Sam Snead was one of the greatest golf players of all time. His success was attributed to natural talent; people literally called him the best natural player ever. My hands bled. Nobody worked harder at golf than I did. Here and here. There are no shortcuts. Fine, you might think. Consider Mozart, who was so accomplished at such a young age that there seems to be no way to explain it other than assuming he was born with a divine spark. Mozart himself probably began his training before the age of four. What about his compositions?

What is natural talent?


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Natural talent is a concept that goes back thousands of years. Ancient mythology is full of stories of vastly skilled masters of their craft who were rumoured to have been born with their talents — gifts from the gods. This idea of being born with a natural talent still persists today and is heard most in relation to great sportspeople or musicians, or to someone who is new to a sport or activity and yet shows some early skill or aptitude for it. By this definition, the key advantage of natural talent is that it allows the individual a steep learning curve, whereby he or she acquires skills readily with less practice or hard work than the average person. This implies that each individual has a ceiling that caps the highest level of performance they can attain, no matter how hard or long they train. For gifted performers, this ceiling is said to be higher. We all know the concept, and it is woven into every part of our lives. It is the cornerstone of many talent scouting programs, which look to recruit children with raw or untapped talent that they can build upon with refined training. This is because natural talent is seen as an absolutely essential and unchangeable component of a top performer.
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Every day, students of all ages are confronted with new concepts and skills, and some learn them more quickly than others. In other words, there is a dark side to believing in innate talent. The best way to avoid this is to recognize the potential in all of us—and work to find ways to develop it, as some researchers are starting to do. In the game of chess, children with higher IQs generally find it easier to learn and remember the rules of the game and to develop and carry out strategies, giving them an early advantage in winning at chess. But according to recent research , the most significant predictor of chess skill over time is not IQ—but how much children practice. A similar thing may be true for math performance. Recent research has shown that children who have had experience playing linear board games with counting steps before they start school will do better in math once they are in school. And there are likely many other ways that preschool experiences that give children practice with math will help them perform better later on. Most teachers, however, are not familiar with this research.
As it turns out, we are born with very few, if any, natural talents and skills. Excellence is borne not of any particular innate ability, but of practice. In other words, you can be good at whatever you want. In high school, I picked up playing the guitar. After six years of practice, I was pretty good. My abilities extended to being able to play all the major chords, barre chords, and a few simple licks. That was about it. No soloing, improvising, or anything too advanced. And frankly, I was comfortable with that level of talent.