Talented teenagers: The roots of success and failure :: teenagers, learning, integration

1.Complex attentional structure is mentalities form by habits enforced in early childhood culture purlieu that eventually become the someone natural behavior such as personality trait. Related because the perspective of the theory is defined by a process of two opposing forces that mutually combined to advertise an case-by-cases development to a higher level. Piaget thought that cognitive development was stimulated by the caput taking new information analyse or incorporates with already existing learned information. Also, that the mind adjusted to lenify to the new information. These atomic number 18 the same concept applied to the theory of attentional structure that without incorporating certain separate creating a certain behavior influenced through with(predicate) our development the person will be delayed.2.Integration and differentiation argon systems that stand for general dialectical processes of constant and change. An integrated system is which an case-by-case pa rt is that cover the system true form successfully complect and reinforced. To integrate an item means to organize and incorporate different parts creatively breaking the rules to somehow make something that originally separate mesh great together. The differentiate system has a unique function that cannot be changed or molded. To differentiate is to be bias toward different parts that are unique to themselves. 3.Flow is a mindset that people feel when their mind is completely convolute or focused on one precise task by losing track of time, unaware of fatigue, and oblivious to everything occurring around them excerpt the task. Studies have that when an individual experiences flow they desire to experience the same triumph again seeking after the same reasons. For the reasons that the person continues to set pull goals is flow compared to a motor for development of talent because as the person develops they must continually be actively involved in the skills they would driv e in to develop. As the person begins to loss themselves subconsciously the person no thirster stresses if they are amazing or not but more move because of the joy felt during the occupation. Lastly, the person must constantly find techniques to further their skills and continue to challenge them self or they may become worldly bringing the motor to a halt or change of yard in development. 4.Flow affect adolescent talent development by experiencing flow when involved in different activities such as sport, math, games, sacred practices, or eachthing that stimulates such feelings. When a teenager succeeds in experiencing such feelings when involved in a talent, the teen will not progress any further in learning and improving, but will enjoy the activity continually.