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Longitudinal Studies

The achievements of these talent-search (TS) participants were compared with those of a cohort of first- and second-year graduate students identified by SMPY at approximately age 24 through their enrollment in 1992 at top U.S. programs in engineering, mathematics, and the physical sciences.  Selection before age 13 on the basis of one high SAT score resulted in the identification of a population that, 20 years later, earned doctorates at 50 times the base-rate expectation of 1% for the general population and at two thirds the rate of enrollees in prestigious doctoral programs. Tracking Exceptional Human Capital Over Two Decades, by David Lubinski, Camilla P. Benbow, Rose Mary Webb and April Bleske-Rechek

Creativity and Occupational Accomplishments Among Intellectually Precocious Youths: An Age 13 to Age 33 Longitudinal Study by Jonathan Wai, David Lubinski, and Camilla P. Benbow

Tracks intellectually precocious youths (top 1%) over 20 years. Examines the significance of age 13 ability differences within the top 1% for predicting doctorates, income, patents, and tenure at U.S. universities ranked within the top 50. Positive findings on above-level assessment with the SAT ... generalize to occupational settings. Precocious manifestations of abilities foreshadow the emergence of exceptional achievement and creativity in the world of work; when paired with preferences, they also predict the qualitative nature of these accomplishments... (requires ^{Adobe Reader})
 

An Eight-Year Evaluation of SMPY: What Was Learned? by Camilla Persson Benbow and Julian C. Stanley

We have examined the validity of SMPY's identification and educational facilitation procedures by means of longitudinal research. These principles, practices, and techniques were shown to be effective and transportable to various settings. If there is a special lesson to be learned thus far, it is that curricular flexibility, augmented by special fast-paced courses, can work wonders for young, able, highly motivated students...
 

Exceptionally and Profoundly Gifted Students: An Underserved Population by Miraca Gross

Our task as educators is to place the extremely, gifted child in the environment that will least restrict her opportunities for socialization. Research suggests that the inclusion classroom, with age peers, may not be the most appropriate environment.
 

Exceptionally Gifted Children by Miraca Gross

If you have an exceptionally gifted child, Read This Book! A fascinating study of a small group of exceptionally gifted (IQ>160) children, Gross follows these children over 20 years, and includes extensive details about their interests, family background, progress through school, and social and emotional as well as academic status. Gross shows that when these children are not allowed to learn at an appropriate pace and level it places them at serious risk.  Also available from from Amazon.co.uk and Amazon.ca
Exceptionally Gifted Children First edition, occasionally available used, contains more of the research methods than the new version...
 

From "the saddest sound" to the D Major chord: The gift of accelerated progression by Miraca Gross

This session looks at how gifted students differ from their age-peers in many aspects of their social and emotional development and explains why well-planned programs of acceleration enhance these students’ self-esteem, their love of learning, their acceptance of themselves and their gifts, and their capacity to form warm and supportive friendships. For many gifted students, acceleration replaces discord with harmony...
 

Gifted Today but not Tomorrow? Longitudinal Changes in Ability and Achievement during Elementary School by David F. Lohman & Katrina A. Korb, The University of Iowa

Approximately half of the students who score in the top 3% of the score distribution in one year will not fall in the top 3% of the distribution on the next year.  One can substantially reduce the amount of regression by combining the information from multiple assessments.  Understanding that all abilities are developed and that schools play a critical role in that process can lead to policies in which children’s reasoning abilities are assessed...    Read Understanding and predicting regression effects in the identification of academically gifted children, an update and extension of the original paper... (requires ^{Adobe Reader})
 

Importance of Assessing Spatial Ability in Intellectually Talented Young Adolescents: A 20-Year Longitudinal Study by Daniel L Shea, David Lubinski and Camilla P. Benbow

"...Spatial ability added incremental validity to the SAT-M and SAT-V assessments in predicting educational - vocational outcomes over these successive time frames [age 13, 18, 23, and 33].  It appears that spatial ability can compliment contemporary talent search procedures..." (requires ^{Adobe Reader})
 

Parents are the best source of information about their children's abilities by John Worthington

Parents are a highly accurate and reliable source of information about their children's intelligence and abilities with most able to predict their child's IQ to within a few points, according to a University of Queensland PhD study... Also see A Longitudinal Study of Early Literacy Development and the Changing Perceptions of Parents and Teachers
 

"Play Partner" or "Sure Shelter"? Why gifted children prefer older friends.. by Miraca Gross

A recent Australian study compared conceptions of friendship held by average ability students, moderately gifted and highly gifted primary school students. Average ability display age-appropriate development, associating friendship with sharing of material goods, reciprocal assistance with common play interests. Gifted children, however, display friendship expectations which usually characterise children some years older, associating friendship with trust, intimacy and the sharing of deep confidences. Highly gifted children particularly seek fidelity, and friends who will accept them as they are - the "sure shelter"
 

Sex Differences in Mathematical Reasoning Ability at Age 13: Their Status 20 Years Later by Camilla Persson Benbow, David Lubinski, Daniel L. Shea, and Hossain Eftekhari-Sanjani

Follow-up of mathematically gifted adolescents whose earlier assessments revealed robust gender differences in mathematical reasoning ability.  Both genders became exceptional achievers.  Earlier sex differences in math ability did predict differential education and occupational outcomes.  Profile differences in abilities and preferences are longitudinally stable... (requires ^{Adobe Reader})
 

Tracking Exceptional Human Capital Over Two Decades by David Lubinski, Camilla P. Benbow, Rose Mary Webb and April Bleske-Rechek

Talent-search participants scoring in the top 0.01% on cognitive-ability measures were identified before age 13 and tracked over 20 years. Their creative, occupational, and life accomplishments are compared with those of graduate students enrolled in top-ranked U.S. mathematics, engineering, and physical science programs in 1992 and tracked over 10 years. By their mid-30s, the two groups achieved comparable and exceptional success, and reported high and commensurate career and life satisfaction... (requires ^{Adobe Reader})