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Research Bibliography

Program Model

  • Olszewski-Kubilius, P., Makel, M. C., Plucker, J. A., Subotnik, R. F. (2017). Universal principles of learning require unique applications for gifted students. Canadian Psychology, 58, 271-275. doi: 10.1037/cap0000118
  • Plucker, J. A., Rinn, A. N., & Makel, M. C. (Eds.) (2017). From Giftedness to Gifted Education: Reflecting Theory in Practices. Waco, TX: Prufrock Press.
  • Steenbergen-Hu, S., Makel, M. C., Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings from two second-order meta-analyses. Review of Educational Research, 86, 849-899. doi:10.3102/0034654316675417
  • Holahan, W., & Sawyer, R. N. (1986). The counseling and consultation of TIP’s summer residential program. Roeper Review, 9, 108-113.
  • Lee, S., Matthews, M. S., & Olszewski-Kubilius, P. (2008). A national picture of talent search and talent search educational programs. Gifted Child Quarterly, 52, 55-69.
  • Makel, M. C., Lee, S. Y., Olszewski-Kubilius, P., & Putallaz, M. (2012). Changing the pond, not the fish: Following high ability students across different educational environments. Journal of Educational Psychology, 104, 778-792. doi:10.1037/a0027558.
  • Pleasants, R., Stephens, K. R., Selph, H., & Pfeiffer, S. I. (2004). Incorporating service-learning into leadership education: Duke TIP’s Leadership Institute. Gifted Child Today. 27, 16-23.
  • Putallaz, M., Baldwin, J., & Selph, H. (2005). The Duke University Talent Identification Program. High Ability Studies, 16, 41-54.
  • Sawyer, R.N. (1984). The Duke University educational programs for brilliant youths. Roeper Review, 7, 103-109.
  • Sawyer, R.N. (1985). The early identification and education of brilliant students: The Duke model. The College Board Review, 135, 2-8.
  • Sawyer, R.N. (1986). Intellectual challenges and emotional support of the precocious child. Journal of Counseling and Development, 64, 593-597.
  • Stocking, V. B. (1998). “What I did on my vacation”: Summer options for gifted students.Education for the Gifted and Talented, 82, 93-100.

Program Evaluation

  • Brounstein, P.J., Holahan, W., & Dreyden, J. (1991). Change in self-concept and attributional styles among academically gifted adolescents. Journal of Applied Social Psychology, 21, 198-218.
  • Brounstein, P.J., Holahan, W., & Sawyer, R. (1988). The expectations and motivations of gifted students in a residential academic program: A study of individual differences. Journal for the Education of the Gifted, 11, 36-52.
  • Li, Y., Alfeld, C., Kennedy, R. P., & Putallaz, M. (2009). Effects of summer academic programs in middle school on high school test scores, course-taking, and college major.  Journal of Advanced Academics, 20,404-436.
  • O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2012). Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. Motivation and Emotion.
  • Petersen, N.M., Brounstein, P.J, & Kimble, G.A. (1988). Evaluation of college level coursework for the gifted adolescents: An investigation of epistemological stance, knowledge gain and generalization. Journal for the Education of the Gifted, 12, 46-61.
  • Schiel, J. (1998). Academic benefits in high school of an intensive summer program for academically talented seventh graders. ACT Research Report Series, 98-4. PDF
  • Schiel, J. L., & Stocking, V. B. (2001). Benefits of TIP summer residential program participation, as reflected by subsequent academic performance in high school. In N. Colangelo & S.G. Assouline (Eds.),Talent development IV: Proceedings from the 1998 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 435-438). Scottsdale, AZ: Gifted Psychology Press. 

Talent Identification

  • Olszewski-Kubilius, P., Makel, M. C., Plucker, J. A., Subotnik, R. F. (2017). Universal principles of learning require unique applications for gifted students. Canadian Psychology, 58, 271-275. doi: 10.1037/cap0000118
  • Plucker, J. A., Rinn, A. N., & Makel, M. C. (Eds.) (2017). From Giftedness to Gifted Education: Reflecting Theory in Practices. Waco, TX: Prufrock Press.
  • Makel, M. C., Wai, J. Peairs, K., & Putallaz, M. (2016). Sex differences in the right tail of cognitive abilities: An update and cross cultural extension. Intelligence, 59, 8-15. doi: 10.1016/j.intell.2016.09.003
  • Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science. doi:10.1177/0956797616644735
  • Makel, M. C., Putallaz, M., & Wai, J. (2012). Teach students what they don’t know but are ready to learn: A commentary on “Rethinking giftedness and gifted education.” Gifted Child Quarterly, 56, 198–201.
  • Stephens, K., & Karnes, F. A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66, 219-238.
  • Stocking, V. B., & Goldstein, D. (1992). Course selection and performance of very high ability students: Is there a gender gap? Roeper Review, 15, 48-51.
  • Wai, J., Cacchio, M., Putallaz, M., & Makel, M. C. (2010). Sex differences in the right tail of cognitive abilities: A 30-year examination. Intelligence, 38, 412-423.

