“Optimal Development Of Talent: Respond Educationally To Individual Differences In Personality”, 1995 (; backlinks; similar):
…How do we develop the talents of gifted children while maintaining equity? Based upon the long and celebrated history of individual differences research (1992) from educational and vocational counseling (1950; 1984; 1938; 1939; 1965), we believe that optimal usage of talent depends upon responding to individual differences in personalities. Specifically, children must be placed in educational environments that are congruent with, and build upon, their most salient abilities and preferences (1994; in press; 1994; Lubinski, Benbow, and 1993; 1977). This approach, which is advocated by the Study of Mathematically Precocious Youth (SMPY) (1994; in press; 1977), serves as the focus of this article.
We argue and present evidence that individuals possess certain attributes that make them differentially suited for excelling, with fulfillment, in contrasting educational and vocational tracks. That is, only a limited set of learning environments is educationally optimal for anyone individual, even a gifted individual. Students, for example, put forth their best effort when they intrinsically enjoy what they are doing, and world-class achievement is most likely to develop when gifted individuals are allowed to pursue what they love at their desired pace. Indeed, learning can be optimized and achievement motivation enhanced if students are presented with tasks that are not only challenging (ie. slightly above the level already mastered) but also personally meaningful to them (1991)…