From Terman to Today: a Century of Findings on Intellectual Precocity
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Metodologia Empírica Seguida Neste Trabalho
Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Percursos de excelência académica no ensino superior: de excelência Percursos Estudo em Portugal em alunos de Engenharia Sílvia Correia Monteiro Julho de 2012 UMinho | 2012 Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Tese de Doutoramento em Psicologia Área de especialização em Psicologia da Educação Trabalho efectuado sob a orientação de Professor Doutor Leandro da Silva Almeida e da Professora Doutora Rosa Maria de Castro Fernandes Vasconcelos Julho de 2012 DECLARAÇÃO É AUTORIZADA A REPRODUÇÃO INTEGRAL DESTA TESE APENAS PARA EFEITOS DE INVESTIGAÇÃO, MEDIANTE DECLARAÇÃO ESCRITA DO INTERESSADO, QUE A TAL SE COMPROMETE. Braga, ___/___/______ Assinatura: __________________________________________________________ AGRADECIMENTOS O desenvolvimento deste trabalho, concretizado na presente tese, resultou de um intenso percurso de desenvolvimento pessoal e profissional no qual colaboraram e contribuíram várias pessoas, junto de quem pretendo manifestar o meu reconhecido agradecimento. Aos meus orientadores, Professor Doutor Leandro Almeida e Professora Doutora Rosa Maria Vasconcelos, pela disponibilização de oportunidades que permitiram desenvolver este trabalho e, sobretudo, pela partilha dos conhecimentos que o orientaram, desde o primeiro momento. Ao Professor Doutor José Cruz, pelo apoio e conselhos prestados em diversas fases, e que em muito contribuíram para o desenvolvimento deste trabalho. Ao Professor Doutor Raúl Vidal, da Faculdade de Engenharia da Universidade do Porto, e à Dra. Isabel Gonçalves e Dra. Ana Lucas, do Instituto Superior Técnico, pelo apoio concedido no contacto com os participantes deste trabalho, que em muito contribuíram para o seu enriquecimento metodológico. -
Tracking Exceptional Human Capital Over Two Decades David Lubinski,1 Camilla P
PSYCHOLOGICAL SCIENCE Research Article Tracking Exceptional Human Capital Over Two Decades David Lubinski,1 Camilla P. Benbow,1 Rose Mary Webb,2 and April Bleske-Rechek3 1Vanderbilt University, 2Appalachian State University, and 3University of Wisconsin-Eau Claire ABSTRACT—Talent-search participants (286 males, 94 adult lives (Benbow, Lubinski, Shea, & Eftekhari-Sanjani, females) scoring in the top 0.01% on cognitive-ability 2000; Lubinski & Benbow, 1994, 2000). A 20-year follow-up of measures were identified before age 13 and tracked over SMPY’s ablest cohort has just been completed. Before age 13, 20 years. Their creative, occupational, and life accom- these participants scored within the top 0.01% for their age on plishments are compared with those of graduate students either SAT mathematical reasoning ability (SAT-M 700) or (299 males, 287 females) enrolled in top-ranked U.S. SAT verbal reasoning ability (SAT-V 630; Lubinski, Webb, mathematics, engineering, and physical science programs Morelock, & Benbow, 2001). They were identified in talent in 1992 and tracked over 10 years. By their mid-30s, the searches conducted in the early 1980s and, with a Web-based two groups achieved comparable and exceptional success survey, were followed up in 2003 and 2004 at the mean age of (e.g., securing top tenure-track positions) and reported 33.6 years (286 men, 94 women; response rate > 80%). high and commensurate career and life satisfaction. Col- The achievements of these talent-search (TS) participants lege entrance exams administered to intellectually preco- were compared with those of a cohort of first- and second-year cious youth uncover extraordinary potential for careers graduate students identified by SMPY at approximately age 24 requiring creativity and scientific and technological in- through their enrollment in 1992 at top U.S. -
Intellectual Precocity: What Have We Learned Since Terman?
