Abstract
The author—who with his colleague, M. Csikszentmihalyi, re cently completed a 20-year longitudinal study of artists from 1963, when they were students at the School of the Art Institute of Chicago, to 1981 when they were at mid-life—1 in this article focuses on one hitherto unavailable observation that seems to have important implications for the education of the gifted and in fact for the not-so-gifted as well.
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