Child prodigy,savant and late boomers

 A child prodigy is someone who, at an early age,
develops one or more skills at a level far beyond the
norm for their age.[
A prodigy has to be a child, or at least
younger than 18 years, who is performing at the level of a
highly trained adult in a very demanding field of
endeavour.
 The giftedness of prodigies is determined by the degree
of their talent relative to their ages. Examples of
particularly extreme prodigies could include
Wolfgang Amadeus Mozart in music, Magnus Carlsen,
Sergey Karjakin, and Judit Polgár in chess,
Carl Friedrich Gauss, Srinivasa Ramanujan,
John von Neumann, and Terence Tao in mathematics,
Pablo Picasso and Wang Ximeng in art, and Saul Kripke in
philosophy .There is controversy as to at what age and
standard to use in the definition of a prodigy
 A child prodigy is someone who, at an early age,
develops one or more skills at a level far beyond the
norm for their age.[
A prodigy has to be a child, or at least
younger than 18 years, who is performing at the level of a
highly trained adult in a very demanding field of
endeavour.
 The giftedness of prodigies is determined by the degree
of their talent relative to their ages. Examples of
particularly extreme prodigies could include
Wolfgang Amadeus Mozart in music, Magnus Carlsen,
Sergey Karjakin, and Judit Polgár in chess,
Carl Friedrich Gauss, Srinivasa Ramanujan,
John von Neumann, and Terence Tao in mathematics,
Pablo Picasso and Wang Ximeng in art, and Saul Kripke in
philosophy .There is controversy as to at what age and
standard to use in the definition of a prodigy

 PET scans performed on several mathematics
prodigies have suggested that they think in
terms of long-term working memory (LTWM). This
memory, specific to a field of expertise, is
capable of holding relevant information for
extended periods, usually hours. For example,
experienced waiters have been found to hold
the orders of up to twenty customers in their
heads while they serve them, but perform only
as well as an average person in number-
sequence recognition. The PET scans also
answer questions about which specific areas of
the brain associate themselves with
manipulating numbers.
 PET scans performed on several mathematics
prodigies have suggested that they think in
terms of long-term working memory (LTWM). This
memory, specific to a field of expertise, is
capable of holding relevant information for
extended periods, usually hours. For example,
experienced waiters have been found to hold
the orders of up to twenty customers in their
heads while they serve them, but perform only
as well as an average person in number-
sequence recognition. The PET scans also
answer questions about which specific areas of
the brain associate themselves with
manipulating numbers.

 One subject never excelled as a child in
mathematics, but he taught himself algorithms
and tricks for calculatory speed, becoming
capable of extremely complex mental math.
His brain, compared to six other controls, was
studied using the PET scan, revealing separate
areas of his brain that he manipulated to solve
the complex problems. Some of the areas that
he and presumably prodigies use are brain
sectors dealing in visual and spatial memory,
as well as visual mental imagery. Other areas
of the brain showed use by the subject,
including a sector of the brain generally
related to childlike "finger counting," probably
used in his mind to relate numbers to the
visual cortex.
 One subject never excelled as a child in
mathematics, but he taught himself algorithms
and tricks for calculatory speed, becoming
capable of extremely complex mental math.
His brain, compared to six other controls, was
studied using the PET scan, revealing separate
areas of his brain that he manipulated to solve
the complex problems. Some of the areas that
he and presumably prodigies use are brain
sectors dealing in visual and spatial memory,
as well as visual mental imagery. Other areas
of the brain showed use by the subject,
including a sector of the brain generally
related to childlike "finger counting," probably
used in his mind to relate numbers to the
visual cortex.

