This document discusses intelligence and giftedness. It provides definitions of different levels of giftedness based on IQ scores. While most people have IQs within 1 standard deviation of the average of 100, profoundly gifted individuals have IQs above 160. They are estimated to exist at a rate of around 1 in 30,000. The document discusses characteristics and needs of profoundly gifted individuals, such as asynchronous development. It also summarizes research on the achievements and accomplishments of profoundly gifted individuals as they progress into adulthood.
Follow-up to a literature review on the profoundly gifted. Creates composite sketches of adolescents with different ability levels and areas of strength.
Overview of results from two recent studies of the profoundly gifted (accepted to a conference), which aim to understand subpopulations and effective educational interventions. Samples include Ruf and Gross populations.
This presentation is an overview of the gifted child; it identifies gifted learners, special populations, social and emotional needs, common characteristics and suggestions for parents, teachers and gifted learners.
Follow-up to a literature review on the profoundly gifted. Creates composite sketches of adolescents with different ability levels and areas of strength.
Overview of results from two recent studies of the profoundly gifted (accepted to a conference), which aim to understand subpopulations and effective educational interventions. Samples include Ruf and Gross populations.
This presentation is an overview of the gifted child; it identifies gifted learners, special populations, social and emotional needs, common characteristics and suggestions for parents, teachers and gifted learners.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
Deep vs diverse architectures for classification problemsColleen Farrelly
Deep learning study, comparing deep learning methods with wide learning methods; applications include simulation data and real industry problems. Pre-print of paper found here: https://arxiv.org/ftp/arxiv/papers/1708/1708.06347.pdf
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
In 2005 an article stated that "the poor and disadvantaged have less cognitive ability than those from higher-status families." This is wrong and we can prove it. Learn how a 2005 summary can show that students of all levels, can close the achievement gap, even in a school setting.
http://www.lindamoodbell.com/Race-to-the-Top-School-Turnaround.Aspx
Changing Mind, Changing World Practical Intelligence and Tacit Kn.docxcravennichole326
Changing Mind, Changing World: Practical Intelligence and Tacit Knowledge in Adult Learning
Bruce Torff
Hofstra University
Robert J. Sternberg
Yale University
Now well into their 40s, Bill and John came from similar backgrounds. They did equally well in school and on college admission tests, went to the same university where they performed comparably, and embarked on careers in business. However, whereas Bill has been very successful, consistently gaining promotions in a top company, John has been unable to climb the corporate ladder. Given that Bill and John began in so similar a manner, what accounts for their differential success in business? There could be many reasons, among them the possibility that there are skills that are important in business—and perhaps as well in adult life in general—that do not show up in academic exercises such as schoolwork and tests.
This proposition is supported by research on the extent to which intelligence test scores predict real-world performance. On average, the validity coefficient between cognitive ability tests and measures of job performance is about .2 (Wigdor & Garner, 1982). This means that only 4% of the variance in job performance is accounted for by scores on ability tests. Even after validity coefficients are corrected for unreliability in test scores and criterion measures, and restriction of range caused by the fact that only high scorers were hired, the average validity coefficient rises only to .5 (J. Hunter & R. Hunter, 1984; Schmidt & J. Hunter, 1981). Thus, even with the corrections, only 25% of the variance in job performance is accounted for by ability test scores. Put the other way, even the corrected estimates leave unexplained a full three-fourths of the variance in job performance. Sternberg, Wagner, W. Williams, and Horvath (1995) concluded that “even the most charitable view of the relations between intelligence test scores and real-world performance leads to the conclusion that the majority of the variance in real-world performance is not accounted for by intelligence test scores” (p. 913). Clearly, there is more operating in adult success than the academic skills captured on ability tests.
These findings—and the story of Bill and John—raise the issue of how our society conceptualizes, teaches, and evaluates the skills needed for a productive adult life. What sorts of skills are needed for adult success? What have psychologists found about the development of those skills? It turns out that recent theory and research have veered away from previously held views about human abilities. In this chapter we suggest that the traditional view looks somewhat narrowly at human abilities and the cultural contexts in which they operate, and thus underestimates the importance of developmental changes in both the person and the context. An alternative position holds that because certain abilities develop over the life span, and because the cultural contexts of abilities keep changing, attai ...
Need for cognition refers to an individual’s tendency to engage in and enjoy activities that require thinking (e.g., brainstorming ,puzzles).
Those having relatively little motivation for cognitively complex tasks are described as being low in need for cognition.
Other individuals who consistently engage in and enjoy cognitively challenging activities and are referred to as being high in need for cognition.
An individual may fall at any point in the distribution from Low to High.
