1/19/2024 0 Comments Federal definition of giftedOf relevance to gifted identification practice, Thurstone also developed the standardized mean and standard deviation score reporting for IQ this method replaced Binet’s original age-ratio interpretation, and it is still used today to report IQ scores. Using factor analysis, Thurstone ( 1938) suggested the existence of seven primary mental abilities that he believed provided a better fit to his data than Spearman’s g did. As an aside, Spearman also observed late in his career that the degree of correlation across different measures decreased as overall IQ score increased this observation is still being studied (e.g., Kane and Oakland 2000), but may also be relevant to understanding the development of gifted education practice.Įfforts to measure intelligence developed in tandem with the development of more sophisticated statistical methods in psychology. Spearman later divided g into eductive and reproductive abilities, both of which he considered to be primarily genetic in origin. Thorndike (1926) suggested that “for ordinary practical purposes, however, it suffices to examine for three ‘intelligences,’ which we may call mechanical intelligence, social intelligence, and abstract intelligence” (p. Spearman, working in the first three decades of the 20th century, felt that there was a single factor (named “g” for general intelligence) that could explain the commonality of performance across different measures of intelligence ( Spearman 1904) a factor of specific intellectual abilities (“s”) explained the remainder. One general trend is that over time, ideas about what intelligence is have become both more nuanced and better understood. Development of Ideas about IntelligenceĪttempts to quantify the measurement of intelligence have a lengthy history that we are only able to touch upon briefly. This is followed by a synthesis of their relevance for understanding the current state of gifted education and where the field might be headed.Ģ.1. How have the changes in our knowledge of intelligence and its measurement over the past 100 years informed special and gifted education practice? How and why has the terminology of special education changed so thoroughly since its origins, while the often-problematic label ‘gifted’ has stubbornly persisted since its origin prior to Lewis Terman’s seminal 1925 publication ( Terman 1925)? We attempt to address the first question by summarizing major developments in both our understanding of intelligence and in gifted education over the past century. Now approximately one hundred years later, this anniversary offers an important opportunity to reflect on how our knowledge has grown and changed over the ensuing century. By the close of the 1920s, both special education and gifted education had emerged as subfields of study within psychology and educational psychology.
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