Characteristics of Gifted Youth

  • Olszewski-Kubilius, P., Makel, M. C., Plucker, J. A., Subotnik, R. F. (2017). Universal principles of learning require unique applications for gifted students. Canadian Psychology, 58, 271-275. doi: 10.1037/cap0000118
  • Peters, S. J., Matthews, M. T., Rambo-Hernandez, K., Makel, M. C., & Plucker, J. A. (2017). Should millions of students take a gap year? Large numbers of students start the school year above grade level. Gifted Child Quarterly, 61, 229-238. doi: 10.1177/0016986217701834
  • Plucker, J. A., Rinn, A. N., & Makel, M. C. (Eds.) (2017). From Giftedness to Gifted Education: Reflecting Theory in Practices. Waco, TX: Prufrock Press.
  • Zabaneh, D., Krapohl, E., Gaspar, H. A., Curtis, C., Lee, S. H., Patel, H., … & Breen, G. (2017). A genome-wide association study for extremely high intelligence. Molecular Psychiatry, 1-7. https://www.nature.com/mp/journal/vaop/ncurrent/pdf/mp2017121a.pdf
  • Zabaneh, D., Krapohl, E., Simpson, M. A., Miller, M. B., Iacono, W. G., McGue, M., … & Breen, G. (2017). Fine mapping genetic associations between HLA region and extremely high intelligence. Scientific Reports, 7, 41182. DOI: 10.1038/srep41182
  • Gaultney, J.F., Bjorklund, D.F., and Goldstein, D. (1996). To be young, gifted, and strategic: Advantages for memory performance. Journal of Experimental Child Psychology, 61, 43-66.
  • Jarosewich, T., and Stocking, V. B. (2003). Medication and counseling histories of gifted students in a summer residential program. The Journal of Secondary Gifted Education, 14, 91-99.
  • Luthar, S.S., Zigler, E., and Goldstein, D. (1992). Psychosocial adjustment among intellectually gifted adolescents: The role of cognitive-developmental and experiential factors. Journal of Child Psychology and Psychiatry, 33, 361-375.
  • Makel, M.C., Li, Y., Putallaz, M., & Wai, J. (2011). High-ability students’ time spent outside the classroom. Journal of Advanced Academics, 22, 720-749.
  • Makel, M. C., Snyder, K., Thomas, C., Malone, P., & Putallaz, M. (2015). Gifted students’ implicit beliefs about intelligence and giftedness, Gifted Child Quarterly, 59, 203-121.
  • Makel, M. C., Wai, J., Putallaz, M., & Malone, P. S. (2015). The academic gap: An international comparison of the time allocation of academically talented students. Gifted Child Quarterly, 59, 177-189.
  • Matthews, M.S. (2004). Leadership education for gifted and talented youth: A review of the literature. Journal for the Education of the Gifted, 28, 77-113.
  • Matthews, P. H., and Matthews, M. S. (2004). Heritage language instruction and giftedness in language minority students: Pathways toward success. The Journal of Secondary Gifted Education, 15, 50-55.
  • Mayer, J.D., Caruso, D.R., Zigler, E., Dreyden, J. (1989). Intelligence and intelligence-related personality traits. Intelligence. 13, 119-133.
  • Miller, D., & Wai, J. (2015). The bachelor’s to PhD STEM pipeline no longer leaks more women than men: A 30-year analysis. Frontiers in Psychology: Developmental, 6, 37.
  • Peairs, K.F., Eichen, D., Putallaz, M., Costanzo, P. R., and Grimes, C. L. (2011). Academic giftedness and alcohol use in early adolescence. Gifted Child Quarterly, 55, 95-110.
  • Spain, S.L., Pedroso, I., Kadeva, N., Miller, M.B., Iacono, W.G., McGue, M., Stergiakouli, E., Smith, G.D., Putallaz, M., Lubinski, D., Meaburn, E.L., Plomin, R. & Simpson, M.A.  (2015). A genome-wide analysis of putative functional and exonic variation associated with extremely high intelligence, Molecular Psychiatry, 1-7.
  • Wiley, J., and Goldstein, D. (1991). Sex, handedness and allergy: Are they related to academic giftedness? Journal for the Education of the Gifted, 14, 412-422.

Self Concept

  • Brounstein, P.J., Holahan, W., & Dreyden, J. (1991). Change in self-concept and attributional styles among academically gifted adolescents. Journal of Applied Social Psychology, 21, 198-218.
  • Makel, M. C., Lee, S. Y., Olszewski-Kubilius, P., & Putallaz, M. (2012). Changing the pond, not the fish: Following high ability students across different educational environments. Journal of Educational Psychology, 104, 778-792. doi:10.1037/a0027558.
  • Marsh, H. W., Plucker, J. A., & Stocking, V. B. (2001). The Self-Description Questionnaire II and gifted students: Another look at Plucker, Taylor, Callahan, and Tomchin’s (1997) “Mirror, mirror on the wall.” Educational and Psychological Measurement, 61, 976-996.
  • Plucker, J., & Stocking, V. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67, 535-548.
  • Stocking, V. B., & Plucker, J. A. (2001). Evaluation of the internal/external frame of reference model for gifted adolescents. In N. Colangelo & S.G. Assouline (Eds.), Talent development IV: Proceedings from the 1998 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 439-443). Scottsdale, AZ: Great Potential Press, Inc.