Similar to Understanding the Profoundly Gifted (20)
Generative AI for Social Good at Open Data Science East 2024Colleen Farrelly
A brief overview of generative AI technologies and their use for social good initiatives, including cultural training, medical image generation, drug design, and public health.
PyData Global 2023 talk overviewing case studies in network science, including stock market crash prediction, food price pattern mining, and stopping the spread of epidemics.
Overview of mathematical and machine learning models related to climate risk modeling, climate change simulations, and change point detection. Includes a hands-on session with geometry-based systems analysis of food prices related to climate change and geopolitical factors.
WiDS Workshop on natural language processing and generative AI. Details common methods that tie into coding examples. Ends with ethics discussion regarding these technologies and potential for misuse.
Link to talk YouTube: https://www.youtube.com/watch?v=byGzKm0H1-8&list=PLHAk3jHXWpxI7fHw8m5PhrpSRpR3NIjQo&index=3
ODSC-East 2023 presentation covering topics related to my book, The Shape of Data, including how geometry plays a role in text/image embeddings, network science problems, survey data analytics, image analytics, and epidemic wrangling.
This talk overviews my background as a female data scientist, introduces many types of generative AI, discusses potential use cases, highlights the need for representation in generative AI, and showcases a few tools that currently exist.
Emerging Technologies for Public Health in Remote Locations.pptxColleen Farrelly
The tools possible to leverage for public health interventions has changed significantly in the past decades. Tools from geometry, natural language processing, and generative AI allow for a quick design and implementation of interventions, even in very rural parts of the world. Case studies involve HIV, Ebola, and COVID interventions.
WoComToQC workshop lecture on Forman-Ricci curvature for applications in industry (social networks, disaster logistics, spatial data, and spatiotemporal goods pricing data).
PyData Global talk covering tools from geometry/topology and their uses in public health, public policy, and social good initiatives. Examples include food price prediction, COVID policies, public health interventions, and fair AI.
Data Science Dojo Talk on comparing time series using persistent homology. Short overview of time series data. A bit of topology. Code available. Example includes stock exchange data.
Statistical and topological algorithm piece of an Applied Machine Learning Days Morocco talk. Covers ARIMA models, SSA models, GEE models, and persistent homology. Applications include pricing data, stock data, development data, and healthcare data. Datasets and full presentation can be found on GitHub: https://github.com/gabayae/Time-Series-Applications_AMLD2022
An introduction to quantum machine learning.pptxColleen Farrelly
Very basic introduction to quantum computing given at Indaba Malawi 2022. Overviews some basic hardware in classical and quantum computing, as well as a few quantum machine learning algorithms in use today. Resources for self-study provided.
Indaba Malawi workshop on basic approaches to time series data, including ARIMA models and SSA models. Example in R includes an agricultural example from historical Malawi data with Rssa package and base ARIMA models.
NLP: Challenges and Opportunities in Underserved AreasColleen Farrelly
This talk highlights the challenges and opportunities that exist in linguistically underserved areas. It highlights NLP initiatives in Sub-Saharan Africa, as well as financial opportunities in technology if areas neglected linguistically can produce tools in their local languages. Ethics, ownership, and other concerns are highlighted to guide development initiatives.
Geometry, Data, and One Path Into Data Science.pptxColleen Farrelly
Women in Data Science (Alexandria, Egypt) keynote address. Topics cover my journey into data science/machine learning, an overview of data science as a profession, and some case studies on topology/geometry in analytics. Example case studies include insurance, natural language processing, social network analysis, and psychometrics.
WiDS Alexandria, Egypt workshop in topological data analysis (Python and R code available on request), covering persistent homology, the Mapper algorithm, and discrete Ricci curvature. Examples include text data and social network data.
First part of a workshop looking at industry case studies in natural language processing for From Theory to Practice Workshop (AIMS, Kigali, March 2022).
SAS Global 2021 Introduction to Natural Language Processing Colleen Farrelly
Overview of text data, processing of text data, integration of text data with structured databases, and uses of text data in analytics across a variety of fields. Here's the talk link: https://www.youtube.com/watch?v=wS0X1bSsuUU
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. IQ is theorized to be
normally-
distributed.
Tests typically set
the test average as
100, with standard
deviations of 15
(most tests).
This means that
~68% of people fall
within 1 standard
deviation of the
mean.
Very few people are
thought to exist in
the tails.~95% of population
are within 30 points of
average.
Gifted individuals
are typically defined
as the top few
percent on IQ
measurements.
3. Several definitions of gifted exist, with
definitions forming a hierarchy.
Higher scores become rarer and rarer under
the normal distribution.
Many students within a school system are
pretty bright and qualify as gifted under
school definition (IQ>120).
Mensa-level intelligence occurs at a much
lower rate (1 in 50).
