{"id":6,"date":"2012-03-13T16:51:32","date_gmt":"2012-03-13T16:51:32","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/publications\/"},"modified":"2024-07-18T18:28:22","modified_gmt":"2024-07-18T23:28:22","slug":"publications","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Books<\/h4>\n

Benbow, C. P., & Lubinski, D. (Eds.). (1996).\u00a0Intellectual talent: Psychometric and social issues. Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Benbow, C. P., & Stanley, J. C. (Eds.). (1983).\u00a0Academic precocity: Aspects of its development. Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Publications (Refereed)<\/h4>\n

Noreen, G. D., Lubinski, D., & Benbow, C. P. (under review). In their own voice: Educational perspectives from intellectually precocious youth as adults.<\/p>\n

Lubinski, D., Benbow, C. P., McCabe, K. O., & Bernstein, B. O. (2023). Composing meaningful lives: Exceptional women and men at age 50. Gifted Child Quarterly, 67, <\/em>278-305.<\/p>\n

Kell, H. J., McCabe, K. O., Lubinski, D., & Benbow, C. P. (2022). Wrecked by success? Not to worry. Perspectives on Psychological Science, 17,<\/em> 1291-1321.<\/p>\n

Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2021). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of\u00a0 Educational Psychology, 113,<\/em> 830-845.<\/p>\n

Lubinski, D., & Benbow, C. P. (2021). Intellectual precocity: What have we learned since Terman? Gifted Child Quarterly, 65<\/em>, 3-28.<\/p>\n

McCabe, K. O., Lubinski, D., & Benbow, C. P. (2020). Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students. Journal of Personality and Social Psychology, 119, <\/em>390-416.<\/em><\/p>\n

Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2019). Psychological constellations assessed at age 13 predict distinct forms of eminence 35 years later. Psychological Science, 30, <\/em>444-454.<\/p>\n

Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M, & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science<\/em>, 27<\/em>, 1004-1018.<\/p>\n

Lubinski, D., Benbow, C. P., & Kell, H. J. (2014). Life paths and accomplishments of mathematically precocious males and females four decades later. Psychological Science, 25,<\/em> 2217-2232.Kell, H. J.,<\/p>\n

Lubinski, D., Benbow, C. P., & Steiger, J. H. (2013). Creativity and technical innovation: Spatial ability\u2019s unique role. Psychological Science, 24, xx-xx<\/em>.<\/p>\n

Kell, H. J., Lubinski, D., Benbow, C. P. (2013). Who rises to the top? Early Indicators. Psychological Science, 24, <\/em>648-659. View in PDF<\/a><\/p>\n

Park, G., Lubinski, D., & Benbow, C. P. (2013). When less is more: Effects of grade skipping on adult STEM accomplishments among mathematically precocious youth. Journal of Educational Psychology, 105, <\/em>176-198. View in PDF<\/a><\/p>\n

Ferriman-Robertson, K., Smeets, S., Lubinski, D., & Benbow, C. P. (2010). Beyond the threshold hypothesis: Even among the gifted and top math\/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence.\u00a0Current Directions in Psychological Science,\u00a019, 346-351.\u00a0View in PDF<\/a><\/p>\n

Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study.\u00a0Journal of Educational Psychology,\u00a0102, 860-871.\u00a0View in PDF<\/a><\/p>\n

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over fifty years of cumulative psychological knowledge solidifies its importance.\u00a0Journal of Educational Psychology, 101, 817-835.\u00a0View in PDF<\/a><\/p>\n

Ferriman, K., Lubinski, D., & Benbow, C. P. (2009). Work preferences, life values, and personal views of top math\/science graduate students and the profoundly gifted: Developmental changes and sex differences during emerging adulthood and parenthood.\u00a0Journal of Personality and Social Psychology,\u00a097, 517-532.\u00a0View in PDF<\/a><\/p>\n

Park, G., Lubinski, D., & Benbow, C. P. (2008). Ability differences among people who have commensurate degrees matter for scientific creativity.\u00a0Psychological Science, 19, 957-961. View in PDF<\/a><\/p>\n

Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics.\u00a0Psychological Science in the Public Interest, 8, 1-51.\u00a0View in PDF<\/a><\/p>\n

Park, G., Lubinski, D., & Benbow, C. P. (2007). Contrasting intellectual patterns for creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years.\u00a0Psychological Science, 18, 948-952.\u00a0View in PDF<\/a><\/p>\n

Webb, R. M., Lubinski, D., & Benbow, C. P. (2007). Spatial ability: A neglected dimension in talent searches for intellectually precocious youth.\u00a0Journal of Educational Psychology, 99, 397-420.\u00a0View in PDF<\/a><\/p>\n

Lubinski, D., & Benbow, C. P. (2006). Study of Mathematically Precocious Youth after 35 years: Uncovering antecedents for the development of math-science expertise.\u00a0Perspectives on Psychological Science, 1, 316-345.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P., & Lubinski, D. (2006). Julian C. Stanley, Jr. (1918-2005).\u00a0American Psychologist, 61, 251-252.\u00a0View in PDF<\/a><\/p>\n

Lubinski, D., Benbow, C. P., Webb, R. M., & Bleske-Rechek, A. (2006). Tracking exceptional human capital over two decades.\u00a0Psychological Science, 17, 194-199.\u00a0View in PDF<\/a><\/p>\n

Wai, J., Lubinski, D., & Benbow, C. P. (2005). Creativity and occupational accomplishments among intellectually precocious youth: An age 13 to age 33 longitudinal study.\u00a0Journal of Educational Psychology, 97, 484-492.\u00a0View in PDF<\/a><\/p>\n

Bleske-Rechek, A., Lubinski, D., & Benbow, C. P. (2004). Meeting the educational needs of special populations: Advanced Placement’s role in developing exceptional human capital.\u00a0Psychological Science, 15, 217-224.\u00a0View in PDF<\/a><\/p>\n

Webb, R. M., Lubinski, D., & Benbow, C. P. (2002). Mathematically facile adolescents with math\/science aspirations: New perspectives on their educational and vocational development.\u00a0Journal of Educational Psychology, 94, 785-794. View in PDF<\/a><\/p>\n

Lubinski, D., Benbow, C. P., Shea, D. L., Eftekhari-Sanjani, H., & Halvorson, M. B. J. (2001). Men and women at promise for scientific excellence: Similarity not dissimilarity.\u00a0Psychological Science, 12, 309-317.\u00a0View in PDF<\/a><\/p>\n

Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted.\u00a0Journal of Applied Psychology, 86, 718-729.\u00a0View in PDF<\/a><\/p>\n

Shea, D. L., Lubinski, D., & Benbow, C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study.\u00a0Journal of Educational Psychology, 93, 604-614.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P., Lubinski, D., Shea, D. L., & Eftekhari-Sanjani, H. (2000). Sex differences in mathematical reasoning ability: Their status 20 years later.\u00a0Psychological Science, 11, 474-480.\u00a0View in PDF<\/a><\/p>\n

Lubinski, D., & Benbow, C. P. (2000). States of excellence.\u00a0American Psychologist, 55, 137-150.\u00a0View in PDF<\/a><\/p>\n

Achter, J. A., Lubinski, D., Benbow, C. P., & Eftekhari-Sanjani, H. (1999). Assessing vocational preferences among gifted adolescents adds incremental validity to abilities: A discriminant analysis of educational outcomes over a 10-year interval.\u00a0Journal of Educational Psychology, 91, 777-786.\u00a0View in PDF<\/a><\/p>\n

Fisher, P. J., Turic, D., Williams, N. M., McGiffin, P., Asherson, P., Ball, D., Craig, I., Eley, T., Hill, L., Chorney, K., Chorney, M. J., Benbow, C. P., Lubinski, D., Plomin, R., & Owen, M. J. (1999). DNA pooling identifies QTLs for general cognitive ability in children on chromosome 4.\u00a0Human Molecular Genetics, 8, 915-922.<\/p>\n