Gender

  • Makel, M. C., Wai, J. Peairs, K., & Putallaz, M. (2016). Sex differences in the right tail of cognitive abilities: An update and cross cultural extension. Intelligence, 59, 8-15. doi: 10.1016/j.intell.2016.09.003
  • Malin, J. & Makel, M. C. (2012). Gender differences in gifted students’ advice on solving the world’s problems. Journal for the Education of the Gifted, 35, 175-187.
  • Miller, D., & Wai, J. (2015). The bachelor’s to PhD STEM pipeline no longer leaks more women than men: A 30-year analysis. Frontiers in Psychology: Developmental, 6, 37.
  • Wai, J., Cacchio, M., Putallaz, M., & Makel, M. C. (2010). Sex differences in the right tail of cognitive abilities: A 30-year examination. Intelligence 38, 412-423.
  • Goldstein, D., & Stocking, V.B. (1994). TIP studies of gender differences in talented adolescents. In K.A. Heller & E.A. Hany (Eds.), Competence and responsibility: The third European conference of the European Council for High Ability (held in Munich, Germany), October 11-14, 1992, (Vol.2; pp.190-203). Seattle: Hogrefe & Huber.
  • Stocking, V. B., & Goldstein, D. (1992). Course selection and performance of very high ability students: Is there a gender gap? Roeper Review, 15, 48-51.
  • Luthar, S.S., Zigler, E., & Goldstein, D. (1992). Psychosocial adjustment among intellectually gifted adolescents: The role of cognitive-developmental and experiential factors. Journal of Child Psychology and Psychiatry, 33, 361-375.
  • Dreyden, J.I., & Gallagher, S.A. (1989). The effects of time and direction changes on the SAT performance of academically talented adolescents. Journal for the Education of the Gifted,12, 187-204.

Achievement and Motivation

  • Peters, S. J., Matthews, M. T., Rambo-Hernandez, K., Makel, M. C., & Plucker, J. A. (2017). Should millions of students take a gap year? Large numbers of students start the school year above grade level. Gifted Child Quarterly, 61, 229-238. doi: 10.1177/0016986217701834
  • Li, Y., Alfeld, C., Kennedy, R. P., & Putallaz, M. (2009). Effects of summer academic programs in middle school on high school test scores, course-taking, and college major. Journal of Advanced Academics, 20, 404-436.
  • Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2012). Antecedents and consequences of situational interest. British Journal of Educational Psychology. [Keywords: Achievement and Motivation]
  • Matthews, M. S., & Farmer, J. L. (2008). Factors affecting the Algebra I achievement of academically talented learners. Journal of Advanced Academics, 19, 472-501.
  • Matthews, M. S., & McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51, 167-181.
  • Matthews, M. S. (2006). Gifted students dropping out: Recent findings from a Southeastern state. Roeper Review, 28, 216-223.
  • O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2012). Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. Motivation and Emotion.
  • Wai, J., & Putallaz, M. (2011). The Flynn effect puzzle: A 30-year examination from the right tail of the ability distribution provides some missing pieces. Intelligence, 39, 443-455.http://dx.doi.org/10.1016/j.intell.2011.07.006

Testing

  • Brounstein, P.J., & Holahan, W. (1987). Patterns of change in scholastic aptitude test performance among academically talented adolescents. Roeper Review, 10, 110-116.
  • Jarosewich, T., & Stocking, V. B. (2003). Talent search: Student and parent perceptions of out-of-level testing. Journal of Secondary Gifted Education, 14, 137-150.
  • Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science. doi:10.1177/0956797616644735
  • Malone, P.S., von Brock, A., Brounstein, P.J., & Shaywitz, S.S. (1991). Components of IQ scores across levels of measured ability. Journal of Applied Social Psychology, 21, 15-28.

Research Bibliography

Methods in Research

  • Pridemore, W. J., Makel, M. C., & Plucker, J. A. (2018). Replications in criminology and the social sciences. Annual Review of Criminology. doi: 10.1146/annurev-criminol-032317-091849
  • Makel, M. C. & Plucker, J. A. (Eds). (2017). Toward a More Perfect Psychology: Improving Trust, Accuracy, and Transparency in Research. Washington, DC: American Psychological Association.
  • Plucker, J. A., Makel, M. C., Matthews, M. S., Peters, S. J., & Rambo-Hernandez, K. E. (2017). Blazing new trails: Strengthening policy research in gifted education. Gifted Child Quarterly, 61, 210-218. doi: 10.1177/0016986217701838