From Terman to Today

@article{Lubinski2016FromTT,
  title={From Terman to Today},
  author={David Lubinski},
  journal={Review of Educational Research},
  year={2016},
  volume={86},
  pages={900 - 944}
}
  • D. Lubinski
  • Published 1 December 2016
  • Psychology
  • Review of Educational Research
One hundred years of research (1916–2016) on intellectually precocious youth is reviewed, painting a portrait of an extraordinary source of human capital and the kinds of learning opportunities needed to facilitate exceptional accomplishments, life satisfaction, and positive growth. The focus is on those studies conducted on individuals within the top 1% in general or specific (mathematical, spatial, or verbal reasoning) abilities. Early insights into the giftedness phenomenon actually foretold… 
View on SAGE
emilkirkegaard.dk
53 Citations
Highly Influential Citations
3
Background Citations
18
Methods Citations
3
Results Citations
2

Figures from this paper

53 Citations

Intellectual Precocity: What Have We Learned Since Terman?

Over the past 50 years, eight robust generalizations about intellectual precocity have emerged, been empirically documented, and replicated through longitudinal research. Within the top 1% of general…

Psychological Constellations Assessed at Age 13 Predict Distinct Forms of Eminence 35 Years Later

This investigation examined whether math/scientific and verbal/humanistic ability and preference constellations, developed on intellectually talented 13-year-olds to predict their educational…

Intelligence in childhood and creative achievements in middle-age: The necessary condition approach

Wrecked by Success? Not to Worry

We examined the wrecked-by-success hypothesis. Initially formalized by Sigmund Freud, this hypothesis has become pervasive throughout the humanities, popular press, and modern scientific literature.…

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

Lewis Terman is widely seen as the “father of gifted education,” yet his work is controversial. Terman’s “mixed legacy” includes the pioneering work in the creation of intelligence tests, the first…

Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

Terman’s study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman’s findings on characteristics of the…

Understanding educational, occupational, and creative outcomes requires assessing intraindividual differences in abilities and interests

  • D. Lubinski
  • Psychology, Education
    Proceedings of the National Academy of Sciences
  • 2020
This commentary places the assessment of human individuality into a broader (multidimensional) context to give readers a better understanding of why both inter- and intraindividual differences in abilities and interests must be considered when conceptualizing individual and group differences in real-life learning and work outcomes.

Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments

Temporal stability of specific ability scores and intelligence profiles in high ability students

Personal talent curation in the lifetime realization of gifted potential: The role of adaptive intelligence

This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive…
...

References

SHOWING 1-10 OF 173 REFERENCES

Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise

  • D. LubinskiC. Benbow
  • Education
    Perspectives on psychological science : a journal of the Association for Psychological Science
  • 2006
This review provides an account of the Study of Mathematically Precocious Youth (SMPY), which has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth.

Creativity and Occupational Accomplishments Among Intellectually Precocious Youths: An Age 13 to Age 33 Longitudinal Study.

This study tracks intellectually precocious youths (top 1%) over 20 years. Phase 1 (N 1,243 boys, 732 girls) examines the significance of age 13 ability differences within the top 1% for predicting…

Multipotentiality among the intellectually gifted: "It was never there and already it's vanishing."

The theory of work adjustment was used as a conceptual framework in evaluating the concept of multipotentiality, taken from the psychological literature on counseling intellectually gifted…

Exceptional Cognitive Ability: The Phenotype

Characterizing the outcomes related to the phenotype of exceptional cognitive abilities has been feasible in recent years due to the availability of large samples of intellectually precocious…

Who Rises to the Top? Early Indicators

This study illustrates how ultimate criteria may be aggregated and longitudinally sequenced to validate such measures.

Five Reasons to Put the g Back Into Giftedness

Human intelligence (also called general intelligence, g, or Spearman’s g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been…

Contrasting Intellectual Patterns Predict Creativity in the Arts and Sciences

It is shown that distinct ability patterns uncovered by age 13 portend contrasting forms of creative expression by middle age, and ability tilt is critical for predicting the specific domain in which they occur.

Ability Differences Among People Who Have Commensurate Degrees Matter for Scientific Creativity

Information about individual differences in cognitive ability (even when measured in early adolescence) can predict differential creative potential in science and technology within populations that have advanced educational degrees.

Men and Women at Promise for Scientific Excellence: Similarity Not Dissimilarity

Comparisons were made with mathematically talented students identified around age 13 and tracked into adulthood by the Study of Mathematically Precocious Youth, and sex differences were minimal for the graduate students (but not for the SMPY comparison groups).

Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential

For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are…
...