A child prodigy is someone who, at an early age, develops one or more skills at a level far beyond the norm for their age.[ A prodigy has to be a child, or at least younger than 18 years, who is performing at the level of a highly trained adult in a very demanding field of endeavour.

The giftedness of prodigies is determined by the degree of their talent relative to their ages. Examples of particularly extreme prodigies could include Wolfgang Amadeus Mozart in music, Magnus Carlsen, Sergey Karjakin, and Judit Polgár in chess, Carl Friedrich Gauss, Srinivasa Ramanujan, John von Neumann, and Terence Tao in mathematics, Pablo Picasso and Wang Ximeng in art, and Saul Kripke in philosophy .There is controversy as to at what age and standard to use in the definition of a prodigy

A child prodigy is someone who, at an early age, develops one or more skills at a level far beyond the norm for their age.[ A prodigy has to be a child, or at least younger than 18 years, who is performing at the level of a highly trained adult in a very demanding field of endeavour.

The giftedness of prodigies is determined by the degree of their talent relative to their ages. Examples of particularly extreme prodigies could include Wolfgang Amadeus Mozart in music, Magnus Carlsen, Sergey Karjakin, and Judit Polgár in chess, Carl Friedrich Gauss, Srinivasa Ramanujan, John von Neumann, and Terence Tao in mathematics, Pablo Picasso and Wang Ximeng in art, and Saul Kripke in philosophy .There is controversy as to at what age and standard to use in the definition of a prodigy

PET scans performed on several mathematics prodigies have suggested that they think in terms of long-term working memory (LTWM). This memory, specific to a field of expertise, is capable of holding relevant information for extended periods, usually hours. For example, experienced waiters have been found to hold the orders of up to twenty customers in their heads while they serve them, but perform only as well as an average person in number-sequence recognition. The PET scans also answer questions about which specific areas of the brain associate themselves with manipulating numbers.

PET scans performed on several mathematics prodigies have suggested that they think in terms of long-term working memory (LTWM). This memory, specific to a field of expertise, is capable of holding relevant information for extended periods, usually hours. For example, experienced waiters have been found to hold the orders of up to twenty customers in their heads while they serve them, but perform only as well as an average person in number-sequence recognition. The PET scans also answer questions about which specific areas of the brain associate themselves with manipulating numbers.

One subject never excelled as a child in mathematics, but he taught himself algorithms and tricks for calculatory speed, becoming capable of extremely complex mental math. His brain, compared to six other controls, was studied using the PET scan, revealing separate areas of his brain that he manipulated to solve the complex problems. Some of the areas that he and presumably prodigies use are brain sectors dealing in visual and spatial memory, as well as visual mental imagery. Other areas of the brain showed use by the subject, including a sector of the brain generally related to childlike "finger counting," probably used in his mind to relate numbers to the visual cortex.

One subject never excelled as a child in mathematics, but he taught himself algorithms and tricks for calculatory speed, becoming capable of extremely complex mental math. His brain, compared to six other controls, was studied using the PET scan, revealing separate areas of his brain that he manipulated to solve the complex problems. Some of the areas that he and presumably prodigies use are brain sectors dealing in visual and spatial memory, as well as visual mental imagery. Other areas of the brain showed use by the subject, including a sector of the brain generally related to childlike "finger counting," probably used in his mind to relate numbers to the visual cortex.

Noting that the cerebellum acts to streamline the speed and efficiency of all thought processes, Vandervert explained the abilities of prodigies in terms of the collaboration of working memory and the cognitive functions of the cerebellum. Citing extensive imaging evidence, Vandervert first proposed this approach in two publications which appeared in 2003. In addition to imaging evidence, Vandervert's approach is supported by the substantial award winning studies of the cerebellum by Masao Ito

Noting that the cerebellum acts to streamline the speed and efficiency of all thought processes, Vandervert explained the abilities of prodigies in terms of the collaboration of working memory and the cognitive functions of the cerebellum. Citing extensive imaging evidence, Vandervert first proposed this approach in two publications which appeared in 2003. In addition to imaging evidence, Vandervert's approach is supported by the substantial award winning studies of the cerebellum by Masao Ito

Vandervert provided extensive argument that, in the prodigy, the transition from visual-spatial working memory to other forms of thought (language, art, mathematics) is accelerated by the unique emotional disposition of the prodigy and the cognitive functions of the cerebellum. According to Vandervert, in the emotion-driven prodigy (commonly observed as a "rage to master") the cerebellum accelerates the streamlining of the efficiencies of working memory in its manipulation and decomposition/re-composition of visual-spatial content into language acquisition and into linguistic, mathematical, and artistic precocity.

Vandervert provided extensive argument that, in the prodigy, the transition from visual-spatial working memory to other forms of thought (language, art, mathematics) is accelerated by the unique emotional disposition of the prodigy and the cognitive functions of the cerebellum. According to Vandervert, in the emotion-driven prodigy (commonly observed as a "rage to master") the cerebellum accelerates the streamlining of the efficiencies of working memory in its manipulation and decomposition/re-composition of visual-spatial content into language acquisition and into linguistic, mathematical, and artistic precocity.

