For Research on Giftedness, Creativity, and Talent

AERA Pathbreaker Award

Outstanding Article in General Psychology

APA George A. Miller Award - Division I

Distinguished Scholar Award

Lifetime Achievement Award

For Outstanding Contributions to the Field of Intelligence

International Society for Intelligence Research, Lifetime Achievement Award:

Member, American Educational Research Association

Fellow, Association for Psychological Science

Fellow, American Psychological Association

From Terman to today: A century of findings on intellectual precocity

Fine mapping genetic associations between the HLA region and extremely high intelligence

Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students.

A genome-wide association study for extremely high intelligence

Psychological constellations assessed at age 13 predict distinct forms of eminence 35 years later

Assessing Individual Differences in Human Behavior: New Concepts, Methods, and Findings

With intelligence and academic talent a focus of national debate, such concepts as diverse classrooms, multiple intelligences, heterogeneous schooling, and learning curves are frequent topics of discussion. Based on the work of Julian C. Stanley and his landmark model for working with gifted youth, Intellectual Talent brings together a distinguished group of authorities to examine the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent, to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. Part One of Intellectual Talent examines the political ramifications of emotionally loaded findings about individual differencesdocumenting cases in which findings that contradict prevailing social values are simply ignored. Part Two explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. Topics include genetic antecedents to human behavior, the underuse of knowledge, proper provisions for gifted students, the use of knowledge, psychometrics, and genius. Intellectual Talent will be of interest to professionals and students of education and psychology, educational researchers and policymakers, parents of gifted children, and anyone concerned with fostering excellence in our nation's schools. Contributors are Betsy Jane Becker, Camilla Persson Benbow, Carol C. Blackburn, Thomas J. Bouchard, Jr., Linda E. Brody, James S. Coleman, Lee J. Cronbach, Michele Ennis, John F. Feldhusen, N. L. Gage, James J. Gallagher, Lynn W. Glass, Lloyd G. Humphreys, Arthur R. Jensen, Timothy Z. Keith, Herbert J. Klausmeier, David Lubinski, David T. Lykken, Matthew McGue, Lola L. Minor, Ellis B. Page, A. Harry Passow, Nancy M. Robinson, Arnold E. Ross, Richard E. Snow, Julian C. Stanley, Babette Suchy, Abraham J. Tannenbaum, Auke Tellegen, Joyce VanTassel-Baska, and Leroy Wolins.

Intellectual Talent: Psychometric and Social Issues

Vanderbilt is a dynamic center of research, learning and growth - a private research university of 6,300 undergrads and 5,300 grad/professional students.

Vanderbilt University

Professor Lubinski's interests are concentrated on psychological measurement and assessing individual differences in human behavior. Using longitudinal methods, his empirical research is focused on the identification of different types of intellectually precocious youth and the conditions for enhancing their educational and vocational development. With Camilla Benbow, he co-directs the Study of Mathematically Precocious Youth (SMPY), a longitudinal study of over 5000 intellectually talented participants, initially identified before age 13. His framework for studying talent development is best described in Lubinski and Benbow (2000, 2006) and his psychological orientation is found in Lubinski (1996, 2000, 2004).

Psychology

Gifted Learners

Gifted Children

Creativity

Learning

Psychological Measurement

Differences in Human Behavior

Gifted Education Programs

Mathematical Giftedness

Faculty Profile (Psychological Sciences)

Faculty Profile (Study of Mathematically Precocious Youth)

Vanderbilt University News Profile

Google Scholar Page

What Happens to Gifted Children

The Happiness Data That Wrecks a Freudian Theory

Opinion | We Are Leaving ‘Lost Einsteins’ Behind

The great ‘gifted’ gap

Will Bright Kids Succeed Even if Not Challenged Enough?

Of Furries and Fascism at Google

Psychologists studied 5,000 genius kids for 45 years — a short film reveals its key findings

Cornelius Vanderbilt Professor of Psychology and Human Development

Robert Plomin Lifetime interview at ISIR 2015

ISIR 2015  Lifetime interview with Robert Plomin &amp; David Lubinski

Media Inquiry