Carpe Cerebrum: What Neuroscience Can (and Cannot) Tell Us About Giftedness — Pamela Clinkenbeard & Edward M. Hubbard
Tuesday, May 21, 2024, 10:45 am – 12:15 pm, Lawrence D. McHugh Hall, Room MCHU 206
The field of neuroscience is booming worldwide, including neuroscientific research on giftedness, talent, and creativity. But what does brain research really tell educators, psychologists, and parents about working with gifted and talented students? How might the science translate to practice, and what role does neuroscience play in the development of more equitable talent development? This presentation will address what we know (and don’t yet know) about the neuroscience of intelligence and creativity and what that research means in practice for gifted students. We will touch on related concepts including parietal-frontal integration, the role of the frontal cortex in fluid reasoning, neural efficiency, and the role of the default mode network in creative thinking. We summarize briefly the research that examines structural and functional differences in the brains of students who have been identified as gifted based on IQ or specific domain talent. It will then focus on three main research-supported areas of implication for gifted education: the role of neuroplasticity in young children’s talent development; applications of neuroscience research to the development of executive functions, creativity, and emotions; and the critical importance of appropriate challenge.