Hill, L., Asherson, P., Ball, D., Eley, T., Ninomiya, T., Fisher, P. J., Turic, D., McGiffin, P., Owen, M. J., Chorney, K., Chorney, M. J., Benbow, C. P., Lubinski, D., Thompson, L. A., Plomin, R. (1999). DNA pooling and dense marker maps: A systematic search for genes for cognitive ability.\u00a0NeuroReports, 10, 843-848.<\/p>\n

Ball, D., Hill, L., Eley, T. C., Chorney, M. J., Chorney, K., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D., Owen, M., McGuffin, P., & Plomin, R. (1998). Dopamine markers and general cognitive ability.\u00a0NeuroReports, 9,347-349.<\/p>\n

Chorney, M. J., Chorney, K., Seese, N., Owen, M. J., McGuffin, P., Daniels, J., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D., Eley, T. C., Plomin, R. (1998). A quantitative trait locus (QTL) associated with cognitive ability in children.\u00a0Psychological Science, 9, 159-166.<\/p>\n

Petrill, S. A., Ball, D., Hill, L., Plomin, R., McClearn G. E., Smith, D. L., Chorney, K., Chorney, M., Seese, N., Detterman, D. K., Thompson, L. A., Benbow, C. P., Lubinski, D., Daniels, J., Owen, M. J., & McGuffin, P. (1998). Failure to replicate a QTL association between a DNA marker identified by EST00083 and IQ.\u00a0Intelligence, 25, 179-184.<\/p>\n

Petrill, S. A., Plomin, R., McClearn, G. E., Smith, D. L., Vignetti, S., Chorney, M. J., Chorney, K., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D., Daniels, J., Owne, M., & McGuffin, P. (1998). No association between general cognitive ability and the A1 Allele of the D2 dopamine receptor gene.\u00a0Behavior Genetics, 27, 29-31.<\/p>\n

Schmidt, D. B., Lubinski, D., & Benbow, C. P. (1998). Validity of assessing educational-vocational preference dimensions among intellectually talented 13-year olds.\u00a0Journal of Counseling Psychology, 45, 436-453.\u00a0View in PDF<\/a><\/p>\n

Achter, J. A., Benbow, C. P., & Lubinski, D. (1997). Multipotentiality among the gifted: Is it a pervasive problem?\u00a0Gifted Child Quarterly, 41, 2-12.<\/p>\n

Achter, J. A., Lubinski, D., & Benbow, C. P. (1996). Multipotentiality among intellectually gifted: It was never there and already it’s vanishing.\u00a0Journal of Counseling Psychology, 43, 65-76.\u00a0View in PDF<\/a><\/p>\n

Alexander, J. E., O’Boyle, M. W., & Benbow, C. P. (1996). Developmentally advanced EEG alpha power in gifted male and female adolescents.\u00a0International Journal of Psychophysiology, 23, 25-31.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1996). Inequity in equity: How current educational equity policies place able students at risk.\u00a0Psychology, Public Policy, and Law, 2, 249-293.\u00a0View in PDF<\/a><\/p>\n

Lubinski, D., Schmidt, D. B., & Benbow, C. P. (1996). A 20-year stability analysis of the Study of Values for intellectually gifted individuals from adolescence to adulthood.\u00a0Journal of Applied Psychology, 81, 443-451.<\/p>\n

Petrill, S. A., Plomin, R., McClearn, G. E., Smith, D. L., Vignetti, S., Chorney, M. J., Chorney, K., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D., Daniels, J., Owen, M., & McGuffin, P. (1996). DNA markers associated with general and specific cognitive abilities.\u00a0Intelligence, 23, 191-203.<\/p>\n

Casey, M. B., Nuttall, R., Pezaris, E., & Benbow, C. P. (1995). The influence of spatial ability on gender differences in math college entrance test scores across diverse samples.\u00a0Developmental Psychology, 31, 697-705.<\/p>\n