Article Gifted Child Quarterly 0(0) 1–26 Intellectual Precocity: What Have ! 2020 National Association for Gifted Children We Learned Since Terman? Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0016986220925447 journals.sagepub.com/home/gcq David Lubinski1 and Camilla P. Benbow1 Abstract Over the past 50 years, eight robust generalizations about intellectual precocity have emerged, been empirically docu- mented, and replicated through longitudinal research. Within the top 1% of general and specific abilities (mathematical, spatial, and verbal) over one third of the range of individual differences are to be found, and they are meaningful. These individual differences in ability level and in pattern of specific abilities, which are uncovered by the use of above-level assessments, structure consequential quantitative and qualitative differences in educational, occupational, and creative out- comes. There is no threshold effect for abilities in predicting future accomplishments; and the concept of multipotentiality evaporates when assessments cover the full range of all three primary abilities. Beyond abilities, educational/occupational interests add value in identifying optimal learning environments for precocious youth and, with the addition of conative variables, for modeling subsequent life span development. While overall professional outcomes of exceptionally precocious youth are as exceptional as their abilities, educational interventions of sufficient dosage enhance the probability of them leading exceptionally -
Here Stanley Taught
NEWS FEATURE How to raise a genius A long-running study of exceptional children reveals what it takes to produce the scientists who will lead the twenty-first century. BY TOM CLYNES 152 | NATURE | VOL 537 | 8 SEPTEMBER 2016 ǟ ƐƎƏƖ !,(++- 4 +(2'#12 (,(3#"Ʀ /13 .$ /1(-%#1 341#ƥ ++ 1(%'32 1#2#15#"ƥ ǟ ƐƎƏƖ !,(++- 4 +(2'#12 (,(3#"Ʀ /13 .$ /1(-%#1 341#ƥ ++ 1(%'32 1#2#15#"ƥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ ɥ FEATURE NEWS n a summer day in 1968, professor Julian Stanley met and academics, our Fortune 500 CEOs and federal judges, senators and a brilliant but bored 12-year-old named Joseph Bates. billionaires,” he says. The Baltimore student was so far ahead of his class- Such results contradict long-established ideas suggesting that expert mates in mathematics that his parents had arranged performance is built mainly through practice — that anyone can get for him to take a computer-science course at Johns to the top with enough focused effort of the right kind. SMPY, by con- Hopkins University, where Stanley taught. Even that trast, suggests that early cognitive ability has more effect on achievement wasn’t enough. Having leapfrogged ahead of the adults in the class, than either deliberate practice or environmental factors such as socio- Othe child kept himself busy by teaching the FORTRAN programming economic status. The research emphasizes the importance of nurturing language to graduate students. precocious children, at a time when the prevailing focus in the United Unsure of what to do with Bates, his computer instructor introduced States and other countries is on improving the performance of strug- him to Stanley, a researcher well known for his work in psycho metrics gling students (see ‘Nurturing a talented child’). -
(“Terry”) Tao and Lenhard (“Lenny”) Ng Reflect on Their Talent Development
SMP y ’ S G R E a T E S T c H I l D P R o D IGIES Insights From SMPy’s Greatest Former child Prodigies: Drs. Terence (“Terry”) Tao and lenhard (“lenny”) Ng Reflect on Their Talent Development Michelle C. Muratori and Julian C. Stanley Miraca U. M. Gross Johns Hopkins University University of New South Wales Lenhard Ng Terence Tao Duke University University of California, Los Angeles Jack Ng Billy Tao University of North Carolina, Chapel Hill Flinders University aSTRB a c T PTINGu T T HE R ESE a R c H T o u S E If the academic needs of the most profoundly gifted students can be met through the use of existing Given the wide-ranging differences in abilities, educational practices, specialists in gifted education interests, personalities, life experiences, and cul- can assume that the educational needs of less able, but ture that are evident among academically talented still academically talented, students can also be met students, most specialists in gifted education would by using some combination of these strategies as well. agree that a one-size-fits-all approach to educating This paper illustrates the feasibility and effectiveness of the gifted is antithetical to the fundamental prin- ® ¨ utilizing an individualized educational approach with ciples underpinning gifted education. As responsive gifted students by highlighting the unique educational as educators would like to be to the needs of their paths taken by two of the very ablest math prodigies gifted students, they may be reluctant to individual- identified by Dr. Julian Stanley through the Study ize the curriculum for these students on the grounds of Mathematically Precocious Youth (SMPY) since that they lack sufficient resources to provide such a its founding in 1971. -
