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genetic study of genius.pptx
1. Genetic study on
gifted children
Presented by
Ayesha Siddikha
Farhana Ashraf
Sudip
Saba parveen
2. Introduction
• Lewis Terman was an influential
psychologist who is known for his
version of Stanford-Binet intelligence
test for his “Longitudinal study of
giftedness.”
• His research is the oldest and
longest lasting longitudinal study
ever constructed.
• It was begun by Lewis Terman at
Stanford University in 1921.
• His work added contributions to the
understanding of how , intelligence
influences life , success ,health and
outcomes.
3. LEWIS TERMAN’S ACHIEVEMENTS.
Terman centered on mental tests that could be used
to distinguish gifted students from those that were
cognitively impaired.
He developed tests that measured complex cognitive
abilities and included measures of creativity ,
mathematical ability , memory, motor skills, logic and
language mastery.
He went on revising the original Binet-Simon scales
with American population.
Updated version of the test became known as Stanford-
Binet and
the most widely used IQ test.
4. He also began using a formula that involved-taking
mental age , divided it by chronological age ,and
multiplying it by 100 to come up with what is known
as the intelligence quotient or IQ.
The first wide scale use of Terman’s test was occurred
during the First World War.
The test was adopted at this time and combined with
other assessments to form the Army Alpha(text-based)
and Alpha-beta(picture- based)tests.
Millions of soldiers were given these assessments, to
those who received an ‘A’ or ‘B’ score were promoted
to officer training.
Those who received a ‘D’ or ‘E’ were not given such
training.
5. • In 1921, Terman began his “Genetic Studies of
Genius’’.
• A Longitudinal study that set out in investigate
whether high IQ students were more successful in life.
• He found that high IQ subjects tends to be healthier,
taller, and socially adopted then other kids.
• Terman found that while many of his high IQ subjects
were very successful not all fared to be better then
the average.
• Those who ended up being most successful tended to
rate higher on self-confidence perseverance and goal
oriented as children’
Terman’s Genius Study
6. CONCLUSION
• Lewis Terman played an important role
in the early development of educational
psychology and his intelligence test
become one of the most widely use
psychology assessments in the world.
• The study is still going on today,
carried out by other psychologist and
has become the longest-running study
in history.
• The results from the study have been
published in five books, a monography
and dozens of articles, the genetic
study of genius is a massive project and
it takes more then factoids to
understand it completely.
8. • Terman launched a longitudinal study of gifted
children in 1921, the first longitudinal study in
psychology to use a large sample.
• Canvasing elementary and secondary schools in
California, Terman and his research team came
up with a sample of close to 1500 children with
IQ scores of at least 135.
• The subjects were selected from their primary
school levels and then followed upto the latter
part of their life.
9. • Not all subjects were discovered with the Stanford–
Binet. Some were selected for the study with the
National Intelligence Tests and the Army Alpha.
• The study subjects were born between 1900 and 1925,
all lived in California, were 95-99% white, and the
majority came from upper- or middle-class families.
• A complete background study was done on these
subjects. From their personal intrest and calibre to the
lifestyle, race, economic status, relations
10.
11. The data collected for each subject chosen for study included
the following:
1. Two intelligence tests (Stanford-Binet and National B)
2. A two-hour educational test (The Stanford Achievement Test)
3. A fifty-minute test of general information in science, history,
literature, and the arts
4. A fifty-minute test of knowledge of and interest inlays, games,
and amusements
5,A four-page interest blank to be filled out by the children.
12. 6. A two-months reading record to be kept by
the children
7. A sixteen-page Home Information Blank, to
be filled out by the parents, including ratings
on twenty-five traits
8. An eight-page School Information Blank to
be filled out by the teachers, including ratings
on the same twenty-five traits as were rated
by the parents
9. When possible, ratings of the home on the
Whittier Scale for home grading.
Presentation title 12
13. Procedure of the study
(1) increase the number of gifted subjects to approximately 1,000;
(2) secure at least two intelligence tests of each subject;
(3) secure measures of school achievement in at least four or five of the
school subjects;
(4) In the case of a small number of cases to give tests of specialized ability;
(5) Revision of the methods of securing trait ratings and social data; and
(6) Follow-up of the subjects for a period of at least ten years.
14. • An innovative feature of the Stanford-Binet was the inclusion
of the "Intelligence Quotient" or IQ, an index that had not
been previously used in mental tests
• In collaboration with a committee of psychologists who had
worked on the army tests, terman developed the "National
Intelligence Tests" for grades three to eight.
