Scientists and nonscientists in a group of 800 gifted
                        men.

Terman, Lewis M.

doi:10.1037/h0093672

Cited by 171 publications

(86 citation statements)

References 7 publications

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“…In fact, such studies date back to Cox (1926), Raskin (1936), Roe (1953), and Terman (1954). So there is no dearth of empirical findings addressing this question.…”

Section: Varieties Of Creativitymentioning

confidence: 99%

Varieties of (Scientific) Creativity: A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

Simonton

2009

Perspect Psychol Sci

181

113

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ABSTRACT-Prior research supports the inference that scientific disciplines can be ordered into a hierarchy ranging from the "hard" natural sciences to the "soft" social sciences.This ordering corresponds with such objective criteria as disciplinary consensus, knowledge obsolescence rate, anticipation frequency, theories-to-laws ratio, lecture disfluency, and age at recognition. It is then argued that this hierarchy can be extrapolated to encompass the humanities and arts and interpolated within specific domains to accommodate contrasts in subdomains (e.g., revolutionary versus normal science). This expanded and more finely differentiated hierarchy is then shown to have a partial psychological basis in terms of dispositional traits (e.g., psychopathology) and developmental experiences (e.g., family background). This demonstration then leads to three hypotheses about how a creator's domain-specific impact depends on his or her disposition and development: the domain-progressive, domain-typical, and domainregressive creator hypotheses. Studies published thus far lend the most support to the domainregressive creator hypothesis. In particular, major contributors to a domain are more likely to have dispositional traits and developmental experiences most similar to those that prevail in a domain lower in the disciplinary hierarchy. However, some complications to this generalization suggest the need for more research on the proposed hierarchical model.

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“…In fact, such studies date back to Cox (1926), Raskin (1936), Roe (1953), and Terman (1954). So there is no dearth of empirical findings addressing this question.…”

Section: Varieties Of Creativitymentioning

confidence: 99%

Varieties of (Scientific) Creativity: A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

Simonton

2009

Perspect Psychol Sci

181

113

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“…To varying degrees, they examine both the processes germane to the scientific problems themselves (internalist accounts) and the interaction of these processes with the broader social environment (externalist accounts). These accounts-which are based on analyses derived from diaries, scientific publications, autobiographies, lab notebooks, correspondence, interviews, grant proposals, and memoshave been provided not only by historians (e.g., Galison, 1987;Holmes, 1985) but also by philosophers (e.g., Gooding, 1990;Nersessian, 1992;Thagard, 1992) and psychologists (e.g., Feist, 1991Feist, , 1994Gruber, 1974;Terman, 1954). The analyses are sometimes further enriched by retrospective interviews with the scientists-for example, Wertheimer's (1945) classic analysis of Einstein's development of special relativity or Thagard's (1998) analysis of the recent discovery of the bacterial origin of stomach ulcers.…”

Section: Historical Accountsmentioning

confidence: 99%

Studies of scientific discovery: Complementary approaches and convergent findings.

Klahr

Simon²

1999

Psychological Bulletin

252

125

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This review integrates 4 major approaches to the study of science-historical accounts of scientific discoveries, psychological experiments with nonscientists working on tasks related to scientific discoveries, direct observation of ongoing scientific laboratories, and computational modeling of scientific discovery processes-by viewing them through the lens of the theory of human problem solving. The authors provide a brief justification for the study of scientific discovery, a summary of the major approaches, and criteria for comparing and contrasting them. Then, they apply these criteria to the different approaches and indicate their complementarities. Finally, they provide several examples of convergent principles of the process of scientific discovery.The central thesis of this article is that although research on scientific discovery has taken many different paths, these paths show remarkable convergence on key aspects of the discovery processes, allowing one to aspire to a general theory of scientific discovery. This convergence is often obscured by the disparate cultures, research methodologies, and theoretical foundations of the various disciplines that study scientific discovery, including history and sociology as well as those within the cognitive sciences (e.g., psychology, philosophy, and artificial intelligence).Despite these disciplinary differences, common concepts and terminology can express the central ideas and findings about scientific discovery from the various disciplines, treating discovery as a particular species of human problem solving. Moreover, we may be able to use these concepts and this vocabulary over an even broader domain to converge toward a common account of discovery in many areas of human endeavor: practical, scientific, and artistic, occurring both in everyday life and in specialized technical and professional domains.The doing of science has long attracted the attention of philosophers, historians, anthropologists, and sociologists. More recently, psychologists also have begun to turn their attention to the phenomena of scientific thinking, and there is now a large and rapidly growing literature on the psychology of science. (A good description of the field in its infancy can be found in Tweney, Doherty, & Mynatt, 1981, and a recent summary of topics and findings from investigations of the developmental, personality, cognitive, and social psychology of science can be found in Feist & Gorman, 1998).Our review links four major approaches to the study of science-historical accounts of scientific discoveries, laboratory experiments with nonscientists working on tasks related to scientific discoveries, direct observation of ongoing scientific laboratories, and computational modeling of scientific discovery processes-by

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“…En fait, Binet et Stanford ont proposé une mesure appelée Quotient intellectuel (QI), qui est utilisée dans plusieurs pays, en combinaison avec d'autres outils, jusqu'à nos jours, pour identifier les élèves doués et talentueux (Binet, 1922). Une étude longitudinale portant sur la douance a été commencée en 1921 par Terman (1954). Ce chercheur a identifié 1500 enfants ayant un QI de 140 et plus et les a suivis jusqu'à l'âge adulte.…”

Section: Douance Et Talent : Concepts Difficiles à Définir Et à Mesurerunclassified

Encadrement des élèves doués et talentueux en mathématiques : comment développer leur plein potentiel?

Freiman

Manuel

2017

rum

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Les élèves doués et talentueux qui se trouvent dans nos salles de classe ne semblent pas avoir beaucoup d’occasions de développer leur plein potentiel. Ce constat est soulevé dans plusieurs articles de recherche, les rapports gouvernementaux et les témoignages provenant de milieux de pratiques éducatives. Au Nouveau-Brunswick, où le système éducatif tend à mettre en pratique sa vision d’une école inclusive qui répond aux besoins de tous ses élèves, la recherche d’une réponse à la problématique de douance et de talent est donc un sujet d’actualité. Dans un contexte d’enseignement de mathématiques, plusieurs initiatives ont été mises en place depuis 15 dernières années pour aider les élèves doués à développer leurs talents. Dans notre article, on ressort différents bienfaits de programmes d’accélération, d’enrichissement, de résolution de problèmes complexes en ligne, divers projets extracurriculaires et parascolaires, ainsi que des enjeux qui y sont associés, dont le régime pédagogique, les ressources appropriées, la formation des enseignants et la collaboration avec la communauté.

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Scientists and nonscientists in a group of 800 gifted men.

Abstract: In addition, there have been a sizable number of scientific documents authored by the group that are secret or "restricted," the content or exact number of which we do not know.

Cited by 171 publications

References 7 publications

Varieties of (Scientific) Creativity: A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

Varieties of (Scientific) Creativity: A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

Studies of scientific discovery: Complementary approaches and convergent findings.

Encadrement des élèves doués et talentueux en mathématiques : comment développer leur plein potentiel?

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