Mainstream Science on Intelligence: an Editorial with 52 Signatories, History, and Bibliography
EDITORIAL Mainstream Science on Intelligence: An Editorial With 52 Signatories, History, and Bibliography LINDA S. GOTTFREDSON University of Delaware The following statement was first published in the Wall Street Journal, December 13, 1994. Mainstream Science on Intelligence Since the publication of “The Bell Curve,” it reflects a broader and deeper capability for many commentators have offered opinions comprehending our surroundings-“catch- about human intelligence that misstate cur- ing on,” “ making sense” of things, or “figur- rent scientific evidence. Some conclusions ing out” what to do. dismissed in the media as discredited are ac- 2. Intelligence, so defined, can be mea- tually firmly supported. sured, and intelligence tests measure it well. This statement outlines conclusions re- They are among the most accurate (in techni- garded as mainstream among researchers on cal terms, reliable and valid) of all psycho- intelligence, in particular, on the nature, ori- logical tests and assessments. They do not gins, and practical consequences of individu- measure creativity, character, personality, or al and group differences in intelligence. Its other important differences among individu- aim is to promote more reasoned discussion als, nor are they intended to. of the vexing phenomenon that the research 3. While there are different types of intel- has revealed in recent decades. The follow- ligence tests, they all measure the same intel- ing conclusions are fully described in the ligence. Some use words or numbers and major textbooks, professional journals and require specific cultural knowledge (like vo- encyclopedias in intelligence. cabulary). Other do not, and instead use shapes or designs and require knowledge of The Meaning and Measurement of only simple, universal concepts (many/few, Intelligence open/closed, up/down). -
Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens
DOCUMENT RESUME ED 04E 725 TM 000 305 AUTHOR Findley, Warren G. TITLE Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens. Research and Development Center in Educational Stimulation. SPONS AGENCY Office of Education (DREW), Washington, D.C. Cooperative Research Program. REPORT NO Ccc-Pap-10 PUB DATE Jun 70 CONTRACT CEC-6-10-061 NOTE 18p.; Invited address to Division D, Measurement and Research Methodology, American Educational Research Association, Minneapolis, Minnesota, March 1970 EDRS PRICE EDRS Price MF-$0.25 HC-$1.00 DESC2IETOES Educational Innovation, Educational Policy, Educational Problems, *Educational Research, Educational Testing, *Evaluation, Instrumentation, International Education, Longitudinal Stuclies, *Measurement Techniques, National Surveys, *Research and Development Centers, Research Methodology, Research Utilization, *Statistical Analysis AESTRACT This running commentary cites examples to show. that measurement and research in education, since Binet, have been used to solve schccl problems. Current problems cited stem from post-World War II acceptance of the goal of educating "all the children of all the people." Compensatory education, peer-tutoring vs. competitive scrambling, mastery learning, retention vs. dropout, and socioeconcmic segregation by tests, require study. Background surveys are cited that define the scope of the problems. Longitudinal studies ale recommended that feed back evidence of need and of success and failure en route to terminal evaluation. Multivariate analysis is advanced as essential methodology; person-environment interactions should be studied, not just controlled, if individualization is a goal of the teaching-learning process. Major research and development organizations need to be based on an interactive model, rather than a linear model, tc speed action and guide research. -
Youths Who Reason Extremely Well Mathematically: Smpy's
