SMPYStudy of Mathematically Precocious Youth
SMPYSame Month Prior Year (sales)
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The HS&B assessments included variables similar to those found in Project Talent and the SMPY, such as test scores for various cognitive tests, background information, and career interests.
After working at SMPY for several years, I founded the Study of Exceptional Talent at CTY in 1991.
That is, the high-IQ replication group in Phase II is composed of extremely high-IQ individuals selected from the highest-performing SMPY participants with IQ-equivalent scores exceeding 160 (4 SD above the population mean).
For this reason, Phase II of the IQ QTL Project will include not only the extremely high-IQ replication sample described in this report, but also two other high-IQ SMPY samples, one sample especially high in mathematics and the other sample especially high in verbal ability
He had met several young people from the Study of Mathematically Precocious Youth (SMPY) who had been radically accelerated and had familiarized himself with some of the research on acceleration.
Lubinski, Webb, Morelock, and Benbow (2001) report similar findings from a study of profoundly gifted SMPY accelerands.
In one of the few large longitudinal studies, 13-year-old students who participated in an accelerated math course at the Johns Hopkins' Study of Mathematically Precocious Youth (SMPY) were found more likely to be in math-science career tracks 10 years later compared to eligible students who did not take such a course (Benbow, 2006).
This tradition may have originated in the extensive program of research conducted by the Study of Mathematically Precocious Youth (SMPY), a longitudinal study founded by Julian Stanley in the early 1970s (Benbow, 1988; Benbow & Arjmand, 1990; Lubinski & Benbow, 2006; Stanley & Benbow, 1982; Stanley, Keating, & Fox, 1974) to study and promote talent development among mathematically talented youth.
Although a comprehensive review cannot be provided here, research through the Study of Mathematically Precocious Youth (SMPY) and other summer programs at Duke and Northwestern found that boys took more science and math classes in high school than girls (Benbow, 1988; Benbow & Minor, 1986; Olszewski-Kubilius & Yasumoto, 1995).