Talent: A contestable, but not contested, concept?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Our target article on ‘Innate talent’ had two objectives, first to acknowledge the 20th anniversary of the seminal contribution by Howe, Davidson and Sloboda (1998) and second, to update this information as it relates to talent in the domain of sport. Many thanks to all the authors that took the time to provide commentaries on our review. Broadly, our target paper focused on 1) whether the concept of innate talent was reasonable and scientifically sound and 2) whether the concept of innate talent had any utility to those working at the coalface of sport science (e.g., coaches, scouts, etc.). All of the commentaries were complimentary to our review, which suggested continued interest in this area (although this was noted as surprising by Hambrick and Burgoyne). We have tried to respond to all of the interesting points raised by the commentaries, but this was not always possible. That said, we grouped our responses under general themes below. Our impression, based on the commentaries, is that innate talent is not a contested concept; in that there appears to be agreement (for the most part) that, ‘this thing exists’. Rather, the concept of innate talent is contestable (Gallie, 1956); that is, there is debate about exactly what it is, the degree of its influence, and how useful the concept of innate talent is.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it