What is Terman's longitudinal study in 1921—the "Genetic Studies of Genius"
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In 1921, psychologist Lewis Terman at Stanford University began one of the most famous longitudinal studies in psychology. Called "Genetic Studies of Genius," this groundbreaking research aimed to follow intellectually gifted children throughout their entire lives to understand their development and life outcomes.
Terman's study recruited 1,528 children, all with IQ scores above 140, which was considered the threshold for genius-level intelligence. These children, aged 8 to 12, were primarily identified through teacher nominations and standardized IQ testing. The study aimed to follow these participants throughout their entire lives to understand how intellectual giftedness affects development and life outcomes.
The study's findings challenged many stereotypes about gifted children. Contrary to popular beliefs that highly intelligent children were physically weak and socially maladjusted, Terman found that his participants were generally healthier, more socially adjusted, and more successful than average. They achieved higher levels of education, had more successful careers, earned higher incomes, and showed lower rates of mental illness.
The study continued for over 80 years, making it one of the longest-running psychological studies in history. Terman and his successors followed participants through childhood, adolescence, adulthood, and into old age. The study provided unprecedented insights into human development and giftedness. Even today, researchers continue to study the descendants of the original participants, making this truly a multi-generational research project.
Terman's Genetic Studies of Genius had profound and lasting impact on psychology and education. It revolutionized our understanding of intellectual giftedness, influenced educational policies for gifted children, and established important longitudinal research methods still used today. The study challenged harmful stereotypes and provided scientific evidence that gifted individuals could lead healthy, productive lives. Its influence extends to modern gifted education programs and continues to shape how we understand human development and potential.