Much variation occurs in the top 1% of the IQ
distribution.
A teacher who teaches 25 students per year for 30
years likely has taught ~1 high gifted student.
That same teacher has 1:40 odds of teaching a
student with IQ>160 during that same tenure.
A population the size of the US would be expected
to have ~17 individuals at IQ>180.
But, deviations from the normal distribution
exist in the right tail…
IQ Level of
Giftedness
Theoretical
Prevalence
120 Most gifted
programs’
definition
~1 in 11
132 Mensa ~ 1 in 50
135 Top 1% ~1 in 100
145 Highly gifted ~1 in 750
160 Exceptionally/
profoundly
gifted
~ 1 in 30,000
180 Profoundly
gifted
~1 in 20,000,000
4. Recent studies have shown that profoundly gifted individuals exist at much
higher rates than expected under the normal distribution.
This is particularly true for those with uneven talents, where only one ability is at
the profoundly gifted level (IQ>160 in that ability).
About 1 in 10,000 people are profoundly gifted on nonverbal measurements (proxy for
mathematical talent); ~35,000 are thought to exist in the US (likely higher given skilled
immigrants).
About 1 in 30,000 people are verbally gifted at this level, or ~12,000 individuals in the
US.
Profound giftedness in multiple areas is rarer but occurs at a much higher level
than expected under the normal distribution.
Estimates of profound verbal and nonverbal giftedness put this rate at ~1 in 100,000; the
average IQ in previous studies is >190 for most individuals at this level.
Studies considering other talents, such as spatial or musical ability, put estimates of
profound giftedness across abilities at ~1 in 250,000+.
~1,500-4,000 are expected in the US (likely closer to 4,000 given skilled immigrants).
5. Very few modern tests can
differentiate ability at this level,
with most tests having a ceiling of
150-160.
The old Stanford-Binet LM ratio-
based IQ test has a higher ceiling.
Some extended measures exist for
modern IQ tests (SB-V, WISC-
IV…).
Talent searches are a common
way to measure deviance IQ at
the profoundly gifted levels in
children and adolescents:
Scores of >700 on SAT math or
verbal prior to age 13
ACT reading >34, writing >32,
math >24, or science >30 at ages
12-14
6. At lower levels of intelligence,
people generally solve problems
and learn material similarly.
Those at the lower gifted levels:
Require fewer repetitions to learn
Solve problems faster
Those at the profoundly gifted
level (IQ>160-170):
Solve problems very differently
Store knowledge very differently
Recent studies suggest this
difference in kind is related to a
difference in brain connectivity
patterns (white matter tracts).
7. Extreme need for mental stimulation
Example: voracious reading in subject of
interest or across many subjects
Combining steps in problem-solving
into one large step
Can cause issues in mathematics,
particularly as children (long division,
multiplication…)
Intensity of existing personality traits
Dabrowski’s overexcitabilities,
amplification of traits like extraversion
or openness to experience
Divergent thinking
Examples: filling in the blank in h_r
with “helicobactor” or “honor” rather
than “her”
Preference/ability to think in analogies
Translates into the ability to process and
explain complex material intuitively
Interconnecting knowledge
Knowledge webs vs. knowledge filing
cabinets when assimilating new
knowledge
Projection of self into a problem
Example: visualizing a mathematics
problem and literally “walking through
it” to a solution
Example: imagining oneself as a novel
character in a particular situation to
write a scene of fiction
The simple is complex; the complex is
simple.
8. Asynchronous development:
A child may be mentally 14,
physically 7, and socially 10.
Learning rates may vary within
and across subjects.
A child may be at a 4th grade level in
math/science and a 2nd grade level in
the humanities.
A child may go through a year’s
worth of math in 1 month but a
year’s worth of literature in 2
months (and a year’s worth of social
studies in a weekend).
This makes meeting the needs of
profoundly gifted learners
challenging, particularly in an age-
based classroom.
9. Acceleration
This can involve moving up in a single subject or
across subjects (whole grade acceleration).
Radical acceleration involves moving up multiple
grades, either within a subject or across subjects.
Longitudinal studies suggest most students benefit
academically, socially, and motivationally from
acceleration, including radical acceleration.
Accelerated students also tend to have higher adult-
level achievement in their fields.
Many accelerated students are satisfied with their
acceleration, with most dissatisfied students
preferring more acceleration.
However, many teachers and administrations
don’t welcome acceleration.
Some believe it is harmful, despite the studies.
Some are outright hostile to profoundly gifted
students, who often don’t fit educational
assumptions or “molds.”
Some dismiss these students’ extremely high
scores as incorrect or the result of cheating.
