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Hogrefe Publishing GmbHerschienen am26.02.20242024
Understanding and supporting gifted and talented children and adolescents Answers common questions of professionals and trainees Presents the state-of-art of theory, research, and practice Explores the characteristics of gifted students More about the book What is giftedness? How do talents develop? Are gifted people 'different'? How can gifted children be recognized and supported in their development? Based on the authors' many years of expertise in giftedness research and education practice, this book answers these and many other questions about giftedness and talent development in a scientifically sound and at the same time application-oriented way. This new volume offers an up-to-date overview of the theoretical foundations, pioneering studies, and research findings on gifted children and adolescents, and explores evidence-based options for diagnostics and support. The development of giftedness as well as the characteristics of gifted students, such as performance-related attributes and temperament traits, are also examined. This book is of interest to child psychologists and psychiatrists, educational and school psychologists, educators, and students, and is an ideal textbook for self-study or for those training to become a professional.mehr
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KlappentextUnderstanding and supporting gifted and talented children and adolescents Answers common questions of professionals and trainees Presents the state-of-art of theory, research, and practice Explores the characteristics of gifted students More about the book What is giftedness? How do talents develop? Are gifted people 'different'? How can gifted children be recognized and supported in their development? Based on the authors' many years of expertise in giftedness research and education practice, this book answers these and many other questions about giftedness and talent development in a scientifically sound and at the same time application-oriented way. This new volume offers an up-to-date overview of the theoretical foundations, pioneering studies, and research findings on gifted children and adolescents, and explores evidence-based options for diagnostics and support. The development of giftedness as well as the characteristics of gifted students, such as performance-related attributes and temperament traits, are also examined. This book is of interest to child psychologists and psychiatrists, educational and school psychologists, educators, and students, and is an ideal textbook for self-study or for those training to become a professional.
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Weitere ISBN/GTIN9781613346273
ProduktartE-Book
EinbandartE-Book
FormatEPUB
Format HinweisePub Wasserzeichen
FormatE101
Erscheinungsjahr2024
Erscheinungsdatum26.02.2024
Auflage2024
SpracheEnglisch
Dateigrösse5862 Kbytes
Artikel-Nr.15593625
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Leseprobe


|46|2  Pioneering Studies and Methodological Challenges in Giftedness Research

In this chapter, you will learn about three seminal longitudinal studies on gifted students: from the US, the Terman study and the Study of Mathematically Precocious Youth and, from Germany, the Marburg Giftedness Project. We have chosen these three studies because they represent milestones in giftedness research, both in terms of content and in their methodology, and because they are a good place to start identifying and discussing some of the methodological challenges when it comes to research into giftedness. We will begin by presenting the main features of these three studies. We will then use these studies to discuss the methodological difficulties one faces when trying to scientifically analyze what gifted people are like and how they develop over the course of their lives.

The learning objectives for this chapter are:

understanding the goals of these three key longitudinal studies on giftedness, what their methodological design is, and what their main findings are;


comprehending the respective methodological strengths and weaknesses of these studies;


understanding the particular methodological challenges that scientists face in the field of giftedness research. This knowledge will allow you to critically assess the information in the remaining chapters of this book.

2.1  Selected Longitudinal Studies on Gifted Students

What is special about gifted children and adolescents? What specific strengths and weaknesses do they have? Are they basically just like any other child, only smarter, or do they differ from others in their personalities, in their health, and in their interests? How do gifted children develop as they grow older? Do they grow up to be successful, satisfied people, or do they often feel isolated and dissatisfied in later life?

Over the past century, researchers have empirically investigated these questions and questions like them in a variety of studies, some of them on a very large scale. These studies have yielded solid knowledge about gifted children and their subsequent trajectories in life. In this chapter, we will present, in detail, three very large and influential longitudinal studies on gifted children. In the chapters that follow, we will often refer back to these studies and report selected findings from them.

