Galton, Terman, Cox: The Distinctive Volume II in "Genetic Studies of Genius"

Autor/in	Simonton, Dean Keith
Titel	Galton, Terman, Cox: The Distinctive Volume II in "Genetic Studies of Genius"
Quelle	In: Gifted Child Quarterly, 64 (2020) 4, S.275-284 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonton, Dean Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986220921360
Schlagwörter	Gifted; Individual Characteristics; Intelligence Quotient; History; Research; Cognitive Ability; Intelligence Tests; Doctoral Dissertations; Measurement Techniques; Children; Intellectual Development; Racial Differences; African Americans; Genetics; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Intelligenzquotient; Geschichte; Geschichtsdarstellung; Forschung; Denkfähigkeit; Intelligence test; Intelligenztest; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Messtechnik; Child; Kind; Kinder; Mental development; Geistige Entwicklung; Rassenunterschied; Afroamerikaner; Humangenetik
Abstract	With just one exception, all of the volumes in Terman's Genetic Studies of Genius report the results of a longitudinal study of more than a thousand intellectually gifted children. That single exception is Volume II, Cox's single-authored "The Early Mental Traits of Three Hundred Geniuses," which instead was a retrospective study of 301 eminent creators and leaders, using historiometric methods to estimate their IQs (as well as to assess a subset of 100 on 67 character traits). This article discusses how this volume actually fits with the other four volumes in the set. After giving the historical background, discussion turns to the emergence of Cox's doctoral dissertation. Then comes a narrative of the aftermath, including subsequent contributions by Cox, Terman, and numerous other researchers extending into the 21st century. The article closes by treating the ways that the intellectually gifted and the historic geniuses are not comparable, thus indicating the need for more recent replications and extensions of her work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01