From Terman to Today: A Century of Findings on Intellectual Precocity

Abstract from this 2016 paper: “One hundred years of research (1916–2016) on intellectually precocious youth is reviewed, painting a portrait of an extraordinary source of human capital and the kinds of learning opportunities needed to facilitate exceptional accomplishments, life satisfaction, and positive growth. The focus is on those studies conducted on individuals within the top 1% in general or specific (mathematical, spatial, or verbal reasoning) abilities. Early insights into the giftedness phenomenon actually foretold what would be scientifically demonstrated 100 years later. Thus, evidence-based conceptualizations quickly moved from viewing intellectually precocious individuals as weak and emotionally liable to highly effective and resilient individuals. Like all groups, intellectually precocious students and adults have strengths and relative
weaknesses; they also reveal vast differences in their passion for different
pursuits and their drive to achieve. Because they do not possess multipotentiality, we must take a multidimensional view of their individuality. When done, it predicts well long-term educational, occupational, and creative outcomes.”