Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent, 1994 (; backlinks; similar):
Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent is an important contribution to the literature in two fields—those of gifted education and educational research. It is important for the former in terms of the insights and understandings it provides about giftedness and its nurture. It is important for the latter for its elucidations of the methodology associated with longitudinal research. The editors point out that “[the] volume presents recent collected works that demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, the studies investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations.”
The studies described vary along many dimensions, including research problem, sample size and character, length of study, data collection procedures and sources, and longitudinal orientation (ie. emergent/developmental or retrospective). The studies deal with a variety of talent areas, such as academic achievement, science, technical creativity, music, creative and productive thinking, and career development. The samples include gifted and talented children, youths, and adults, both males and females. Although most of the studies deal with identified gifted/talented individuals, one is a retrospective look at the achievements of graduate students in an university-level leadership education program. Studies originating in Germany and Israel add an international flavor and, more importantly, remind us that there is good research being conducted beyond the borders of the U.S.
As the premiere longitudinal investigation of a gifted population, the Terman study set a standard of comprehensiveness, large study sample, and societal influence that is difficult to supersede. In spite of the Terman study’s large number of research associates and rich sources of funding support, the data are still being organized for more accurate statistical analysis and examined for more challenging research questions. Further, the Genetic Studies of Genius and its more current follow-ups did not address key questions of concern in today’s social, political, and historical climate, or issues of central importance in the future. The investigations in this book have established a groundwork for answering previously unanswered questions: Are we identifying the “right” people? What are the outcomes associated with various forms of identification and intervention?
Over the course of his long career, Terman’s perspective on high IQ as a source for potential genius changed to allow personality, interest, special abilities, and opportunity to play a growing role in adult achievement. In filling a vacuum left by Terman, this collection of contemporary studies can guide policy and program development based on the conditions and interventions that contribute to the fulfillment of talent.