• Terman was also a leader in the development of group
achievement tests, which assessed school learning
21. Introduction
Last year, 2021, marks the 100th anniversary of
the beginning of Lewis Tarman’s genetic studies
of genius. This was a study of 1528 children
high IQ children that spanned 74 years of
physical, cognitive and social development.
Although the genetic studies of genius is one
the most Famous studies in Psychology, its size
mans most people have a simplified under
standing of the study.
22. •In middle 68.2% of men and
70.8% of women stated that
they learned thay wore in the
study by age 14. and a many
sanple members said
participating in the study had
positive umpact o those life.
But in their old age, Early
knowledge of Being labelled as
gofted was negatively related
to participants appraisals of
their life accomplishments in
23. • A lot of fuss has been raised (for
example, by Malcolm Gladwell in
his bestseller Outliers) about the
fact that two children screened
for the study and rejected later
won a Nobel Prize in Physics: Luiz
Alvarez and William Shockley.
Critics of IQ testing see this as
evidence that intelligence tests
are flawed But, given Terman’s
sampling method and the
extremely low base rate of
winning a Nobel Prize are more
likely to be the reasons that
Alvarez and Shockley were not
selected for the study
24. • Point A lot of fuss has been raised (for
example, by Malcolm Gladwell in his bestseller
Outliers) about the fact that two children
screened for the study and rejected later won a
Nobel Prize in Physics: Luiz Alvarez and William
Shockley. Critics of IQ testing see this as
evidence that intelligence tests are flawed But,
given Terman’s sampling method and the
extremely low base rate of winning a Nobel
Prize are more likely to be the reasons that
Alvarez and Shockley were not selected for the
study
25. • It won’t be surprising that
Terman’s high-IQ sample
members were more educated
than average. But what may be
surprising is how educated they
were. By their mid-30s, 69.8% of
men and 66.5% of women had
earned a bachelor’s degree
(Terman & Oden, 1947, p. 149),
even though the Great Depression
began when the average sample
member was 19–right when they
would have been attending
college. Even by modern
standards, this is amazing; in
2017, only 34.2% of all Americans
26. • Point In the 1980s, Robert Sears–who ran the study
at the time and was himself a member of the
Genetic Studies of Genius sample–discovered that
some of the IQ scores calculated for sample
members were incorrectly calculated. When his
team used the original answer sheets to re-calculate
IQ scores for the sample members, they found that
the minimum IQ of sample members was no longer
135, it was 116 (for uncorrected IQs) or 106 (for
corrected IQs). As far as I know, nobody has ever re-
analyzed any of Terman’s findings using these IQ
scores.
27. • The Terman sample members were long-
lived, on average. Compared to the
population born at roughly the same
time and with very similar demographics,
they lived approximately ten years longer
(Duggan & Friedman, 2014, p. 501). Two
of them even lived to be 104 years old.
By comparison, life expectancy in the
United States today is 78.9 years, about
6-8 years shorter than the average
lifespan of a Terman sample member.
28. The best predictor of longevity
among the Terman sample
members was the
conscientiousness, a personality
trait that is manifested in self-
discipline, deliberation in
making decisions, and
dutifulness. This was a better
predictor than self-reported
physical activity, marital status,
socioeconomic status, and
other variables widely believed
to cause people to live longer
(Friedman & Martin, 2011).
29. Some skeptics claim that Terman’s sample had
high rates of positive life outcomes because they
generally grew up in middle- and upper-class
homes, not because of their high intelligence
(e.g., Sorokin, 1956). A childhood. If childhood
wealth were the main driver of adult
accomplishment, then we should see some
regression toward the mean in the Terman sample
members when using childhood socioeconomic
status to predict adult socioeconomic status.
Instead, we see sample members climb to higher
levels of socioeconomic status (on average) than
the homes they were born into
30. Academic acceleration was much more
common a century ago than it is today. This
may have resulted in long-term benefits for
these people. Terman men who had an
accelerated education earned an average of
3.6% to 9.3% more per year (Warne & Liu,
2017). This finding has been replicated with
modern samples, though the income difference
is weaker than in Terman’s sample (Warne,
2017). Grade skipping women in the Terman
sample did not have an economic advantage
over their high-IQ peers, but in more modern
samples there is a correlation between
academic acceleration and income in women.
31. The purpose of Terman’s
longitudinal study was to examine
the development of gifted children.
Unfortunately, Terman undermined
that goal by meddling in the lives of
his subjects. He wrote letters of
recommendation, gave advice to
study participants, and helped some
get into college (Shurkin, 1992).
These actions have damaged the
integrity of the study and make
some of Terman’s conclusions
questionable (Warne, 2019).
