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This book studies the early developmental and family history of
children who come to perform at the gifted IQ level during middle
childhood. The authors detail their original research-the first
systematic, longitudinal study of such children-and offer a theory
to explain how children become intellectually gifted. Chapters
examine the theory's implications for early identification and
assessment as well as for parenting.
This book studies the early developmental and family history of
children who come to perform at the gifted IQ level during middle
childhood. The authors detail their original research-the first
systematic, longitudinal study of such children-and offer a theory
to explain how children become intellectually gifted. Chapters
examine the theory's implications for early identification and
assessment as well as for parenting.
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