One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of four, but whose later fluency and accomplishments belied this initial delay. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. There is also artistic or creative giftedness, which may or may not be combined with intellectual giftedness. When combined with an adequately challenging curriculum and the diligence necessary to acquire and execute many learned skills, intellectual giftedness often produces academic success. Emotional intelligence is a broad term for one type of non-intellectual intelligence. Howard Gardner’s theory of multiple intelligences proposes several kinds of non-intellectual “intelligences”, such as bodily-kinesthetic intelligence and interpersonal intelligence. Intellectual giftedness is not the only form of talent. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. Intellectual giftedness may be general or specific. Various ideas about the definition, development, and best ways of identifying intellectual giftedness have been put forward. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. It is different from a skill, in that skills are learned or acquired behaviors. Intellectual giftedness is an intellectual ability significantly higher than average.
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