 Noting that the cerebellum acts to streamline the
speed and efficiency of all thought processes,
Vandervert explained the abilities of prodigies in
terms of the collaboration of working memory
and the cognitive functions of the cerebellum.
Citing extensive imaging evidence, Vandervert
first proposed this approach in two publications
which appeared in 2003. In addition to imaging
evidence, Vandervert's approach is supported
by the substantial award winning studies of the
cerebellum by Masao Ito
 Noting that the cerebellum acts to streamline the
speed and efficiency of all thought processes,
Vandervert explained the abilities of prodigies in
terms of the collaboration of working memory
and the cognitive functions of the cerebellum.
Citing extensive imaging evidence, Vandervert
first proposed this approach in two publications
which appeared in 2003. In addition to imaging
evidence, Vandervert's approach is supported
by the substantial award winning studies of the
cerebellum by Masao Ito

 Vandervert provided extensive argument
that, in the prodigy, the transition from visual-
spatial working memory to other forms of
thought (language, art, mathematics) is
accelerated by the unique emotional
disposition of the prodigy and the cognitive
functions of the cerebellum. According to
Vandervert, in the emotion-driven prodigy
(commonly observed as a "rage to master")
the cerebellum accelerates the streamlining
of the efficiencies of working memory in its
manipulation and decomposition/re-
composition of visual-spatial content into
language acquisition and into linguistic,
mathematical, and artistic precocity.
 Vandervert provided extensive argument
that, in the prodigy, the transition from visual-
spatial working memory to other forms of
thought (language, art, mathematics) is
accelerated by the unique emotional
disposition of the prodigy and the cognitive
functions of the cerebellum. According to
Vandervert, in the emotion-driven prodigy
(commonly observed as a "rage to master")
the cerebellum accelerates the streamlining
of the efficiencies of working memory in its
manipulation and decomposition/re-
composition of visual-spatial content into
language acquisition and into linguistic,
mathematical, and artistic precocity.

 Essentially, Vandervert has argued that when
a child is confronted with a challenging new
situation, visual-spatial working memory and
speech-related and other notational system-
related working memory are decomposed
and re-composed (fractionated) by the
cerebellum and then blended in the cerebral
cortex in an attempt to deal with the new
situation. In child prodigies, Vandervert
believes this blending process is
accelerated due to their unique emotional
sensitivities which result in high levels of
repetitious focus on, in most cases,
particular rule-governed knowledge domains.
 Essentially, Vandervert has argued that when
a child is confronted with a challenging new
situation, visual-spatial working memory and
speech-related and other notational system-
related working memory are decomposed
and re-composed (fractionated) by the
cerebellum and then blended in the cerebral
cortex in an attempt to deal with the new
situation. In child prodigies, Vandervert
believes this blending process is
accelerated due to their unique emotional
sensitivities which result in high levels of
repetitious focus on, in most cases,
particular rule-governed knowledge domains.

 Beethoven’s music teacher said that as a
composer, he was hopeless.
 Edison’s teacher told him he was unable to
learn.
 Einstein couldn’t speak until the age of 4, and
couldn’t read until the age of 7.
 Walt Disney was fired by a newspaper editor
because he “had no good ideas”.
 Henry Ford was once evaluated as “showing
no promise”.
 Isaac Newton’s work in elementary school
was rather poor.
 Beethoven’s music teacher said that as a
composer, he was hopeless.
 Edison’s teacher told him he was unable to
learn.
 Einstein couldn’t speak until the age of 4, and
couldn’t read until the age of 7.
 Walt Disney was fired by a newspaper editor
because he “had no good ideas”.
 Henry Ford was once evaluated as “showing
no promise”.
 Isaac Newton’s work in elementary school
was rather poor.

 "Late Bloomer" is commonly used to refer to
young children who develop skills such as
language, reading or social interaction later than
others of their age.
 There are many theories of the way in which
children develop, proposed by authorities such
as Urie Bronfenbrenner,Jerome Bruner
, Erik Erikson,
Jerome Kagan, Lawrence Kohlberg, Jean Piaget
and Lev Vygotsky. Although they disagree about
how stages of development should be defined,
and about the primary influences on
development, they agree that a child's
development can be measured as a predictable
series of advances in physical, intellectual and
social skills which almost always occur in the
same sequence, although the rate may vary
from one child to another.
 "Late Bloomer" is commonly used to refer to
young children who develop skills such as
language, reading or social interaction later than
others of their age.
 There are many theories of the way in which
children develop, proposed by authorities such
as Urie Bronfenbrenner,Jerome Bruner
, Erik Erikson,
Jerome Kagan, Lawrence Kohlberg, Jean Piaget
and Lev Vygotsky. Although they disagree about
how stages of development should be defined,
and about the primary influences on
development, they agree that a child's
development can be measured as a predictable
series of advances in physical, intellectual and
social skills which almost always occur in the
same sequence, although the rate may vary
from one child to another.

