Intellectual Precocity: What Have We Learned Since Terman?
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David Lubinski [1] ; Camilla P. Benbow [1]
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[1] Vanderbilt University
Vanderbilt University
Estados Unidos
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- Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 65, Nº 1, 2021, págs. 3-28
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 8 Citas
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Resumen
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 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 outcomes. 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 impactful careers and making creative contributions. Findings have made evident the psychological diversity within intellectually precocious populations, their meaningfulness, and the environmental diversity required to meet their learning needs. Seeing giftedness and interventions on their behalf categorically has held the field back.
