Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise

Abstract

This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth. Along with mathematical gifts, high levels of spatial ability, investigative interests, and theoretical values form a particularly promising aptitude complex indicative of potential for developing scientific expertise and of sustained commitment to scientific pursuits. Special educational opportunities, however, can markedly enhance the development of talent. Moreover, extraordinary scientific accomplishments require extraordinary commitment both in and outside of school. The theory of work adjustment (TWA) is useful in conceptualizing talent identification and development and bridging interconnections among educational, counseling, and industrial psychology. The lens of TWA can clarify how some sex differences emerge in educational settings and the world of work. For example, in the SMPY cohorts, although more mathematically precocious males than females entered math-science careers, this does not necessarily imply a loss of talent because the women secured similar proportions of advanced degrees and high-level careers in areas more correspondent with the multidimensionality of their ability-preference pattern (e.g., administration, law, medicine, and the social sciences). By their mid-30s, the men and women appeared to be happy with their life choices and viewed themselves as equally successful (and objective measures support these subjective impressions). Given the ever-increasing importance of quantitative and scientific reasoning skills in modern cultures, when mathematically gifted individuals choose to pursue careers outside engineering and the physical sciences, it should be seen as a contribution to society, not a loss of talent.

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

“…The most obvious answer is that the choice of achievement domain is determined by a great many more variables than just those relevant to hierarchical placement and creative performance. Examples include special ability patterns and vocational interests (see, e.g., Achter, Lubinski, Benbow, & Eftekhari-Sanjani, 1999;Lubinski & Benbow, 2006;Park, Lubinski, & Benbow, 2007). Because these additional factors are differentially dependent on diverse genetic and environmental influences, they may operate in a manner largely orthogonal to the dispositional and developmental variables emphasized in the hierarchical model.…”

Developing Gifted and Talented Education Program: The Malaysian Experience

“…Inevitably, ICM has been applied in a variety of educational settings and among gifted populationwhereby the application of acceleration and mentoring as curriculum strategies-with huge success. To illustrate, a number of studies found positive effects of acceleration on gifted students in terms of academic performance, opportunity for early college admission, and socio-emotional development (Rinn, 2007;Lubinski & Benbow, 2006;Stanley, 2000;Cornell et al, 1991;Brulles et al, 2010). On a similar note, studies by Noriah (2012), Irving et al (2003) and Chan (2000) revealed that mentoring can become an effective gifted programming strategy-to facilitate the students' academic achievement, career determination, and psychosocio-emotional growth-provided that critical factors mentioned below were taken into consideration: 1) Objectives of the mentoring program are clarified to both mentor and protégé/mentee.…”

“…Research works on acceleration have found its' positive effects on gifted students' academic performance and social/emotional development (Lubinski & Benbow, 2006;Stanley, 2000;Cornell et al, 1991;Brody et al, 1990;Neihart, 2007;Tiesco, 2003). In particular, the PERMATApintar TM College's educational program focuses on the options of grade acceleration and content acceleration.…”

Lagging Behind: The Current State of Females in Physics

“…They were choosing to pursue other advanced degrees. Achievement in math and science careers also relies upon spatial ability, a consideration of verbal ability, preferences as to working with people versus working with things, and the amount of time one is willing to devote to one's career (Lubinski & Benbow, 2006). Spelke (2005) addressed the issue of men and women having equal cognitive capacity for math and science careers.…”