Essentially, Vandervert has argued that when a child is confronted with a challenging new situation, visual-spatial working memory and speech-related and other notational system-related working memory are decomposed and re-composed (fractionated) by the cerebellum and then blended in the cerebral cortex in an attempt to deal with the new situation.  In child prodigies, Vandervert believes this blending process is accelerated due to their unique emotional sensitivities which result in high levels of repetitious focus on, in most cases, particular rule-governed knowledge domains.

Essentially, Vandervert has argued that when a child is confronted with a challenging new situation, visual-spatial working memory and speech-related and other notational system-related working memory are decomposed and re-composed (fractionated) by the cerebellum and then blended in the cerebral cortex in an attempt to deal with the new situation.  In child prodigies, Vandervert believes this blending process is accelerated due to their unique emotional sensitivities which result in high levels of repetitious focus on, in most cases, particular rule-governed knowledge domains.

Beethoven’s music teacher said that as a composer, he was hopeless.

Edison’s teacher told him he was unable to learn.

Einstein couldn’t speak until the age of 4, and couldn’t read until the age of 7.

Walt Disney was fired by a newspaper editor because he “had no good ideas”.

Henry Ford was once evaluated as “showing no promise”.

Isaac Newton’s work in elementary school was rather poor.

Beethoven’s music teacher said that as a composer, he was hopeless.

Edison’s teacher told him he was unable to learn.

Einstein couldn’t speak until the age of 4, and couldn’t read until the age of 7.

Walt Disney was fired by a newspaper editor because he “had no good ideas”.

Henry Ford was once evaluated as “showing no promise”.

Isaac Newton’s work in elementary school was rather poor.

"Late Bloomer" is commonly used to refer to young children who develop skills such as language, reading or social interaction later than others of their age.

There are many theories of the way in which children develop, proposed by authorities such as Urie Bronfenbrenner, Jerome Bruner, Erik Erikson, Jerome Kagan, Lawrence Kohlberg, Jean Piaget and Lev Vygotsky. Although they disagree about how stages of development should be defined, and about the primary influences on development, they agree that a child's development can be measured as a predictable series of advances in physical, intellectual and social skills which almost always occur in the same sequence, although the rate may vary from one child to another.

"Late Bloomer" is commonly used to refer to young children who develop skills such as language, reading or social interaction later than others of their age.

There are many theories of the way in which children develop, proposed by authorities such as Urie Bronfenbrenner, Jerome Bruner, Erik Erikson, Jerome Kagan, Lawrence Kohlberg, Jean Piaget and Lev Vygotsky. Although they disagree about how stages of development should be defined, and about the primary influences on development, they agree that a child's development can be measured as a predictable series of advances in physical, intellectual and social skills which almost always occur in the same sequence, although the rate may vary from one child to another.

When a child falls behind their peers at some stage of development, their teacher may perceive that the child is "backward". There is strong evidence that this perception may become self-fulfilling: although the child catches up, the teacher may continue to rate their performance poorly, imposing a long-term handicap. Thomas Edison's mind often wandered and his teacher was overheard calling him "addled." This ended Edison's three months of official schooling. His mother then home schooled him. Edison may have had some form of Attention-deficit hyperactivity disorder (ADHD), which is said to affect about 3 – 5% of children

When a child falls behind their peers at some stage of development, their teacher may perceive that the child is "backward". There is strong evidence that this perception may become self-fulfilling: although the child catches up, the teacher may continue to rate their performance poorly, imposing a long-term handicap. Thomas Edison's mind often wandered and his teacher was overheard calling him "addled." This ended Edison's three months of official schooling. His mother then home schooled him. Edison may have had some form of Attention-deficit hyperactivity disorder (ADHD), which is said to affect about 3 – 5% of children

Savant syndrome is a rare condition in which people with neurodevelopmental disorders, notably autism spectrum disorders and/or brain injuries, demonstrate profound and prodigious capacities and/or abilities far in excess of what would be considered normal. In spite of the name syndrome, it is not recognized as a mental disorder, or as a part of mental disorder

Savant syndrome is a rare condition in which people with neurodevelopmental disorders, notably autism spectrum disorders and/or brain injuries, demonstrate profound and prodigious capacities and/or abilities far in excess of what would be considered normal. In spite of the name syndrome, it is not recognized as a mental disorder, or as a part of mental disorder

It is a rare, but spectacular, condition in which a person who has developmental disorders also has astonishing level of ability, brilliance or talent.

Condition can be acquired genetically or later in life( from CNS injury, disease, etc)

Unclear what the cause is; many savants have abnormalities in the left hemisphere of the brain

Only about 50-100 recognized prodigious savants in the world currently.

It is a rare, but spectacular, condition in which a person who has developmental disorders also has astonishing level of ability, brilliance or talent.

Condition can be acquired genetically or later in life( from CNS injury, disease, etc)

Unclear what the cause is; many savants have abnormalities in the left hemisphere of the brain

Only about 50-100 recognized prodigious savants in the world currently.

