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The notion that geniuses such as Shakespeare, Mozart, and Picasso were "gifted" or possessed innate talents is a (A) , according to a study by a British psychologist. After examining outstanding performances in the arts and sports, Professor Michael Howe and colleagues at Exeter University concluded that excellence is determined by opportunities, encouragement, training, motivation, self-confidence, and—most of all—practice.

The theory—a radical (B) with traditional beliefs—has been applauded by academics worldwide. It has significant implications for teachers and parents, not least because children who are not thought to be gifted are being denied the encouragement they need to succeed. The authors took as their starting point the "widespread belief that to reach high levels of ability a person must possess an innate potential called talent." They said it was important to establish whether the belief was correct because it had social and educational consequences affecting selection procedures and training.

However, studies of accomplished artists and mathematicians, top tennis players and swimmers reported few early signs of promise prior to parental encouragement. No case was found of anyone reaching the highest levels of achievement without devoting thousands of hours to serious training. Even those who were believed to be exceptionally talented—whether in music, mathematics, chess, or sports—required lengthy periods of instruction and practice.