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This document discusses giftedness as a lifelong trait rather than just a childhood attribute. It begins by noting Google search results show far more hits for "gifted children" than for later life stages. The document then argues giftedness can be seen developmentally from conception through adulthood. Key points include giftedness having genetic roots and potentially being visible in infancy through behaviors like advanced language skills. Childhood is when gifts often fully manifest, and environmental factors from adolescence through adulthood can influence whether gifts are realized or not. The document closes by discussing posthumous reputation being tied to lifetime achievements.

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Giftedness: The Gift that Keeps on Giving
Introduction Stable versus unstable personal traits e.g. gender versus hair color Which is giftedness? Often viewed as a childhood attribute This reflected by a recent web search What are the results of googling ?
Google results gifted children 1,440,000 hits versus post-childhood: gifted adolescents 39,600 hits gifted teenagers 1,670 hits gifted adults 24,700 hits gifted elderly 56 hits gifted senior citizens 8 hits
Google results and versus pre-childhood: gifted babies 6,660 hits gifted infants 540 hits gifted zygotes 1 hit the latter some Jon Stewart quip!
Argument Giftedness can be a life-long trait This developmental continuity is especially conspicuous when we look at the highest levels of giftedness e.g., top 1% rather than top 10%
PERFORMANCE Top 1% Superlative Performance Threshold Top 10% AGE
From Conception to Reputation Genetic conception Gestation Infancy Childhood Adolescence Adulthood Death Posthumous reputation
Genetic conception
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Genetic conception It all begins with the gifted zygote Galtons 1869 Hereditary Genius Modern behavioral genetics: Giftedness is most likely multi-polygenic (many polygenic traits) emergenic (multiplicative/configurational) epigenetic (unfolds over time) In short, a complex, dynamic process
Gestation
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Gestation Intrauterine environment e.g., Geschwinds theory elevated testosterone after 20th week right > left posterior hemisphere growth giftedness/savantism mathematical ability artistic/spatial ability musical ability Simon Baron-Cohen: extreme male brain
Infancy
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Infancy The Developmental Dark Ages Early developmental signposts not always indicative of later giftedness and may even be counter-indicative (e.g., delayed speech) So when do the Dark Ages end? Whats the earliest age at which the gift begins to manifest itself?
Fagan Test of Infant Intelligence Attention to novelty at 6-12 months predicts adult IQ academic achievement but this assessment concerns general intelligence (Spearmans g) What about more domain-specific indicators?
Cox (1926) 301 Geniuses Jeremy Bentham: English jurist and utilitarian philosopher (early IQ 180) Learned alphabet before talking At 3 began classical education when father buys a Latin grammar; same age read Rapins History of England
Feldman/Goldsmith (1986/2000) 6 prodigies a child who read music before he was four, two children who played winning chess before they entered school, another who studied abstract algebra in grade school, a youngster who produced typed scripts of original stories and plays before his fifth birthday, and a child who read, wrote, began learning foreign languages, and composed short musical pieces before he was out of diapers.
Winner (1996): Gifted Children Michael Kearney speak at 4 months; read at 8 months; algebra on own at age 3 KyLee Hench fascinated with letters & numbers at 1.5 mental arithmetic at 2 playing math computer games by 3
SMPY (Julian Stanley et al.) Terry Tao: Fields Medal recipient taught himself to read before 2; using portable typewriter before 2.5; solved math problems typical of 8-year olds by 3.
Childhood
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Childhood Dark Ages rarely end before ages 2-3, and more commonly end at the age of a late preschooler or kindergartner even Mozart didnt begin composing until 5 (with fathers help) and J. S. Mill didnt write his first book (a history of Rome) until 6.5 (juvenilia)
Childhood During this age period various environmental factors kick in including Birth order (not prenatal!) Traumatic, enriching, and diversifying events Domain-specific role models and mentors, and Expertise acquisition (10-year rule) that affect the type and degree of giftedness The gift as a nature-nurture collaboration
Adolescence
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Adolescence Although the previously mentioned factors continue to nurture growth, the gifted youth can also be led astray from the path of optimal development: Peer groups become especially critical during this phase e.g., Csikszentmihalyi et al.s (1993) Talented teenagers
Adulthood
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Adulthood The Great Transformation from Input to Output Potential to Actual Achievement Giftedness to Genius
Adulthood Accelerated career onset Abbreviated expertise acquisition (< 10 years) Early achievement (viz. 1st hit in 20s) Exceptional productivity or output (e.g., Napoleon, Edison, Picasso, Mozart) High impact (e.g., disciples, honors) Long, productive career Early- + late-bloomers << long-bloomers Hence, last testaments, old-age style shifts, swan-songs
Examples Cervantes: Don Quixote, Part II, age 68, died age 69
Examples Galileo: Two New Sciences, age 74, died age 78
Examples Goethe: Faust, Part II, age 83, died age 83
Examples Verdi: Falstaff, age 85, died age 88
Death
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Death Life expectancy as contingent on achievement domain Examples: Mathematicians versus Biologists Poets versus Novelists Military versus Political Leaders Revolutionary versus Status Quo Politicians Precocity negative impact on longevity
Genius Age 1st Age at masterwork death Arriaga 18 20 (music) Galois 20 20 (math) Chatterton 16 17 (poetry)
Posthumous reputation
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Posthumous reputation Eventual eminence is a direct function of lifetime achievement, which is most often defined by the quality and quantity of output or impact As a result, the highest degrees of eminence are consistent across space and stable through time
Hence Giftedness can become the gift that keeps on giving! even longer lasting than
Nagc Test
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  • 2. Giftedness: The Gift that Keeps on Giving
  • 3. Introduction Stable versus unstable personal traits e.g. gender versus hair color Which is giftedness? Often viewed as a childhood attribute This reflected by a recent web search What are the results of googling ?
