{"id":83852,"date":"2022-11-09T17:28:00","date_gmt":"2022-11-09T21:28:00","guid":{"rendered":"https:\/\/www.shortform.com\/blog\/?p=83852"},"modified":"2022-11-22T12:48:37","modified_gmt":"2022-11-22T16:48:37","slug":"where-does-talent-come-from","status":"publish","type":"post","link":"https:\/\/www.shortform.com\/blog\/where-does-talent-come-from\/","title":{"rendered":"Where Does Talent Come From? The Scientific Answer"},"content":{"rendered":"\n

Where does talent come from? Are we born with talent?<\/p>\n\n\n\n

In The Talent Code<\/em>, Daniel Coyle goes beyond the nature versus nurture debate and digs into the science of skill-building to answer the question. Coyle says that while we’re not born with talent, there is a science behind developing it.<\/p>\n\n\n\n

Keep reading to learn where talent comes from.<\/p>\n\n\n\n\n\n\n\n

How Myelin Relates to Talent<\/strong><\/h2>\n\n\n\n

Where does talent come from? Coyle says it actually stems from myelin. All of our thoughts and actions are the result of electrical signals being transmitted across networks of neurons (or nerve cells) in the brain. Within this system, myelin\u2014a layer of fat and protein\u2014forms a sheath around the axon (stem) of each neuron. <\/strong>This myelin sheath acts as insulation that prevents electrical signals from leaking out of the pathways between neurons\u2014thereby increasing the signals\u2019 speed and strength. A highly-myelinated neural pathway is able to execute commands from your brain (for example, a command to pitch a fastball) more efficiently than pathways with less myelin. <\/strong><\/p>\n\n\n\n

When you repeatedly activate a neural pathway by performing a particular action over and over again, you send a signal to your brain that that pathway is important. It responds by increasing the amount of myelin encasing it. In other words, the more time you put into practicing an action, the more myelin you\u2019ll build around the corresponding neural pathway.<\/p>\n\n\n\n

(Shortform note: Coyle explains myelin\u2019s role as an insulator that prevents leakage of the electricity traveling across important neural pathways. However, he doesn\u2019t go into detail on the other essential role that myelin plays: making the signals move faster<\/em>. An axon with a myelin sheath around it has gaps<\/em> in the sheath called Nodes of Ranvier; as electrical signals jump across these gaps, they recharge<\/a>. In other words, the presence of myelin creates a structure that \u201csignal boosts\u201d electrical signals as they move, decreasing the time it takes them to travel from the beginning to the end of a circuit.)<\/p>\n\n\n\n

What Is Meaningful Practice?<\/strong><\/h3>\n\n\n\n

Meaningful practice, according to Coyle, is an intensely focused, targeted repetition of skills at the edge of your ability. It’s incredibly helpful for building talent. It should be doable, but push you just beyond the limits of your current skill set<\/strong>. In other words, you aren\u2019t simply repeating an action you already know how to do well\u2014you should be struggling<\/em> to perform the action. This \u201cdevelopment zone,\u201d the state of struggle between an action you know well and what you want to achieve, takes concentrated effort and focus. You\u2019re working on a skill that\u2019s new<\/em> to you and therefore doesn\u2019t come naturally. <\/p>\n\n\n\n

Crucially, Coyle notes, in the development zone, you will repeatedly make mistakes and correct them. This is essential because you build more myelin when you make mistakes<\/strong>. He explains that struggling and making mistakes when attempting a certain action signals to your brain that your current neural connections controlling the action are suboptimal. It responds by reinforcing these connections through myelination. <\/p>\n\n\n\n

(Shortform note: Coyle\u2019s discussion of the \u201cdevelopment zone\u201d aligns with the educational psychology concept of the \u201cZone of Proximal Development\u201d (ZPD). The ZPD\u2014the gap between what a student can and can\u2019t do on their own\u2014is the key focal point for achieving a task\u2019s next level of mastery<\/a>. Lev Vygotsky, the psychologist who developed this concept, emphasized that a student needs three components to learn: supportive activities that carry the student to the next level; social interaction, including dialogue and collaboration; and a knowledgeable coach or teacher. As we\u2019ll see through the rest of this guide, these criteria align closely with Coyle\u2019s elements of meaningful practice, impassioned motivation, and coaching.)<\/p>\n\n\n\n

