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Profiles of the Gifted Slide 1 Profiles of the Gifted Slide 2 Profiles of the Gifted Slide 3 Profiles of the Gifted Slide 4 Profiles of the Gifted Slide 5 Profiles of the Gifted Slide 6 Profiles of the Gifted Slide 7 Profiles of the Gifted Slide 8 Profiles of the Gifted Slide 9 Profiles of the Gifted Slide 10 Profiles of the Gifted Slide 11 Profiles of the Gifted Slide 12 Profiles of the Gifted Slide 13 Profiles of the Gifted Slide 14 Profiles of the Gifted Slide 15 Profiles of the Gifted Slide 16 Profiles of the Gifted Slide 17 Profiles of the Gifted Slide 18 Profiles of the Gifted Slide 19 Profiles of the Gifted Slide 20 Profiles of the Gifted Slide 21 Profiles of the Gifted Slide 22
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Profiles of the Gifted

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Follow-up to a literature review on the profoundly gifted. Creates composite sketches of adolescents with different ability levels and areas of strength.

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Profiles of the Gifted

  1. 1. Profiles of the Gifted BY COLLEEN M. FARRELLY
  2. 2. Overview of Top 1% of Intelligence Many studies have elucidated the phenotype of highly (IQ of 137+) and profoundly gifted individuals (IQ of 160+). Case studies from Silverman, Hollingworth, Terman, Gross, and Ruf. Longitudinal studies of population from talent search data, including Johns Hopkins, Vanderbilt, and Duke (Benbow, Makel, Lubinski…). Articles/essays from the Davidson Young Scholars repository. These children learn differently and require substantial modifications to their education. The highly gifted can assimilate 1 year of a high school course in 3 weeks of full-day courses, or half the average amount of time to learn that material. The profoundly gifted can assimilate 1 year of a high school course in 1-2 weeks, or 16-33% of the time required by a typical student. Verbal ability tied to moral development level (Kohlberg).
  3. 3. Talent Searches: SAT to IQ Talent searches administer out-of-level tests to identify ability level in talented adolescents. SAT in adolescents can be used to derive IQ scores.  Top 1% cut-off corresponds to 2.32 standard deviations.  800 total SAT score (s.d.=140)  137 IQ  Mean verbal and math scores with spread  Verbal: 370 (s.d.=75)  Math: 430 (s.d.=85)  Correlation~0.55 between verbal and math  Many adolescents have a strong tilt towards verbal or mathematics as a strength. Example:  Profoundly gifted  660 math, 620 verbal (1280 total); IQ=180 nonverbal, 193 verbal, 190 total  Highly gifted  500 math, 450 verbal (950 total); IQ=150 math, 154 verbal, 154 total Does not measure spatial ability, but this can be derived from Raven’s Progressive Matrices.
  4. 4. Composite Sketches Composites created for different ability levels/ability tilts for 12-year-olds using available research and case studies. Highly gifted level (top 1 in 100+) Profoundly gifted level (top 1 in 10000+) Ability groups within each level: 1. Verbal 2. Math 3. Spatial 4. Verbal and math 5. Verbal and spatial 6. Math and spatial 7. Verbal, math, and spatial
  5. 5. Profoundly Gifted
  6. 6. Verbal: Molly 710 verbal, 450 math Kohlberg college level Enjoys reading Kant’s work, Crime and Punishment, Common Sense, and East of Eden Speaks German (lessons outside school) and English, comparing their grammar for fun Enjoys social studies subjects best, as she can write nuanced essays on the topics Chooses a new list of spelling words each week, now focused on learning to spell world capitals Hates school and is teased for being “weird”
  7. 7. Math: Matt 400 verbal, 700 math Sneaks in calculus book during school and learns linear algebra with his older brother Does sudokus for fun, as well as math team and mock trial Likes classifying rocks, reading volcanology books, and doing internships in volcanology Has been accelerated 2 years in math but is still bored in class
  8. 8. Spatial: Jordan 300 verbal, 620 math Enjoys multilevel and 3-dimensional mazes, as well as Tetris and Pipe Dream Spends time learning sculpture (pieces on display) and participating in various sports Has spent summers at architecture camp Is always the one who puts away groceries at home Enjoys learning about Impressionists and did a recent room diorama as the interior of a volcano