 When a child falls behind their peers at some
stage of development, their teacher may
perceive that the child is "backward". There is
strong evidence that this perception may
become self-fulfilling: although the child
catches up, the teacher may continue to
rate their performance poorly, imposing a
long-term handicap. Thomas Edison's mind
often wandered and his teacher was
overheard calling him "addled." This ended
Edison's three months of official schooling. His
mother then home schooled him. Edison may
have had some form of
Attention-deficit hyperactivity disorder
(ADHD), which is said to affect about 3 – 5%
of children
 When a child falls behind their peers at some
stage of development, their teacher may
perceive that the child is "backward". There is
strong evidence that this perception may
become self-fulfilling: although the child
catches up, the teacher may continue to
rate their performance poorly, imposing a
long-term handicap. Thomas Edison's mind
often wandered and his teacher was
overheard calling him "addled." This ended
Edison's three months of official schooling. His
mother then home schooled him. Edison may
have had some form of
Attention-deficit hyperactivity disorder
(ADHD), which is said to affect about 3 – 5%
of children

 Savant syndrome is a rare condition in
which people with neurodevelopmental
disorders, notably autism spectrum disorders
and/or brain injuries, demonstrate profound
and prodigious capacities and/or abilities
far in excess of what would be considered
normal. In spite of the name syndrome, it is
not recognized as a mental disorder, or as a
part of mental disorder
 Savant syndrome is a rare condition in
which people with neurodevelopmental
disorders, notably autism spectrum disorders
and/or brain injuries, demonstrate profound
and prodigious capacities and/or abilities
far in excess of what would be considered
normal. In spite of the name syndrome, it is
not recognized as a mental disorder, or as a
part of mental disorder

 It is a rare, but spectacular, condition in
which a person who has developmental
disorders also has astonishing level of ability,
brilliance or talent.
 Condition can be acquired genetically or
later in life( from CNS injury, disease, etc)
 Unclear what the cause is; many savants
have abnormalities in the left hemisphere of
the brain
 Only about 50-100 recognized prodigious
savants in the world currently.
 It is a rare, but spectacular, condition in
which a person who has developmental
disorders also has astonishing level of ability,
brilliance or talent.
 Condition can be acquired genetically or
later in life( from CNS injury, disease, etc)
 Unclear what the cause is; many savants
have abnormalities in the left hemisphere of
the brain
 Only about 50-100 recognized prodigious
savants in the world currently.

 Savant syndrome is poorly understood. No widely accepted
cognitive theory explains savants' combination of talent and
deficit.[4]
It has been suggested that individuals with autism are
biased towards detail-focused processing and that this
cognitive style predisposes both individuals with and without
autism to savant talents.[5]
Another hypothesis is that savants
hyper-systemize, predisposing them to show talent. Hyper-
systemizing is an extreme state in the empathizing–systemizing
theory that classifies people based on their skills in empathizing
with others versus systemizing facts about the external world.
[6]
Also, the attention to detail shown by many savants is a
consequence of enhanced perception or sensory
hypersensitivity in these unique individuals.[6][7]
It has also been
confirmed that some of these savants operate by directly
accessing low-level, less-processed information that exists in all
human brains but is normally unavailable to conscious
awareness.
 Savant syndrome is poorly understood. No widely accepted
cognitive theory explains savants' combination of talent and
deficit.[4]
It has been suggested that individuals with autism are
biased towards detail-focused processing and that this
cognitive style predisposes both individuals with and without
autism to savant talents.[5]
Another hypothesis is that savants
hyper-systemize, predisposing them to show talent. Hyper-
systemizing is an extreme state in the empathizing–systemizing
theory that classifies people based on their skills in empathizing
with others versus systemizing facts about the external world.
[6]
Also, the attention to detail shown by many savants is a
consequence of enhanced perception or sensory
hypersensitivity in these unique individuals.[6][7]
It has also been
confirmed that some of these savants operate by directly
accessing low-level, less-processed information that exists in all
human brains but is normally unavailable to conscious
awareness.

