Individual Differences at the Top

Lubinski, David

doi:10.1017/9781316817049.016

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…A top possible score of 800 lies only at the 92nd percentile. This was recently pointed out explicitly (Lubinski, 2018, p. 251), and is reinforced in a related figure by Ceci, Ginther, Kahn, and Williams (2018, p. 35). The percentile information is also reported by the Educational Testing Service (2017) on their website.…”

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confidence: 62%

Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students.

McCabe¹,

Lubinski²,

Benbow³

2020

Journal of Personality and Social Psychology

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In 1992, the Study of Mathematically Precocious Youth (SMPY) surveyed 714 first-and second-year graduate students (48.5% female) attending U.S. universities ranked in the top-15 by science, technology, engineering, and mathematics (STEM) field. This study investigated whether individual differences assessed early in their graduate school career were associated with becoming a STEM leader 25 years later (e.g., STEM full professors at research-intensive universities, STEM CEOs, and STEM leaders in government) versus not becoming a STEM leader. We also studied whether there were any important gender differences in relation to STEM leadership. For both men and women, small to medium effect size differences in interests, values, and personality distinguished STEM leaders from nonleaders. Lifestyle and work preferences also distinguished STEM leaders who were more exclusively career-focused and preferred to work-and did work-more hours than nonleaders. Also, there were small to large gender differences in abilities, interests, and lifestyle preferences. Men had more intense interests in STEM and were more career-focused. Women had more diverse educational and occupational interests, and they were more interested in activities outside of work. Early in graduate school, therefore, there are signs that predict who will become a STEM leader-even among elite STEM graduate students. Given the many ways in which STEM leadership can be achieved, the gender differences uncovered within this high-potential sample suggest that men and women are likely to assign different priorities to these opportunities.

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confidence: 62%

Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students.

McCabe¹,

Lubinski²,

Benbow³

2020

Journal of Personality and Social Psychology

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“…This is important to understand for meeting the needs of all students. As Hobbs (1958) pointed out in his classic, The Compleat Counselor , however, the outer envelope of intellectual potential defines the human capital at greatest promise to solve the most vexing challenges of our time (Lubinski, 2018). While in 1958, Hobbs drew on the challenges of STEM innovation stimulated by Sputnik, we now have challenges such as cybersecurity, climate change, and global pandemics.…”

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confidence: 99%

Intellectual Precocity: What Have We Learned Since Terman?

Lubinski

Benbow

2020

Gifted Child Quarterly

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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.

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Critical Thinking in STEM Disciplines

Sternberg¹

2020

Critical Thinking in Psychology

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Individual Differences at the Top

Cited by 3 publications

References 43 publications

Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students.

Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students.

Intellectual Precocity: What Have We Learned Since Terman?

Critical Thinking in STEM Disciplines

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