{'fraction_non_alphanumeric': 0.023969319271332695, 'fraction_numerical': 0.0019175455417066154, 'mean_word_length': 5.365853658536586, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Children's talent in fine art and music ‐ England

The focus of this article is the development of potential music and fine art in children who have outstanding talent. It is suggested that aesthetic perceptual development begins at birth and is likely to become habitual, influencing future interest and activities. A study was made of a group of children talented in either fine‐art or music, and compared with control groups taken at random from the same school‐class in normal British primary schools (N=72). Highly discriminating, novel tests of short‐term memory in these areas were given. Environmental circumstances, especially at home, were of vital importance for exceptionally high‐level performance, even when there was provision at schools for developing talent. School provision for talent development took the major role for children without such home support. Indeed, because many families do not provide opportunities for children with high‐level artistic potential, it is essential for schools to provide these opportunities.