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review the research on three groups of extremely gifted individuals: (a) investigations of the childhood and adolescence of individuals who as adults developed as "exemplary producers"; (b) early studies of children whose cognitive development, as indicated by their academic achievements, seemed remarkably beyond the norm of their age; and (c) studies since the 1920s of children whose scores on tests of cognitive ability placed them in the exceptionally gifted range of IQ 160+, regardless of whether or not these students were able to achieve their remarkable potential / the primary focus, however, will be on this latter group of studies and will present the key research, from the last 70 years, on this population of students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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