Journal ArticleDOI
Children Above 180 IQ Stanford-Binet: A Seventy-Five Year Follow-Up
Clifton Wigtil,Pearson,Willard White +2 more
- Vol. 2, Iss: 1, pp 77-91
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The article was published on 2017-01-01. It has received 2 citations till now. The article focuses on the topics: Stanford–Binet Intelligence Scales.read more
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From Terman to Today: A Century of Findings on Intellectual Precocity
TL;DR: 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 as mentioned in this paper.
Book ChapterDOI
Gifted Children and Peer Relationships
TL;DR: Gifted students are biologically predisposed to interact with cognitively similar others as discussed by the authors, and they are in a unique situation, with the ability to academically or creatively outperform most of their agemates.
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A power primer.
TL;DR: A convenient, although not comprehensive, presentation of required sample sizes is providedHere the sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests.
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The big five personality traits, general mental ability, and career success across the life span
TL;DR: This article investigated the relationship of traits from the 5factor model of personality (often termed the "Big Five") and general mental ability with career success and found that conscientiousness positively predicted intrinsic and extrinsic career success.
Journal ArticleDOI
Why g matters: The complexity of everyday life
TL;DR: In this paper, the authors provide evidence that intelligence has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity, in particular, with complex information processing, and the more complex a work task, the greater the advantages that higher g confers in performing it well.
Journal ArticleDOI
Cognitive ability, cognitive aptitudes, job knowledge, and job performance
TL;DR: This paper showed that general cognitive ability predicts objective, rigorously content valid work sample performance with even higher validity than specific cognitive aptitudes and concluded that it is not specific cognitive skills that predict performance.