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Expertise thinking

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Expertise thinking

Expertise thinking involves the application of physiological adaptations and complex skills in solving problems. Expertise requires adequate practice and effort through long periods, usually more than ten years, which leads to mastery of skills. It is through these skills that one is considered expertise (Ericsson & Charness, 1994). Expertise is a domain-specific aspect which implies that an expert is relevant in a specific domain. In terms of thinking, experts in a given field have different retrieval and encoding processes, a factor caused by mastery of the skills (Ericsson & Charness, 1994). On the other hand, a novice way of thinking involves the representation of problems of superficial characteristics. Novices are not domain-oriented because they have shallow knowledge on a topic, implying that, their problem-solving and domain knowledge are viewed separately.

Giftedness is defined based on the ability of high performance. These abilities are; leadership, visual, performing arts, productive, creative, general intelligence, and academic abilities (Ziegler, Stoeger, & Vialle, 2012). The explicit versus the implicit theory is used to gauge the general view of giftedness in people. For instance, the Pentagonal implicit theory shows giftedness as a characteristic of; rarity, excellence, value, demonstrability, and productivity. On the other hand, explicit theories explain how implicit theories are achieved. The three-ring theory/conception is used to gauge giftedness (Renzulli, 2002). In this conception, there are three traits; creativity, commitment, and the above-average ability. The developmental view and the psychometric view are combined under the DMGT to attain two cores; the first is involved in the development process to achieve outstanding abilities while the second is involved in talent development (Gagné, 2004).

Creativity can be defined in two criteria; ability to create new ideas, possibilities or solutions which is characterized by originality in behaviour. The second definition focuses on productivity in results. Creativity is divergent in that a single idea is differentiated to come-up with several outcomes (Sordia, Martskvishvili, & Neubauer, (2019). Intelligence, on the other hand, defines convergence in thinking; a process which involves pulling together several information sets to conclude. The intelligence builds creativity because it is through intelligence, that an idea can be developed and diverged into several outcomes.

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