Savant syndrome is poorly understood. No widely accepted cognitive theory explains savants' combination of talent and deficit.[4] It has been suggested that individuals with autism are biased towards detail-focused processing and that this cognitive style predisposes both individuals with and without autism to savant talents.[5] Another hypothesis is that savants hyper-systemize, predisposing them to show talent. Hyper-systemizing is an extreme state in the empathizing–systemizing theory that classifies people based on their skills in empathizing with others versus systemizing facts about the external world.[6] Also, the attention to detail shown by many savants is a consequence of enhanced perception or sensory hypersensitivity in these unique individuals.[6][7] It has also been confirmed that some of these savants operate by directly accessing low-level, less-processed information that exists in all human brains but is normally unavailable to conscious awareness.

Savant syndrome is poorly understood. No widely accepted cognitive theory explains savants' combination of talent and deficit.[4] It has been suggested that individuals with autism are biased towards detail-focused processing and that this cognitive style predisposes both individuals with and without autism to savant talents.[5] Another hypothesis is that savants hyper-systemize, predisposing them to show talent. Hyper-systemizing is an extreme state in the empathizing–systemizing theory that classifies people based on their skills in empathizing with others versus systemizing facts about the external world.[6] Also, the attention to detail shown by many savants is a consequence of enhanced perception or sensory hypersensitivity in these unique individuals.[6][7] It has also been confirmed that some of these savants operate by directly accessing low-level, less-processed information that exists in all human brains but is normally unavailable to conscious awareness.

A prodigious savant is someone with a skill level equivalent to or greater than that of a prodigy, regardless of any cognitive disability. The most common trait of prodigious savants is their seemingly limitless mnemonic skills, with many having eidetic or photographic memories. Prodigious savants are extremely rare, with fewer than one hundred noted in more than a century of literature on the subject. Treffert estimates that fewer than fifty or so such individuals are alive today.

A prodigious savant is someone with a skill level equivalent to or greater than that of a prodigy, regardless of any cognitive disability. The most common trait of prodigious savants is their seemingly limitless mnemonic skills, with many having eidetic or photographic memories. Prodigious savants are extremely rare, with fewer than one hundred noted in more than a century of literature on the subject. Treffert estimates that fewer than fifty or so such individuals are alive today.

Savants can have outstanding abilities in music, artistic talent, calendar calculations, multilingual acquisition ability, complex math calculations.

Splinter skills-preoccupation with, and memorization of, music and sports trivia, maps, historical facts etc

Talented savants- possess special musical, artistic, mathematical skills.

Prodigious savants- Rare persons where their special skills are so outstanding that it would be spectacular even if it were to occur in non-handicapped person.

Savants can have outstanding abilities in music, artistic talent, calendar calculations, multilingual acquisition ability, complex math calculations.

Splinter skills-preoccupation with, and memorization of, music and sports trivia, maps, historical facts etc

Talented savants- possess special musical, artistic, mathematical skills.

Prodigious savants- Rare persons where their special skills are so outstanding that it would be spectacular even if it were to occur in non-handicapped person.

Has read and memorized over 12,000 books and reads a book in about 1 hour( 10 sec/page).

He can retain a very high 98% of information he reads.

Also memorized historical facts and can do calculations involving dates etc.

Has scored well below on IQ tests, but scored high on some subtests

Inspiration for the film ‘Rain Man’, which introduced people to this rare disorder

However, he has trouble doing simple tasks such as buttoning up his shirt and other ordinary motor skills

Has read and memorized over 12,000 books and reads a book in about 1 hour( 10 sec/page).

He can retain a very high 98% of information he reads.

Also memorized historical facts and can do calculations involving dates etc.

Has scored well below on IQ tests, but scored high on some subtests

Inspiration for the film ‘Rain Man’, which introduced people to this rare disorder

However, he has trouble doing simple tasks such as buttoning up his shirt and other ordinary motor skills

Can do complex math calculations instantly. He recited pi to 22,514 places from memory in 5 hours

He has synesthesia, so he sees numbers and letters as shapes. For him every number up to 10,000 has its own unique shape

He speaks 11 languages and is creating a new language called Manti

He was challenged to learn Icelandic in one week. Then he was interviewed on Icelandic television speaking the language fluently

Can do complex math calculations instantly. He recited pi to 22,514 places from memory in 5 hours

He has synesthesia, so he sees numbers and letters as shapes. For him every number up to 10,000 has its own unique shape

He speaks 11 languages and is creating a new language called Manti

He was challenged to learn Icelandic in one week. Then he was interviewed on Icelandic television speaking the language fluently

Unknown what the cause of savant syndrome is

Therefore, there are no treatments or methods of prevention

Scientists hope studying people with savant syndrome might help us answer these questions and better understand how our brains function.

And this might one day lead us to have these extraordinary abilities but without any drawbacks such as lack of social interaction with people and other side effects!

Unknown what the cause of savant syndrome is

Therefore, there are no treatments or methods of prevention

Scientists hope studying people with savant syndrome might help us answer these questions and better understand how our brains function.

And this might one day lead us to have these extraordinary abilities but without any drawbacks such as lack of social interaction with people and other side effects!