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When the great psychometrician Louis L. Thurstone migrated from engineering to psychology, he noticed an important difference between psychologists and engineers. He observed that when engineers are confronted with a problem, they begin to think, whereas when psychologists are confronted with a problem, they begin to talk (Thurstone, 1952). Happily, over the past 3 decades, highly replicable empirical findings from multiple longitudinal studies on tens of thousands of participants have revealed important things to think about and talk about. These findings are critical for understanding educational, occupational, and creative outcomes among students who learn abstract/symbolic material at precocious rates. Some of the most salient longitudinal advances in recent times involve intellectual abilities, the primary focus of this chapter. Arguably the two most important points uncovered by modern longitudinal research are (a) assessing intellectual abilities within the top 1% of ability and (b) doing so multidimensionally. For optimal practice and theorizing, both are essential. Because of the need to focus more systematically on objective assessments of intellectual capacities in the gifted field (Warne, 2016), this chapter focuses on recent advances based on objective assessments because these determinants identify populations that learn at precocious rates. Thus, these determinants are central. Yet, because the importance of intellectual abilities, commitment, interests, and opportunity are all needed to understand precocious intellectual development, a comprehensive model encompassing intellectual and motivational determinants is further recommended (Lubinski & Benbow, 2000, 2006). This model is, in turn, enriched by broader lifestyle determinants (Ferriman, Lubinski, & Benbow, 2009; Lubinski, Benbow, & Kell, 2014), which are crucial for understanding how outstanding educational, occupational, and creative accomplishments unfold over the lifespan among intellectually talented populations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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