Attributed talent is a powerful construct that can have important consequences for the lives of children. Parents and schools often provide special programs to support talented children, and attributed talent can influence children's behavior. The purpose of this study was to examine how the parents of children in a program for gifted and talented students explain the artistic capabilities of their children. Analysis indicated parents attributed the artistic capabilities of the children primarily to innate talent and intrinsic motivation. However, estimates of accumulated hours of involvement in art showed that the children had similar patterns of involvement in art as did individuals with strong records of achievement in other domains. Alternative explanations for achievement, including deliberate practice theory, are discussed.
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