Haier, R., & Benbow, C. P. (1995). Sex differences and lateralization in temporal lobe glucose metabolism during mathematical reasoning.\u00a0Developmental Neuropsychology, 11, 405-414.<\/p>\n

Lubinski, D., & Benbow, C. P. (1995). Optimal development of talent: Respond educationally to individual differences in personality.\u00a0Educational Forum, 59, 381-392.<\/p>\n

Lubinski, D., Benbow, C. P., & Ryan, J. (1995). Stability of vocational interest among the intellectually gifted from adolescence to adulthood: A 15-year longitudinal study.\u00a0Journal of Applied Psychology, 80, 90-94.<\/p>\n

O’Boyle, M. W., Benbow, C. P., & Alexander, J. E. (1995). Sex differences, hemispheric laterality, and associated brain activity in the intellectually gifted.\u00a0Developmental Neuropsychology, 11, 415-443.<\/p>\n

Sanders, C. E., Lubinski, D., & Benbow, C. P. (1995). Does the Defining Issues Test measure psychological phenomena distinct from verbal ability?: An examination of Lykken’s query.\u00a0Journal of Personality and Social Psychology, 69,498-504.\u00a0View in PDF<\/a><\/p>\n

Gibbons, F. X., Benbow, C. P., & Gerrard, M. (1994). From top dog to bottom half: Social comparison strategies in response to poor performance.\u00a0Journal of Personality and Social Psychology, 67, 638-652.<\/p>\n

O’Boyle, M. W., Gill, H. S., Benbow, C. P., & Alexander, J. E. (1994). Concurrent finger-tapping in mathematically gifted males: Evidence for enhanced right hemisphere involvement during linguistic processing.\u00a0Cortex, 30, 519-526.<\/p>\n

Dark, V. J., & Benbow, C. P. (1994). Type of stimulus mediates the relationship between performance and type of precocity.\u00a0Intelligence, 19, 337-357.<\/p>\n

Casey, M. B., Winner, E., Benbow, C. P., Hayes, R., & DaSilva, D. (1993). Skill at image generation: Handedness interacts with strategy preference for individuals majoring in spatial fields.\u00a0Cognitive Neuropsychology, 10, 57-77.<\/p>\n

Benbow, C. P. (1992). Academic achievement in math and science between ages 13 and 23: Are there differences in the top one percent of ability?\u00a0Journal of Educational Psychology, 84, 51-61.<\/p>\n

Benbow, C. P. (1992). Introduction to the Special Issue – Challenging the gifted: Grouping and acceleration.\u00a0Gifted Child Quarterly, 36, 59.<\/p>\n

Benbow, C. P. (1992). Progress in gifted education – Everywhere but here!\u00a0Gifted Child Today, 15, 15-19.<\/p>\n

Benbow, C. P., Argo, T. A., & Glass, L. W. (1992). Meeting of the needs of gifted students in rural areas through acceleration.\u00a0Gifted Child Today, 15, 15-19.<\/p>\n

Lubinski, D., & Benbow, C. P. (1992). Gender differences in abilities and preferences among the gifted: Implications for the math\/science pipeline.\u00a0Current Directions in Psychological Science, 1, 61-66.\u00a0View in PDF<\/a><\/p>\n

Swiatek, M. A., & Benbow, C. P. (1992). Nonacademic correlates of satisfaction with accelerative programs.\u00a0Journal of Youth and Adolescence, 21, 699-723.<\/p>\n

Benbow, C. P., Arjmand, O., & Walberg, H. J. (1991). Productivity predictors among the intellectually talented.\u00a0Journal of Educational Research, 84, 215-223.<\/p>\n

Dark, V. J., & Benbow, C. P. (1991). Differential enhancement of working memory with mathematical and vertical precocity.\u00a0Journal of Educational Psychology, 83, 48-60.<\/p>\n

O’Boyle, M. W., Alexander, J. E., & Benbow, C. P. (1991). Enhanced right hemisphere activation in the mathematically precocious: A preliminary EEG investigation.\u00a0Brain and Cognition, 17, 138-153.<\/p>\n

