356

Leituras dos resumos: 267247

Descargas em PDF: 43109

Citado por