Roeper Review, 32:224–234, 2010 ISSN: 0278-3193 print / 1940-865X online DOI: 10.1080/02783193.2010.508154 UROR NEUROBIOLOGY, PRENATAL DEVELOPMENT, AND PRODIGIOUSNESS The Neurobiological Foundations of Giftedness The Neurobiological Foundations of Giftedness Martin Mrazik and Stefan C. Dombrowski Case studies of extremely gifted individuals often reveal unique patterns of intellectual precocity and associated abnormalities in development and behavior. This article begins with a review of current neurophysiological and neuroanatomical findings related to the gifted population. The bulk of scientific inquiries provide evidence of unique patterns of right prefrontal cortex and inferior frontal activation implicated in gifted intelligence, although additional studies suggest enhanced neural processing and cerebral bilateralism. Geschwind, Behan, and Galaburda (GBG) first hypothesized the possible neurodevelopmental factors that account for unique brain development. This article explores more recent findings taken from the prenatal exposure literature and offers a proposed model for explaining aberrant develop- mental forces that may be at work in precocious individuals. Keywords: prenatal exposures, gifted, biology, development, brain, neurology, intelligence, theory, intellectual precocity, prenatal neurodevelopment, genius Educational and mental health professions have been perva- sively interested in the deviant, those that represent the extreme ends of psychopathology, behavior, and ability. Individuals classified as “gifted” present with a unique set of abilities that set them apart from their peers, often from an early age. His- tory is replete with countless examples of creative individuals whose unique talents and capabilities led to extraordinary accomplishments. The intrigue for the scientist is to determine what variables and characteristics enable eminently gifted per- sons to effortlessly achieve what others struggle to master. The nature–nurture debate assumes a center role in the arguments surrounding the origins of giftedness. Common folklore tells us that highly gifted and creative individuals have some innate capabilities that facilitate their brilliance (i.e., genius is born, not made). Recent research also impli- cates the role of heredity in certain aspects of gifted cognitive ability (Posthuma, DeGeus, & Boomsma, 2001; Thompson, Cannon, & Toga, 2002). The opposing view challenges this assumption (i.e., Ericsson, Krampe, & Tesch-Romer, 1993) and argues that gifted abilities are more a product of effort- ful and deliberate practice. This view suggests that it is the individual who spends extraordinary time repeating, refin- ing, and perfecting their skills who becomes exceptional (Bloom, 1985; Ericsson et al.). A more balanced perspective acknowledges that giftedness is likely a manifestation of a reciprocal relationship between genes and environment (LaBuda, DeFries & Fulker, 1987; Scarr & McCartney, 1974). Such discussions are not uncommon in the neuroscience liter- ature regarding the heritability of disorders of the brain like schizophrenia and Alzheimer’s disease (Saunders et al., 2003). The purpose of this article is to sidestep this exhaustive debate to explore the perspective that considers the neurological underpinnings of giftedness. Based upon evidence from neu- roanatomical, neurophysiological, and neuropsychological dimensions of giftedness, we ask the question: What are the biological forces that may account for the emergence of the eminently gifted brain? Much has been written about the defi- nitions and descriptors of giftedness, yet surprisingly few papers have sought to delineate the possible underlying neuro- logical aspects and etiologies of gifted individuals. Our article begins with defining the scope of our thesis followed by a review of important historical theories and findings. Articulating an accurate yet succinct definition of gifted- ness and talent has challenged theorists, researchers, and practitioners for decades (Kalbfleisch, 2004; Lubinski, Webb, Morelock, & Perrson Benbow, 2001; Robinson & Received 12 December 2008; accepted 22 May 2009. This article not subject to U.S. copyright law. Address correspondence to Dr. Martin Mrazik, 6-135 Education North, University of Alberta, Edmonton, AB T6G 2G5, Canada. E-mail: Mrazik@ualberta.ca