Editing Child prodigy (section)

==Examples==
{{Main|List of child prodigies}}

=== Chess prodigies ===
{{Main|Chess prodigy}}

==== Deliberate practice ====
[[K. Anders Ericsson]] emphasised the contribution of deliberate practice over their innate talent to prodigies' exceptional performance in chess.<ref>{{Cite journal |last1=Ericsson |first1=K. Anders |last2=Krampe |first2=Ralf T. |last3=Tesch-Römer |first3=Clemens |date=June 1993 |title=The role of deliberate practice in the acquisition of expert performance. |url=https://doi.apa.org/doi/10.1037/0033-295X.100.3.363 |journal=Psychological Review |language=en |volume=100 |issue=3 |pages=363–406 |doi=10.1037/0033-295X.100.3.363 |issn=1939-1471|url-access=subscription }}</ref> The deliberate practice is energy-consuming and requires attention to correct mistakes. As prodigies start formal chess training early with intense dedication to deliberate practice, they may accumulate enough deliberate practice for their exceptional performance. Therefore, this framework provide an arguably reasonable justification for chess prodigies. However, similar amounts of practice also make children differ in their achievements because of other factors such as the quality of deliberate practice, and their interests in chess.

==== Intelligence and chess performance ====
Chess prodigies may have higher [[Intelligence quotient|IQs]] than normal children. This positive link between chess skills of prodigies and intelligence is particularly significant on the “performance intelligence”, regarding fluid reasoning, spatial processing, attentiveness to details, and visual-motor integration, while least significant on the “verbal intelligence”, regarding the ability to understand and reason using concepts framed in words.<ref>{{Cite journal |last1=Frydman |first1=Marcel |last2=Lynn |first2=Richard |date=May 1992 |title=The general intelligence and spatial abilities of gifted young Belgian chess players |url=https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/j.2044-8295.1992.tb02437.x |journal=British Journal of Psychology |language=en |volume=83 |issue=2 |pages=233–235 |doi=10.1111/j.2044-8295.1992.tb02437.x |pmid=1611410 |issn=0007-1269|url-access=subscription }}</ref> However, this positive link is absent among adult experts. Remarkably, in the sample of chess prodigies, the more intelligent children played chess worse. This is considered as the result of less practice time of more intelligent chess skills.

==== Practice-plasticity-processes model ====
Practice-plasticity-processes (PPP) model was proposed to explain the existence of chess prodigies by integrating the practice extreme and innate talent extreme theories. Besides deliberate practice, [[neuroplasticity]] is identified as another critical component for developing chess heuristics (e.g., simple search techniques and abstract rules like “occupy the centre”), [[Chunking (psychology)|chunks]] (e.g., group of pieces locating in specific squares), and templates (e.g., familiarised complex patterns of chunks), which are essential for chess skills. The more plastic the brain is, the easier it is for them to acquire chunks, templates, and heuristics for better performance. On the other hand, inherited individual differences in the brain are circumscribed children to learn these skills.<ref>{{Citation |last1=Campitelli |first1=Guillermo |title=Cognitive Processes and Development of Chess Genius: An Integrative Approach |date=2014-06-03 |work=The Wiley Handbook of Genius |pages=350–374 |editor-last=Simonton |editor-first=Dean Keith |url=https://onlinelibrary.wiley.com/doi/10.1002/9781118367377.ch17 |access-date=2024-03-19 |edition=1 |publisher=Wiley |language=en |doi=10.1002/9781118367377.ch17 |isbn=978-1-118-36740-7 |last2=Gobet |first2=Fernand |last3=Bilalić |first3=Merim|url-access=subscription }}</ref>

=== Music prodigies ===
{{Main|List of child music prodigies}}
Music prodigies usually express their talents in exceptional performance or composition.

The Multifactorial Gene-Environment Interaction Model incorporates the roles of adequate practice, certain personality traits, elevated IQ, and exceptional working memory in the explanation of music prodigies.<ref>{{Cite journal |last1=Ullén |first1=Fredrik |last2=Hambrick |first2=David Zachary |last3=Mosing |first3=Miriam Anna |date=2016 |title=Rethinking expertise: A multifactorial gene–environment interaction model of expert performance. |url=https://doi.apa.org/doi/10.1037/bul0000033 |journal=Psychological Bulletin |language=en |volume=142 |issue=4 |pages=427–446 |doi=10.1037/bul0000033 |pmid=26689084 |issn=1939-1455|url-access=subscription }}</ref> A study comparing current and former prodigies with normal people and musicians who showed their talents or were trained later in life to test this model. It found prodigies neither have exceptional performance in terms of IQ, working memory, nor specific personality. This study also emphasises the significance of frequent practice early in life, when the brain is more [[Neuroplasticity|plastic]]. Besides the quality of practice, and the parental investment, the experience of [[Flow (psychology)|flow]] during the practice is important for efficient and adequate practice for music prodigies. Practice demands high levels of concentration, which is hard for children in general, but flow can provide inherent pleasures of the practice to ensure this focused work.<ref>{{Cite journal |last1=Marion-St-Onge |first1=Chanel |last2=Weiss |first2=Michael W. |last3=Sharda |first3=Megha |last4=Peretz |first4=Isabelle |date=2020-12-11 |title=What Makes Musical Prodigies? |journal=Frontiers in Psychology |volume=11 |doi=10.3389/fpsyg.2020.566373 |doi-access=free |issn=1664-1078 |pmc=7759486 |pmid=33362630}}</ref>