Editorial The guest editor for this issue is Professor Julian Stanley, Chair- man of the Department of Psychology of The Johns Hopkins Univer- sity, Baltimore, Maryland. Professor Stanley has been directing the Study of Mathematically Precocious Youth, perhaps the out- standing longitudinal study since Terman’s Genetic Studies of Genius. His editorial follows: YOUTHS WHO REASON EXTREMELY WELL MATHEMATICALLY: SMPY’S ACCELERATIVE APPROACH Julian C. Stanley For this special issue I commissioned three articles to be prepared by persons presently or formerly associated with the Study of Mathematically Precocious Youth (SMPY) at The Johns Hopkins University in Baltimore. These are supplemented by a selection of items from SMPY’s newsletter-journal, the Intellectually Talented Youth Bulletin (ITYB), which appears ten times yearly. For several months I also looked for other novel approaches to helping mathematically precocious youths a great deal educationally but could not find any that seemed nearly as strongly facilitative as SMPY’s &dquo;smorgasbord&dquo; of accelerative opportunities. Quite a few courses such as calculus are being taught better hitherto in a number of schools. Many summer, evening, or Saturday mor- 237 ning schools, camps, institutes, or supplemental programs offer cer- tain mathematics courses to able enrollees, usually as &dquo;enrichment&dquo; rather than for high school or college credit. Few of these are radical departures from long-known best practice, however, nor do they usually help relieve much of the fru~tration that the mathematically brilliant boy or girl is virtually certain to find in typical mathematics classes. During its first five years, supported financially by a grant from the Spencer Foundation of Chicago (which recently was renewed for three years), SMPY has been resoundingly successful in helping many certifiably youths move ahead in mathematics and other sub- jects at levels and rates appropriate FOR THEM. -
The Study of Mathematically Precocious Youth at Maturity Insights Into Elements of Genius Harrison J
Part V Trajectories The Wiley Handbook of Genius, First Edition. Edited by Dean Keith Simonton. © 2014 John Wiley & Sons, Ltd. Published 2014 by John Wiley & Sons, Ltd. 19 The Study of Mathematically Precocious Youth at Maturity Insights into Elements of Genius Harrison J. Kell and David Lubinski Genius, by definition, is rare. It is arguably the rarest phenomenon in the human con- dition. In Murray’s (2003) compelling analysis, Human Accomplishment, he suggests that genius is indicative of individuals who generate products that transform humanity. When leaders in the field examine the creative contributions generated by geniuses, their response is frequently “How could a human being have done that?” If we set the bar high enough, limiting discussions of genius to luminaries such as Shakespeare and Dante, Einstein and Newton, or Aristotle and Plato, a list of around 100 individuals for all time is likely to eventuate. Therefore, one may reasonably ask, as Dean Simonton does in the preface to this volume, “Can such a rare phenomenon be studied scientifically?” To study a group of 100 individuals scientifically who were born across a range of 2,000 years is mindboggling. If standards are lowered, how- ever, to, say, Murray’s (2003) list of the top 20 contributors to 20 major disciplines (e.g., medicine, music, physics), this facilitates matters. Yet even with this more liberal approach, the scientific study of genius is still exceedingly difficult – it would leave us with about 400 individuals stretched over approximately 2,800 years, suggesting a single genius arises, on average, only once every seven years! This still understates the problem, however, as the emergence of genius is not evenly distributed over time; certain historical periods abound in the production of genius while others lie fallow (Murray, 2003). -
Student Experiences of an out of School Academic Enrichment Programme for High Ability Students Transitioning from DEIS Primary Schools to DEIS Secondary Schools