In the longitudinal studies presented here, the researchers followed one or more cohorts of gifted students over many years and, in some cases, decades. |47|Longitudinal studies are the method of choice when one is interested in exploring long-term development. One of the common and fundamental questions in all three of these studies is the educational and/or vocational development of gifted students. The Terman Study (Section 2.1.1) and the Study of Mathematically Precocious Youth (Section 2.1.2) are now considered the largest and most fruitful studies on the development of intellectually gifted individuals (Lubinski, 2016). In addition to this, we also present in this chapter a longitudinal study from Germany, the Marburg Giftedness Project (Section 2.1.3). It should be noted here that there have been other studies conducted in the US on giftedness, some of them on a very large scale. A prominent example is Project Talent (Flanagan et al., 1962), in which more than 400,000 students were studied over 11 years (see also Section 3.1.2).
2.1.1  Terman Study
In 1921, the American intelligence researcher Lewis Terman and his colleagues at Stanford University in California launched the first large-scale modern longitudinal study to examine gifted individuals over the course of their lives. The target population was a sample of N = 1,528 gifted children and adolescents. These children and adolescents were between 3 and 19 (mean: 10) years of age at the beginning of the study, were subsequently examined on a regular basis, and their life trajectories continued to be monitored into old age (chronologically: Burks et al., 1930; Terman & Oden, 1947, 1959; Oden, 1968; Sears, 1977; Sears & Barbee, 1977; Holahan & Sears, 1995; Holahan & Velasquez, 2011). The results of the first 3 decades of the study were published in five volumes under the title Genetic Studies of Genius.

Terman´s goal in the study was to disprove the disharmony hypothesis that was prevalent at the time. The disharmony hypothesis assumes a connection between high intelligence and negative psychosocial characteristics (see Section 3.2). He wanted to prove that intellectually gifted children are in fact no more susceptible to social and emotional problems than other children, but are clearly superior to them not only intellectually, but also in physical, social, emotional, and moral respects. This is a disconcerting goal from today´s perspective, especially in light of Terman´s enthusiasm for the ideas of eugenics, which was widely discussed within psychology at the time. The term eugenics was coined by the British anthropologist Francis Galton (1822-1911) and refers to the application of scientific concepts on population and health policy. The aim of eugenics was to increase the proportion of positively evaluated hereditary traits in the population and to reduce the proportion of negatively evaluated hereditary traits. Later, eugenics formed a theoretical basis for the policy of so-called racial hygiene and the resulting genocide and related crimes of Nazi Germany. For a recent critical discussion on Terman´s mixed legacy see Warne (2019, p. 3).Nevertheless, this first major longitudinal study across participants´ whole lives represents a milestone in giftedness research.
|48|Terman´s Sample
Terman´s team searched for suitable study participants in California´s larger and mid-sized cities. The researchers took a multistep approach to recruiting participants. At the start of the study, about 6,000 teachers were tasked with nominating potential candidates: They were asked to name those whom they considered to be the three most intelligent children in their respective classes, as well as the youngest child in the class (for teacher nominations, see Section 4.6.1). The siblings of these children were also included. The intelligence of these children was then measured using the Stanford-Binet Intelligence Test, a test still in use today, which is based on the first modern intelligence test by the French psychologist Alfred Binet, which Terman had adapted and renormed for American children while working at Stanford University (see also Section 1.3.2).

Only those children who scored an IQ of at least 140 on the test were then included in the study: In total, this was 672 girls and 856 boys. The mean IQ of the sample was about 150 (Howe, 1999). The development of these children - later affectionately referred to as Termites - was followed by Terman´s research group into old age. They were subject to interviews and a range of standardized tests (Burks et al., 1930; Holahan & Sears, 1995; Oden, 1968; Sears, 1977; Sears & Barbee, 1977; Terman & Oden, 1947; Terman & Oden, 1959). This long time span made it possible to track not only the children´s development in school, but also to examine their career choices, their career entry points and progression, and even their life circumstances and life satisfaction in retirement. The long-term participation rate was remarkably high: 95% of the selected participants were still taking part in the surveys well into advanced adulthood.
Selected Results
In childhood, study participants had above-average health, were taller on average than their peers, and performed above average in school. The researchers observed that the Termites were superior to their peers in their emotional, moral, and character development (Feger & Prado, 1998). As adolescents, they were generally emotionally stable, very versatile in their interests, and - according to their teachers´ assessments - particularly highly motivated. In adulthood, the study participants were further characterized by having very good physical and mental health, good social...

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