You might think of meaningful practice as mental weightlifting: You have to lift increasingly heavy weights to build up your muscle. If you were to repeatedly lift small, easy weights, your muscles wouldn\u2019t grow and you wouldn\u2019t become stronger. In the same way, you must practice increasingly challenging skills to build your myelin. If you practice an easy action repeatedly, your myelin won\u2019t grow and your skills will plateau.<\/p>\n\n\n\n

Impassioned Motivation Has the Power to Create Talent Epicenters<\/em><\/strong><\/h3>\n\n\n\n

According to Coyle, impassioned motivation doesn\u2019t just drive individuals<\/em> toward the commitment necessary to developing exceptional talent. Applied to a <\/strong>group<\/em><\/strong>\u2014such as a school, town, or family\u2014impassioned motivation can create an <\/strong>epicenter<\/em><\/strong> where numerous people develop extraordinary talent<\/strong>. <\/p>\n\n\n\n

Coyle notes two sources of impassioned motivation in groups: a breakthrough talent and competition and collaboration.<\/p>\n\n\n\n

Breakthrough Talent<\/h4>\n\n\n\n

Seeing others achieve greatness can be highly motivating. This doesn\u2019t just work on the individual level, though\u2014this is often a driver of  \u201ctalent epicenters.\u201d <\/p>\n\n\n\n

When one person in a community develops extraordinary talent and gains fame, she sends a key environmental signal to her community: Someone \u201clike them\u201d or from their background can<\/em> succeed. This sparks impassioned motivation within the community\u2014members showing a desire to join her ranks and a belief that they can<\/em>. <\/p>\n\n\n\n

Coyle explains that this is why, in his research, he often found cases of one <\/em>breakthrough talent finding recognition\u2014and then seven to 10 years later, many others from the same community following suit. <\/p>\n\n\n\n

(Shortform note: According to research, exceptional success within your community can be motivating because it piques interest and curiosity<\/em><\/a>. First, because the success is \u201cclose to home,\u201d it\u2019s more interesting than a success that\u2019s not related to you in any way. Second, seeing someone from your background succeed prompts you to ask questions to understand how they did that\u2014setting you up to follow similar steps.)<\/p>\n\n\n\n

Collaboration and Competition<\/h4>\n\n\n\n

Coyle notes that another contributor to talent epicenters is continuously-present challenge. Often, groups of exceptionally talented individuals are found in environments where they are constantly exposed to each other\u2019s talent, so they both collaborate and<\/em> compete with one another.<\/p>\n\n\n\n

In this type of environment, group members are driven to prove their belonging among the high-achievers, repeatedly rising to the challenge of meeting the talent and ability of their competitors. In other words, their environment creates consistent, challenging repetition at the edge of their ability<\/strong><\/p>\n\n\n\n

(Shortform note: This upward spiral of competency, where each opponent provokes the other to learn and grow, demonstrates a virtuous cycle<\/a>: a feedback loop where each element positively benefits the others. So while having a ferocious rival may feel like an obstacle to your success on the surface, they\u2019re in fact a huge part of what drives your growth. The heights of any discipline grow through competition; without that back-and-forth, the skill would stagnate.)<\/p>\n","protected":false},"excerpt":{"rendered":"

Where does talent come from? Are we born with talent? In The Talent Code, Daniel Coyle goes beyond the nature versus nurture debate and digs into the science of skill-building to answer the question. Coyle says that while we’re not born with talent, there is a science behind developing it. Keep reading to learn where talent comes from.<\/p>\n","protected":false},"author":14,"featured_media":587,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[7,9,160],"tags":[802],"class_list":["post-83852","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lifestyle","category-psychology","category-science","tag-the-talent-code","","tg-column-two"],"yoast_head":"\nWhere Does Talent Come From? The Scientific Answer - Shortform Books<\/title>\n<meta name=\"description\" content=\"Where does talent come from? 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