Analysis of information sources in references of the Wikipedia article "Intellectual giftedness" in English language version.
We do not mean to leave the impression that before the general use of mental tests no attention had ever been paid to children of remarkable ability. We find many references in literature to especially bright children, and the biographies of many great men bear record of their superior performances in childhood. Nevertheless, such references are scattered and leave the impression of something peculiar and very uncommon. Superior intelligence has certainly not been recognized as a vital educational problem. It is becoming to be so regarded today, because of the scientific study of such children by means of intelligence tests.
In her article "The Case Against Formal Identification," Davidson (1986) expressed strong frustration with formal testing, rating, and nomination procedures, including the use of point systems and cutoffs. Davidson noted that a student with a tested IQ of 110 may show greater giftedness in the sense of originality and thought-provoking ideas and answers than a student with a tested IQ of 140—who will be selected for the program. Even creativity tests do not measure every aspect of a child's creativeness, noted Davidson; and peer, parent, and teacher nominations can be biased in favor of popular, English-speaking, middle-class students.
When we rely on the use of a single criterion such as an IQ score to act as a gatekeeper or rely on theories with little empirical grounding, our identification practices do not reflect this understanding of intelligence.
Put into the context of the psychometric movement as a whole, it is clear that the positive extreme of the IQ distribution is not as different from other IQ levels as might have been expected.
Put into the context of the psychometric movement as a whole, it is clear that the positive extreme of the IQ distribution is not as different from other IQ levels as might have been expected.
The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. In the past, the WISC-R (Wechsler, 1974) and the fourth edition of the Stanford-Binet (SB-IV; Thorndike, Hagen, & Sattler, 1986) were the most commonly used cognitive measures in the schools (Coleman & Cross, 2005).
Although many would consider screening to be the crucial point in the identification process, predictive validity must be established between the screening procedure and the intellectual measure(s) used to ensure the accuracy and utility of the identification process.
{{cite web}}: CS1 maint: archived copy as title (link)The Binet scales, as they were known, formed the basis of modern IQ tests, just as mental age formed the basis for IQ scores. ... Although Galton was the first to try to measure individual differences in intelligence, it was Binet who appeared to have succeeded.
Put into the context of the psychometric movement as a whole, it is clear that the positive extreme of the IQ distribution is not as different from other IQ levels as might have been expected.
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