 A prodigious savant is someone with a skill
level equivalent to or greater than that of
a prodigy, regardless of any cognitive
disability. The most common trait of
prodigious savants is their seemingly
limitless mnemonic skills, with many
having eidetic or photographic memories.
Prodigious savants are extremely rare, with
fewer than one hundred noted in more
than a century of literature on the subject.
Treffert estimates that fewer than fifty or so
such individuals are alive today.
 A prodigious savant is someone with a skill
level equivalent to or greater than that of
a prodigy, regardless of any cognitive
disability. The most common trait of
prodigious savants is their seemingly
limitless mnemonic skills, with many
having eidetic or photographic memories.
Prodigious savants are extremely rare, with
fewer than one hundred noted in more
than a century of literature on the subject.
Treffert estimates that fewer than fifty or so
such individuals are alive today.

 Savants can have outstanding abilities in music,
artistic talent, calendar calculations, multilingual
acquisition ability, complex math calculations.
 Splinter skills-preoccupation with, and
memorization of, music and sports trivia, maps,
historical facts etc
 Talented savants- possess special musical, artistic,
mathematical skills.
 Prodigious savants- Rare persons where their
special skills are so outstanding that it would be
spectacular even if it were to occur in non-
handicapped person.
 Savants can have outstanding abilities in music,
artistic talent, calendar calculations, multilingual
acquisition ability, complex math calculations.
 Splinter skills-preoccupation with, and
memorization of, music and sports trivia, maps,
historical facts etc
 Talented savants- possess special musical, artistic,
mathematical skills.
 Prodigious savants- Rare persons where their
special skills are so outstanding that it would be
spectacular even if it were to occur in non-
handicapped person.

Has read and memorized over 12,000 books and
reads a book in about 1 hour( 10 sec/page).
He can retain a very high 98% of information he
reads.
Also memorized historical facts and can do
calculations involving dates etc.
Has scored well below on IQ tests, but scored
high on some subtests
Inspiration for the film ‘Rain Man’, which
introduced people to this rare disorder
However, he has trouble doing simple tasks such
as buttoning up his shirt and other ordinary
motor skills
Has read and memorized over 12,000 books and
reads a book in about 1 hour( 10 sec/page).
He can retain a very high 98% of information he
reads.
Also memorized historical facts and can do
calculations involving dates etc.
Has scored well below on IQ tests, but scored
high on some subtests
Inspiration for the film ‘Rain Man’, which
introduced people to this rare disorder
However, he has trouble doing simple tasks such
as buttoning up his shirt and other ordinary
motor skills

 Can do complex math calculations instantly.
He recited pi to 22,514 places from memory
in 5 hours
 He has synesthesia, so he sees numbers and
letters as shapes. For him every number up to
10,000 has its own unique shape
 He speaks 11 languages and is creating a
new language called Manti
 He was challenged to learn Icelandic in one
week. Then he was interviewed on Icelandic
television speaking the language fluently
 Can do complex math calculations instantly.
He recited pi to 22,514 places from memory
in 5 hours
 He has synesthesia, so he sees numbers and
letters as shapes. For him every number up to
10,000 has its own unique shape
 He speaks 11 languages and is creating a
new language called Manti
 He was challenged to learn Icelandic in one
week. Then he was interviewed on Icelandic
television speaking the language fluently

 Unknown what the cause of savant syndrome
is
 Therefore, there are no treatments or methods
of prevention
 Scientists hope studying people with savant
syndrome might help us answer these questions
and better understand how our brains function.
 And this might one day lead us to have these
extraordinary abilities but without any
drawbacks such as lack of social interaction
with people and other side effects!
 Unknown what the cause of savant syndrome
is
 Therefore, there are no treatments or methods
of prevention
 Scientists hope studying people with savant
syndrome might help us answer these questions
and better understand how our brains function.
 And this might one day lead us to have these
extraordinary abilities but without any
drawbacks such as lack of social interaction
with people and other side effects!

Child prodigy,savant and late boomers

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