Can One Become Highly Gifted? The Impact of Personal Development and Acquisitions

The distinctions between gifted, highly gifted, and exceptionally gifted individuals (in France HPI, THPI & TTHPI) are often described in terms of cognitive abilities measured by IQ, with respective thresholds of 130, 145, and 160. However, it is essential to examine how factors such as knowledge acquisition, the development of social skills, learning to take a broader perspective, self-awareness through therapy or psychoanalysis, and structured coaching can influence and potentially bridge the differences between these profiles.

To further challenge the representation of this distinction, it is interesting to question the various abilities that are supposedly more developed in highly gifted and exceptionally gifted individuals, even without prior context regarding their learning or life experiences. By exploring what research on the development of these abilities allows us to infer, we can ultimately attempt to answer this question: can one develop the same characteristics or skills as highly gifted or exceptionally gifted individuals?

Knowledge acquisition and the expansion of cognitive abilities

Knowledge acquisition plays a central role in the development of cognitive abilities. Recent research, such as John Sweller's work on cognitive load theory (2011), shows that structured and well-designed learning can optimize information retention by reducing cognitive overload. This approach is particularly beneficial for individuals with gifted intellectual potential, as it maximizes their ability to integrate and use complex knowledge.

K. Anders Ericsson and his theory of deliberate practice (2016) have also demonstrated that acquiring expert skills is not simply the result of innate talent but stems from intentional and sustained practice, often starting in childhood for many gifted individuals. For a gifted individual, engaging in continuous and targeted learning can significantly strengthen cognitive abilities, bringing them closer to the performance levels observed in highly gifted and exceptionally gifted individuals.

Moreover, Robert Bjork's (2011) work on "desirable difficulties" highlights the importance of learning methods that, while challenging, improve long-term retention and understanding. By adopting techniques such as spaced learning or self-referential testing, a gifted individual can develop the ability to abstract and connect ideas, characteristics often associated with highly gifted individuals.

Finally, John Hattie's (2008) meta-analysis on the effectiveness of educational practices shows that well-designed learning environments can promote deep and lasting learning. A gifted individual who dedicates themselves to acquiring knowledge in diverse fields, such as advanced mathematics, philosophy, or social sciences, can develop a global vision and depth of reflection comparable to that of individuals with higher IQs, such as highly gifted individuals.

The development of social and emotional skills

Social and emotional skills are essential for navigating complex environments and interacting effectively with others. Marc Brackett (2019) has shown that emotional intelligence, which includes recognizing, understanding, and regulating emotions, is fundamental for establishing positive interpersonal relationships.

For a gifted individual, developing these skills can compensate for the differences observed with highly gifted or exceptionally gifted individuals, who may naturally perceive emotional nuances with great sensitivity. Engaging in social skills development programs, such as those based on emotional agility proposed by Susan David (2016), can enable a gifted individual to cultivate deep empathy and sophisticated emotional management, characteristics often attributed to highly gifted individuals.

Matthew Lieberman (2013) demonstrated that understanding the neurological foundations of social interactions can help improve these skills. Furthermore, life experiences requiring complex social interactions, such as participating in interdisciplinary workgroups or managing team projects, can help a gifted individual develop skills similar to those of highly gifted individuals in the realm of interpersonal relationships. Vanessa Van Edwards (2017) offers strategies for succeeding with others, allowing gifted individuals to develop interpersonal skills that bring them closer to highly gifted individuals.

Learning to take a broader perspective

The ability to take a broader perspective, that is, to adopt a global view of complex situations, is often considered a distinctive trait of highly gifted and exceptionally gifted individuals. This aptitude allows for analyzing problems by integrating multiple viewpoints and anticipating the long-term consequences of decisions.

This skill can be developed by a gifted individual through educational and professional experiences that encourage strategic thinking and systemic reasoning. Peter Senge (1990), in his book The Fifth Discipline, emphasized the importance of systemic thinking in understanding complex dynamics within organizations and social systems. By cultivating this skill through advanced studies in management, strategy, or social sciences, a gifted individual can develop a perspective-taking ability similar to that of a highly gifted individual.

More recently, David Snowden and Mary Boone (2007) introduced the Cynefin framework, which helps decision-makers navigate complex contexts and adopt global perspectives. This framework encourages systemic and adaptive thinking, which is essential for developing perspective-taking in ambiguous and changing situations.

Learning to take a broader perspective can also be supported by practices such as meditation or mindfulness. Jon Kabat-Zinn (2013), through his work on mindfulness-based stress reduction (MBSR), has shown that these practices help develop mental clarity and the ability to observe situations with emotional detachment, allowing for more objective and integrated analysis of complex circumstances.

Self-awareness through therapy, psychoanalysis, and coaching

Self-awareness is a crucial aspect of personal development that can significantly influence an individual's cognitive and emotional skills. Therapy and psychoanalysis are powerful tools for exploring deep motivations, thought patterns, and repressed emotions. Carl Jung (1961) emphasized the importance of self-awareness in the individuation process, that is, the realization of one's unique potential.

In a more recent context, Irvin Yalom (2002) explored the importance of existential therapy, where understanding oneself and confronting existential realities lead to a more authentic life. This introspection can help a gifted individual better understand their emotional and cognitive reactions and develop skills akin to those of highly gifted and exceptionally gifted individuals, such as extra-lucidity or sophisticated emotional management.

Coaching, on the other hand, provides a structure for exploring personal and professional goals while questioning limiting beliefs and developing new perspectives. John Whitmore (2009), a pioneer of coaching, demonstrated that coaching helps unlock a person's potential by helping them overcome internal obstacles and explore new avenues of thought and action.

Moreover, the work of Carol Kauffman and David Peterson (2017) on leadership coaching has shown how coaching can be used to develop advanced strategic and emotional skills, enabling a gifted individual to approach the skills often attributed to highly gifted individuals, even without a higher IQ.

Of course, all of this needs to be contextualized to move beyond generalizations, but it clearly shows that knowledge acquisition and personal development can lead an individual to develop characteristics often found in highly gifted and exceptionally gifted individuals.

I leave it to the reader to draw their own conclusions.

References

1. Sweller, J. (2011). Cognitive Load Theory (Vol. 1). Springer Science & Business Media.
2. Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the New Science of Expertise. Houghton Mifflin Harcourt.
3. Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 2, 56-64.
4. Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
5. Brackett, M. A. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.
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14. Whitmore, J. (2009). Coaching for Performance: Growing Human Potential and Purpose: The Principles and Practice of Coaching and Leadership. Nicholas Brealey Publishing.
15. Kauffman, C., & Peterson, D. B. (2017). The Science of Coaching: Applications of Psychological Research. American Psychological Association.