Swiatek, M., & Benbow, C. P. (1991). A 10-year longitudinal follow-up of participation in a fast-paced mathematics course.\u00a0Journal for Research in Mathematics Education, 22, 138-150.<\/p>\n

Swiatek, M. A., & Benbow, C. P. (1991). A ten-year longitudinal follow-up of ability matched accelerated and unaccelerated gifted students.\u00a0Journal of Educational Psychology, 83, 528-538.<\/p>\n

Benbow, C. P. (1990). Leta Stetter Hollingworth: A pilgrim in research in her time and ours.\u00a0Roeper Review, 12, 210-215.<\/p>\n

Benbow, C. P. (1990). Sex differences in mathematical reasoning ability: Further thoughts.\u00a0Behavior and Brain Sciences, 13, 196.<\/p>\n

Benbow, C. P., & Arjmand, O. (1990). Predictors of high academic achievement in mathematics and science by mathematically talented students.\u00a0Journal of Educational Psychology, 82, 430-441.<\/p>\n

Benbow, C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted.\u00a0Gifted Child Quarterly, 34, 21-26.<\/p>\n

Brody, L. E., & Benbow, C. P. (1990). Effects of high school course-work and time on SAT scores.\u00a0Journal of Educational Psychology, 82, 866-875.<\/p>\n

Dark, V. J., & Benbow, C. (1990). Mathematically talented students show enhanced problem translation and enhanced short-term memory for digit and spatial information.\u00a0Journal of Educational Psychology, 82, 420-429.<\/p>\n

Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents.\u00a0Gifted Child Quarterly, 34, 10-15.<\/p>\n

O’Boyle, M., & Benbow, C. P. (1990). Enhanced right hemisphere involvement during cognitive processing may relate to intellectual precocity.\u00a0Neuropsychologia, 28, 211-216.<\/p>\n

Richardson, T. M., & Benbow, C. P. (1990). Long-term effects of acceleration on social and emotional adjustment of mathematically precocious youth.\u00a0Journal of Educational Psychology, 82, 464-470.<\/p>\n

Raymond, C. L., & Benbow, C. P. (1989). Educational encouragement by parents: Its relationship to precocity and gender.\u00a0Gifted Child Quarterly, 33, 144-151.<\/p>\n

Benbow, C. P. (1988). Sex differences in mathematical reasoning ability among the intellectually talented: Their characterization, consequences, and possible explanations.\u00a0Behavioral and Brain Sciences, 11, 169-183.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P. (1988). Sex-related differences in precocious mathematical reasoning ability: Not illusory, not easily explained.\u00a0Behavioral and Brain Sciences, 11, 217-232.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P. (1987). Possible biological correlates of precocious mathematical reasoning ability. Trends in\u00a0Neuroscience, 10, 17-20.<\/p>\n

Brody, L. E., & Benbow, C. P. (1987). Accelerative strategies: How effective are they for the gifted?\u00a0Gifted Child Quarterly, 31, 105-110.<\/p>\n

Benbow, C. P. (1986). Physiological correlates of extreme intellectual precocity.\u00a0Neuropsychologia, 24, 719-725.<\/p>\n

Benbow, C. P., & Minor, L. L. (1986). Mathematically talented males and females and achievement in the high school sciences.\u00a0American Educational Research Journal, 23, 425-436.<\/p>\n

Brody, L. E., & Benbow, C. P. (1986). Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning.\u00a0Journal of Youth and Adolescence, 15, 1-18.<\/p>\n

Raymond, C. L., & Benbow, C. P. (1986). Gender differences in mathematics: A function of parental support and student sex-typing?\u00a0Developmental Psychology, 22, 808-819.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1983). Constructing educational bridges between high school and college.\u00a0Gifted Child Quarterly, 27, 111-113.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1983). Differential course-taking hypothesis revisited (A commentary).\u00a0American Educational Research Journal, 4, 469-473.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1983). Opening doors for the gifted.\u00a0American Education, 19, 44-46.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: More facts.\u00a0Science, 222, 1029-1031.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P., Stanley, J. C., Kirk, M. K., & Zonderman, A. B. (1983). Structure of intelligence of intellectually precocious children and in their parents.\u00a0Intelligence, 7, 129-152.<\/p>\n

