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Abstract This article begins with discussions of theories of exceptional achievement developed by Renzulli, Mönks, and Gagné. Next, it considers the prevalence of exceptional achievement in the population; neuropsychological aspects of exceptional achievement; and the stages of talent development. The article then presents a case study of a young pianist, and concludes with suggestions for parents and teachers for identifying and supporting prodigies.
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Stored only when both papers are in the corpus — 26 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.