  9. 9. Verbal and Math: Mickey 630 verbal, 680 math Kohlberg high school level Writes sports novels and adventure stories for friends, imaging how they would react to situations Loves biology and medicine Learning Spanish and German at school (only enrichment he can find) Still having some issues fitting in after 2 grade skips
  10. 10. Verbal and Spatial: Chip 650 verbal, 550 math Is an avid gamer and programs his own games Writes fantasy novels/short stories set in other galaxies Includes landscape illustrations and new alien languages Imagine chemical composition of planet and physics of galaxy Is very unhappy at school
  11. 11. Math and Spatial: Claire 380 verbal, 780 math Loves math again after taking a geometry course through a talent search program Enjoys chemistry and physics sets Reads books on quantum mechanics and string theory at night Draws 4-dimensional objects and math comics during class Enjoys ballet and classical composition
  12. 12. Verbal, Math, and Spatial: Sadako 700 verbal, 750 math Writes poetry exploring themes in psychology and sociology Enjoys discussions with college students and is at a post-conventional Kohlberg level Reads classical literature and philosophy Writes music, sculpts, and paints (pointillism) Enjoys learning sociology and social epigenetics Does marine biology research during summer Learns calculus at home, as well as genomics and string theory Prefers friends from the local college Learns Japanese with her grandparents
  13. 13. Highly Gifted
  14. 14. Verbal: Markus 540 verbal, 320 math Enjoys spoken word poetry Writes lyrics for his garage band and rap contests Is drawn to history and comic books (particularly X-Men and its relation to Malcolm X and MLK, Jr.) Has won multiple short story contests in his area
  15. 15. Math: Austin 390 verbal, 590 math Loves sudoku and number pattern brain teasers Is an avid math team member Enjoys reading about astrophysics/NASA Builds model rockets and enters soap box derbies Loves sports statistics and probability theory
  16. 16. Spatial: Alejandro 320 verbal, 500 math Enjoys art and painting (every elective) Is a very good athlete Builds model airplanes and ships Enjoys scuba diving and free diving Reads about geometry in free time
  17. 17. Verbal and Math: Calliey 500 verbal, 520 math Enjoys philosophy and psychology (Kohlberg high school level) Writes a lot of stories to explore morality Loves biology (especially trilobites) Enjoys learning algebra in school Reads Josh Grisham novels during some of her boring classes
  18. 18. Verbal and Spatial: Aubrey 580 verbal, 440 math Loves military history and battle re- enactments Is an avid athlete Sketches in his free time (particularly battle diagrams) Enjoys Stratego and Risk Reads war literature and The Art of War
  19. 19. Math and Spatial: Bethanne 410 verbal, 630 math Enjoys studying biomedical engineering and virology Attends science camp and local science competitions Has a keen interest in epidemic models after the 2014 Ebola outbreak Has immunology diagrams and drawings on the walls of her bedroom
  20. 20. Verbal, Math, and Spatial: Joe 510 verbal, 640 math Enjoys puzzles and logic games Has memorized every Simpsons episode Loves baseball history and statistics (since seeing Moneyball) Reads sci-fi novels (particularly Jules Verne) Enjoys creating electronic music Is popular with older friends and teammates
  21. 21. Conclusion
  22. 22. A Unique Population with Unique Needs Highly and profoundly gifted children have incredible talent and break many molds with respect to what students can learn. Their developmental trajectory is different from the bottom 99% of the intelligence distribution. They are as different from each other as they are different from other children.
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Follow-up to a literature review on the profoundly gifted. Creates composite sketches of adolescents with different ability levels and areas of strength.


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