Benbow, C. P., Zonderman, A. B., & Stanley, J. C. (1983). Assortative marriage and the familiarity of cognitive abilities in families of extremely gifted students.\u00a0Intelligence, 7, 153-161.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1983). Extremely young college graduates: Evidence of their success.\u00a0College and University, 58, 361-371.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1983). SMPY’s first decade: Ten years of posing problems and solving them.\u00a0Journal of Special Education, 17, 11- 25.<\/p>\n

Zak, P. M., Benbow, C. P., & Stanley, J. C. (1983). AP exams: The way to go!\u00a0Roeper Review, 6, 100-101.<\/p>\n

Zak, P. M., Benbow, C. P., & Stanley, J. C. (1983). Several factors associated with success as an undergraduate chemistry major in college.\u00a0College and University, 58, 303-312.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1982). Consequences in high school and college of sex differences in mathematical reasoning ability: A longitudinal perspective.\u00a0American Educational Research Journal, 19, 598-622.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1982). Intellectually talented boys and girls: Educational profiles. Gifted Child Quarterly, 26, 82-88.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1982). Educating mathematically precocious youths: Twelve policy recommendations.\u00a0Educational Researcher, 11, 4-9.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1981-82, Winter). Using the SAT to find intellectually talented seventh graders.\u00a0College Board Review, 122, 2-7, 26.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1980). Intellectually talented students: Family profiles.\u00a0Gifted Child Quarterly, 24, 119-122.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1980). Sex differences in mathematical ability: Fact or artifact?\u00a0Science, 210, 1262-1264.\u00a0View in PDF<\/a><\/p>\n

Publications (Other)<\/h4>\n

Park,G., Lubinski, D., & Benbow, C. P. (2010). Recognizing spatial intelligence: Our schools, and our society, must do more to recognize spatial reasoning, a key kind of intelligence.\u00a0Scientific American: Minds Matter.\u00a0View online<\/a><\/p>\n

Lubinski, D., & Benbow, C. P. (2001). Choosing Excellence [A response].\u00a0American Psychologist, 56, 76-77.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P. (1990). Gender differences: Searching for some facts [Commentary].\u00a0American Psychologist, 45, 988.<\/p>\n

Benbow, C. P., Napolski, A. J., & Glass, L. W. (1990). CY-TAG (Challenges for Youth-Talented and Gifted): An opportunity offered by SMPY and Iowa State University. Illinois Council for Gifted Journal.<\/p>\n

Benbow, C. P., & Richardson, T. M. (1987). SMPY at ISU.\u00a0Ontario Mathematical Gazette, 25, 23-25.<\/p>\n

Benbow, C. P. (1985). Reporting on the impact of media reports: An accurate reflection [Letter to the editor].\u00a0Educational Researcher, 14, 30.<\/p>\n

Benbow, C. P. (1984). Achievement in mathematics [Letter to the editor].\u00a0Science, 223, 1248.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1983). 15:1 certainly isn’t catching up! [Letter to the editor].\u00a0Psychological Reports, 52, 656.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1982). Huge sex ratios at upper end [Letter to the editor].\u00a0American Psychologist, 37(8), 972.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1982). Misleading omission [Letter to the editor].\u00a0Contemporary Psychology, 27(5), 404.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1981). Mathematical ability: Is sex a factor? [A response].\u00a0Science, 212, 118 & 121.<\/p>\n

 <\/p>\n

Chapters<\/h4>\n

Wai, J., & Benbow, C. P. (2021). Educational interventions on behalf of the gifted: Do they have lasting links with development? In J. Van Tassel-Baska (Ed.),\u00a0Talent development in gifted education: Theory, research, and practice<\/em>. New York, NY: Routledge.<\/p>\n