Student experiences of an out of school academic enrichment programme for high ability students transitioning from DEIS primary schools to DEIS secondary schools Eamonn Carroll B.A. M.Phil Institute of Education, Dublin City University Thesis submitted for the Award of Ph.D. to Dublin City University (DCU) Submission Date- September 2020 Supervisors: Prof. Joe O’Hara & Dr. Colm O’Reilly Declaration of Work I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ______________________________________ (Candidate) ID No: 16210030 Date: _________________________ i ii Acknowledgements Firstly, I would like to thank my two doctoral supervisors, Professor Joe O’Hara and Dr. Colm O’Reilly for their constructive feedback, guidance and encouragement throughout this project. I would also like to thank Dr. Jennifer Riedl Cross and Professor Tracy Cross for the interest they have shown in my project and in my development as a researcher, as well as the kindness they have shown in all of our interactions. This thesis would not have been possible without the incredible (professional and personal) support I have received from everyone in the CTYI office over the last four years. -
El-Estudio-De-Julian-C--Stanley-Sobre
El estudio de Julian C. Stanley sobre talento excepcional: Una aproximación personalizada para dar respuesta a las necesidades de los estudiantes con altas capacidades The Julian C. Stanley Study of Exceptional Talent: A Personalized Approach to Meeting the Needs of High Ability Students Linda E. Brody El estudio de Julian C. Stanley sobre talento excepcional: talento sobre Stanley C. Julian de estudio El Una aproximación personalizada para dar respuesta a las a respuesta dar para personalizada aproximación Una necesidades de los estudiantes con altas capacidades altas con estudiantes los de necesidades The Julian C. Stanley Study of Exceptional Talent: Exceptional of Study Stanley C. Julian The A Personalized Approach to Meeting the Needs of High of Needs the Meeting to Approach Personalized A Ability Students Ability Brody, J.E. THE JUlIAn C. S TAnlEy STUDy Of EXCEpTIOnAl TAlEnT : Un EnfOqUE pERSOnAlIzADO pARA ATEnDER lAS nECESIDADES DE lOS AlUmnOS DE AlTA CApACIDAD Universidad John Hopkins, como desde su predecesor el Estudio de Jóvenes Matemáticamente Precoces (SMPY, Study of Mathematically Precocious Youth ). Con el renovado interés en el aprendizaje personalizado que existe en nuestros días, se nos presenta la oportunidad de institucionalizar este enfoque con mayor amplitud. Aún con todo, los alumnos necesitan información y recomendaciones de adultos expertos en programas que les ayudarán a desarrollar sus talentos; las escuelas deben ser flexibles y estar dispuestas a modificar sus currículos así como a otorgar créditos académicos por el trabajo realizado fuera de la escuela; también se deben abordar aquellas barreras económicas que puedan limitar el acceso a los programas fuera de la escuela. -
Study of Mathematically Precocious Youth After 35 Years Uncovering Antecedents for the Development of Math-Science Expertise David Lubinski and Camilla Persson Benbow
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE Special Section: Doing Psychological Science Study of Mathematically Precocious Youth After 35 Years Uncovering Antecedents for the Development of Math-Science Expertise David Lubinski and Camilla Persson Benbow Vanderbilt University ABSTRACT—This review provides an account of the Study (e.g., administration, law, medicine, and the social sci- of Mathematically Precocious Youth (SMPY) after 35 ences). By their mid-30s, the men and women appeared to years of longitudinal research. Findings from recent be happy with their life choices and viewed themselves as 20-year follow-ups from three cohorts, plus 5- or 10-year equally successful (and objective measures support these findings from all five SMPY cohorts (totaling more than subjective impressions). Given the ever-increasing im- 5,000 participants), are presented. SMPY has devoted portance of quantitative and scientific reasoning skills in particular attention to uncovering personal antecedents modern cultures, when mathematically gifted individuals necessary for the development of exceptional math-science choose to pursue careers outside engineering and the careers and to developing educational interventions to physical sciences, it should be seen as a contribution to facilitate learning among intellectually precocious youth. society, not a loss of talent. Along with mathematical gifts, high levels of spatial ability, investigative interests, and theoretical values form a par- ticularly promising aptitude complex indicative of poten- Society is becoming more knowledge based, technological, and tial for developing scientific expertise and of sustained international (Friedman, 2005); the physical and social systems commitment to scientific pursuits. Special educational within which people operate are increasingly complex and dy- opportunities, however, can markedly enhance the devel- namic, and economies are built upon ideas.