10. A follow-up study of profoundly gifted
students at ~ age 23 showed:
56% planned to pursue doctoral degrees
(or were already) compared to 1% of the
general population.
Degrees pursued tended to match ability
pattern, with mathematically-gifted
students pursuing STEM degrees.
Many were already accomplished in
their fields (patents, academic/creative
writing publications, national awards,
Phi Beta Kappa membership).
Accomplishment rates were higher for
verbally-gifted and evenly-gifted
individuals.
11. This same group of 320 individuals achieved much in their fields by age 38:
133 STEM patents
392 STEM publications
687 software contributions
922 dance and music productions
191 creative writing publications
79 works of art
46 social science/law/business publications
16 companies founded
$26 million in grant funding
These findings have been replicated in other samples of profoundly gifted
individuals.
Achievements tended to separate into STEM and humanities
accomplishments according to intellectual profile (ability tilt).
12. Of these impressive individuals, some
outshone others in their field:
57% of fine arts accomplishments were
attributed to one person.
34 of 39 poems were created by one person.
Three individuals produced 100 software
contributions (44% of total).
This held in the replication sample:
One person produced 60 of 68 publications in
chemistry.
40% of NSF grants went to one researcher.
43 of 86 Fortune 500 patents were filed by one
person.
These individuals are rare even within the
rare profoundly gifted population.
13. Another rare subpopulation consists
of those who are profoundly gifted
across multiple fields.
They are about 10-25 times rarer than
individuals who are profoundly gifted
in only one area.
Their average IQ is higher than
unevenly gifted individuals (IQ>200
estimated in one study, vs.
Their early accomplishments span
STEM and humanities, and little has
been published about their adult-level
accomplishments within and across
fields.
Recent studies suggest they are a
unique subpopulation relative to the
unevenly gifted at this level of ability.
Evenly-gifted
14. A few interesting research directions exist, including:
1. A longitudinal study of wranglers to identify how their academic and achievement
trajectories develop over time, as well as early signs of wrangler potential.
2. Studies examining achievement trajectories over time by type of academic intervention
types in this population, by demographic factors (women, minorities…), or by ability
profile.
3. A more in-depth follow-up of achievement profile among different ability profiles to
understand how unevenly-gifted populations might differ from evenly-gifted
populations in adulthood.
4. A neuroimaging study of different populations (unevenly profoundly gifted, evenly
profoundly gifted, more moderately gifted, and average populations, for instance) to
understand how brain activity patterns and connectivity relates to field-specific and
general talent on verbal and mathematical problems.
15. Profoundly gifted individuals are, by definition, rare.
Small sample sizes present statistical challenges, and few methods exist that can
compare samples of <30 individuals.
Persistent homology and its simplified cousin, single-linkage hierarchical clustering,
provide statistically robust methods for sample comparison at small sample sizes.
These methods also provide good visualization methods (example shown below).
16. Coyle, T. R., Purcell, J. M., Snyder, A. C., & Richmond, M. C. (2014). Ability tilt on the SAT and ACT predicts specific abilities and
college majors. Intelligence, 46, 18-24.
Farrelly, C. M. (2017). Topological Data Analysis for Data Mining Small Educational Samples with Application to Studies of the Gifted.
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Gross, M. U. (2000). Exceptionally and profoundly gifted students: An underserved population. Understanding Our Gifted, 12(2), 3-9.
Gross, M. U. (2003). Exceptionally gifted children. Routledge.
Gross, M. U. (2015). Characteristics of Able Gifted Highly Gifted Exceptionally Gifted and Profoundly Gifted Learners. In Applied
Practice for Educators of Gifted and Able Learners (pp. 3-23). SensePublishers.
Janos, P. M. (1987). A fifty-year follow-up of Terman's youngest college students and IQ-matched agemates. Gifted Child Quarterly,
31(2), 55-58.
Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24(5), 648-659.
Lubinski, D. (2009). Exceptional cognitive ability: The phenotype. Behavior genetics, 39(4), 350-358.
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: a 10-year follow-up of the profoundly gifted.
Journal of applied Psychology, 86(4), 718.
Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted,
profoundly accomplished. Psychological Science, 27(7), 1004-1018.
Prescott, J., Gavrilescu, M., Cunnington, R., O'Boyle, M. W., & Egan, G. F. (2010). Enhanced brain connectivity in math-gifted
adolescents: An fMRI study using mental rotation. Cognitive Neuroscience, 1(4), 277-288.
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average-ability youth, and college students. Neuropsychology, 18(2), 371.
Wai, J., Cacchio, M., Putallaz, M., & Makel, M. C. (2010). Sex differences in the right tail of cognitive abilities: A 30year examination.
Intelligence, 38(4), 412-423.