  • 4. Google results gifted children 1,440,000 hits versus post-childhood: gifted adolescents 39,600 hits gifted teenagers 1,670 hits gifted adults 24,700 hits gifted elderly 56 hits gifted senior citizens 8 hits
  • 5. Google results and versus pre-childhood: gifted babies 6,660 hits gifted infants 540 hits gifted zygotes 1 hit the latter some Jon Stewart quip!
  • 6. Argument Giftedness can be a life-long trait This developmental continuity is especially conspicuous when we look at the highest levels of giftedness e.g., top 1% rather than top 10%
  • 7. PERFORMANCE Top 1% Superlative Performance Threshold Top 10% AGE
  • 8. From Conception to Reputation Genetic conception Gestation Infancy Childhood Adolescence Adulthood Death Posthumous reputation
  • 11. Genetic conception It all begins with the gifted zygote Galtons 1869 Hereditary Genius Modern behavioral genetics: Giftedness is most likely multi-polygenic (many polygenic traits) emergenic (multiplicative/configurational) epigenetic (unfolds over time) In short, a complex, dynamic process
  • 14. Gestation Intrauterine environment e.g., Geschwinds theory elevated testosterone after 20th week right > left posterior hemisphere growth giftedness/savantism mathematical ability artistic/spatial ability musical ability Simon Baron-Cohen: extreme male brain
  • 17. Infancy The Developmental Dark Ages Early developmental signposts not always indicative of later giftedness and may even be counter-indicative (e.g., delayed speech) So when do the Dark Ages end? Whats the earliest age at which the gift begins to manifest itself?
  • 18. Fagan Test of Infant Intelligence Attention to novelty at 6-12 months predicts adult IQ academic achievement but this assessment concerns general intelligence (Spearmans g) What about more domain-specific indicators?
  • 19. Cox (1926) 301 Geniuses Jeremy Bentham: English jurist and utilitarian philosopher (early IQ 180) Learned alphabet before talking At 3 began classical education when father buys a Latin grammar; same age read Rapins History of England
  • 20. Feldman/Goldsmith (1986/2000) 6 prodigies a child who read music before he was four, two children who played winning chess before they entered school, another who studied abstract algebra in grade school, a youngster who produced typed scripts of original stories and plays before his fifth birthday, and a child who read, wrote, began learning foreign languages, and composed short musical pieces before he was out of diapers.
  • 21. Winner (1996): Gifted Children Michael Kearney speak at 4 months; read at 8 months; algebra on own at age 3 KyLee Hench fascinated with letters & numbers at 1.5 mental arithmetic at 2 playing math computer games by 3
  • 22. SMPY (Julian Stanley et al.) Terry Tao: Fields Medal recipient taught himself to read before 2; using portable typewriter before 2.5; solved math problems typical of 8-year olds by 3.
  • 25. Childhood Dark Ages rarely end before ages 2-3, and more commonly end at the age of a late preschooler or kindergartner even Mozart didnt begin composing until 5 (with fathers help) and J. S. Mill didnt write his first book (a history of Rome) until 6.5 (juvenilia)
  • 26. Childhood During this age period various environmental factors kick in including Birth order (not prenatal!) Traumatic, enriching, and diversifying events Domain-specific role models and mentors, and Expertise acquisition (10-year rule) that affect the type and degree of giftedness The gift as a nature-nurture collaboration
  • 29. Adolescence Although the previously mentioned factors continue to nurture growth, the gifted youth can also be led astray from the path of optimal development: Peer groups become especially critical during this phase e.g., Csikszentmihalyi et al.s (1993) Talented teenagers
  • 32. Adulthood The Great Transformation from Input to Output Potential to Actual Achievement Giftedness to Genius
  • 33. Adulthood Accelerated career onset Abbreviated expertise acquisition (< 10 years) Early achievement (viz. 1st hit in 20s) Exceptional productivity or output (e.g., Napoleon, Edison, Picasso, Mozart) High impact (e.g., disciples, honors) Long, productive career Early- + late-bloomers << long-bloomers Hence, last testaments, old-age style shifts, swan-songs
  • 34. Examples Cervantes: Don Quixote, Part II, age 68, died age 69
  • 35. Examples Galileo: Two New Sciences, age 74, died age 78
  • 36. Examples Goethe: Faust, Part II, age 83, died age 83
  • 37. Examples Verdi: Falstaff, age 85, died age 88
  • 38. Death
  • 40. Death Life expectancy as contingent on achievement domain Examples: Mathematicians versus Biologists Poets versus Novelists Military versus Political Leaders Revolutionary versus Status Quo Politicians Precocity negative impact on longevity
  • 41. Genius Age 1st Age at masterwork death Arriaga 18 20 (music) Galois 20 20 (math) Chatterton 16 17 (poetry)
  • 44. Posthumous reputation Eventual eminence is a direct function of lifetime achievement, which is most often defined by the quality and quantity of output or impact As a result, the highest degrees of eminence are consistent across space and stable through time
  • 45. Hence Giftedness can become the gift that keeps on giving! even longer lasting than