Source: Psychology Today, Jan 2017
… advanced educational stimulation matters for gifted individuals to fully develop their talent and actualize their intellectual potential. One study from SMPY showed that grade skipping is a highly effective intervention on later achievement, and another study showed that it may not necessarily be one specific intervention that matters for the development of gifted youth but rather the right mix and intensity of interventions—the appropriate educational dosage—to keep them intellectually stimulated and engaged. Additionally, findings from SMPY have also shown that the willingness to work long hours varies greatly among the gifted population and thus is also likely connected to long-term development of expertise.
Source: Infoproc website, Oct 2016
This graph was in the comments
Source: Psychological Comments, Oct 2016
The database gives the Country, the age of the testees, the N, the test, the IQ, the short and the full reference, and then a column indicating whether we have an copy of the reference (Y or N). Occasionally there are question marks where a reference has not been traced.
Source: NYTimes, Sep 2016
irrationality — or what Professor Stanovich called “dysrationalia” — correlates relatively weakly with I.Q.
A person with a high I.Q. is about as likely to suffer from dysrationalia as a person with a low I.Q. In a 2008 study, Professor Stanovich and colleagues gave subjects the Linda problem and found that those with a high I.Q. were, if anything, more prone to the conjunction fallacy.
Source: Psychological Comments, Sep 2016
Source: Sage, Aug 2007
Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes …
Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science.
We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways.
Source: Stanford alumni mag, Jul/Aug 2000
Though the Terman kids were handpicked for high IQ, the longitudinal results tell us little about the meaning of IQ, except for one study conducted by Terman’s associate, Melita Oden.
In 1968, she compared the 100 most successful and 100 least successful men in the group, defining success as holding jobs that required their intellectual gifts. The successes, predictably, included professors, scientists, doctors and lawyers. The non-successes included electronics technicians, police, carpenters and pool cleaners, plus a smattering of failed lawyers, doctors and academics.
But here’s the catch: the successes and non-successes barely differed in average IQ. The big differences turned out to be in confidence, persistence and early parental encouragement.