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 nee...

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

Adults who better understand the challenges gifted children face can facilitate their efforts to make friends. Humans are biologically predisposed to interact with cognitively similar others. Age-grading in schools forces most gifted children into social settings where they have few, or no, intellectual peers. Unless adults intervene to create opportunities for gifted children to be together, their friendship possibilities will require them to cope with their differences. Self-contained classrooms or out-of-school enrichment programs allow gifted students to spend time with intellectual peers, maximizing opportunities for appropriate academic challenge and relationship building. The gifted student with little interest in physical activity may face particular challenges in developing friendships. Friendships are built upon egalitarian interactions and mutual liking is based on reciprocity and shared interests. Gifted students are in a unique situation, with the ability to academically or creatively outperform most of their agemates.

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Clifton Wigtil

Papers

Children Above 180 IQ Stanford-Binet: A Seventy-Five Year Follow-Up