“Intellectual Precocity: What Have We Learned Since Terman?”, 2020-07-28 (; backlinks; similar):
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.
[Keywords: basic interpretive, mixed methods, psychometrics, assessment, creativity, gifted]
Is there an ability threshold, beyond which more ability doesn’t matter? No.
Does the pattern of specific abilities matter? Yes.
Is there evidence for multipotentiality? No.
Is ability pattern important for students with especially profound intellectual gifts? Yes.
Do educational/occupational interests add value to ability assessments of intellectually precocious youth? Yes.
Given the contemporary emphasis placed on the identification and development of human capital in STEM disciplines, are there other important findings from the gifted field germane to this need? Yes.
Can educational interventions enhance learning and ultimate levels of creative expression? Yes.
Beyond ability, interest, and opportunity, are conative attributes important? Yes.
Has the study of intellectual precocity contributed to its parent disciplines in the educational and psychological sciences? Is there a common theme that cuts across the above empirical generalizations, which have been replicated over multiple decades? Yes. And yes.