Stambaugh, T. & Benbow, C. P. (2010). Philosophy and Policies to Guide Middle School Mathematics Instruction: Issues of Identification, Acceleration, and Grouping. In M. Saul, S. Assouline, and L.Sheffield (Eds.)\u00a0The Peak in the Middle. Reston, VA: National Council of Teachers of Mathematics.<\/p>\n

Benbow, C. P., & Lubinski, D. (2009). Extending Sandra Scarr’s ideas about development to the longitudinal study of intellectually precocious youth. In K. McCartney and R. A. Weinberg (Eds.)\u00a0Experience and development: A Festschrift in honor of Sandra Scarr (pp. 231-252). Taylor & Francis: London.<\/p>\n

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Aligning promise and passion: Best practices for educating intellectually talented youth. In J. S. Renzulli (Ed.)\u00a0Systems and models for developing programs for the gifted and talented (pp. 693-716). Mansfield Center, CT: Creative Learning Press, Inc.<\/p>\n

Lubinski, D., & Benbow, C. P. (2007). Personal attributes for the development of scientific expertise. In S. J. Ceci and W. M. Williams (Eds.)\u00a0Why aren’t more women in science?: Top researchers debate the evidence (pp. 79-100) . Washington, DC: American Psychological Association.<\/p>\n

Lupkowski-Shoplik, A., Benbow, C. P., Assouline, S. G., & Brody, L. E. (2003). Talent searches: Meeting the needs of academically talented youth. In N. Colangelo & G. A. Davis (Eds.),\u00a0Handbook of gifted education (3rd ed., pp. 204-218). Boston: Allyn and Bacon.<\/p>\n

Lubinski, D., Benbow, C. P., & Morelock, M. (2000). Gender differences in engineering and the physical sciences among the gifted: An inorganic-organic distinction. In K. A. Keller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.),International handbook for research on giftedness and talent (2nd ed., pp. 627-641).<\/p>\n

Benbow, C. P., Lubinski, D., & Sanjani, H. (1999). Our future leaders in science: Who are they and can we find them early? In N. Colangelo, & S. G. Assouline (Eds.),\u00a0Talent development (Vol. 3, pp. 59-70). Dayton, OH: Ohio Psychological Press.<\/p>\n

Benbow, C. P. (1998). Acceleration as a method for meeting the academic needs of intellectually talented children. In J. VanTassel-Baska (Ed.),\u00a0Excellence in educating the gifted (pp. 279-294).\u00a0Denver, CO: Love.<\/p>\n

Benbow, C. P. (1998). Grouping intellectually advanced students for instruction. In J. VanTassel-Baska (Ed.),\u00a0Excellence in educating the gifted (pp. 261-278). Denver, CO: Love.<\/p>\n

Benbow, C. P., & Lubinski, D. (1997). Intellectually talented children: How can we best meet their needs? In N. Colangelo & G. A. Davis (Eds.),\u00a0Handbook of Gifted Education (2nd ed.) (pp. 155-169). Boston: Allyn & Bacon.<\/p>\n

Benbow, C. P., Lubinski, D., & Suchy, B. (1996). Impact of the SMPY model and programs from the perspective of the participant. In C. P. Benbow & D. Lubinski (Eds.),\u00a0Intellectual talent: Psychometric and social issues (pp. 266-300). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Benbow, C. P., & Wolins, L. (1996). Utility of out-of-level testing for gifted 7th and 8th graders using SAT-M: An examination of item bias. In C. P. Benbow & D. Lubinski (Eds.),\u00a0Intellectual talent: Psychometric and social issues (pp. 333-346). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Minor, L. L., & Benbow, C. P. (1996). Construct validity of the SAT-M: A comparative study of high school students and gifted seventh graders. In C. P. Benbow & D. Lubinski (Eds.),\u00a0Intellectual talent: Psychometric and social issues(pp. 347-361). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Boatman, T. A., Davis, K. G., & Benbow, C. P. (1995). Best practices in gifted education. In A. Thomas & J. Grimes (Eds.),\u00a0Best practices in school psychology (Vol. III, pp. 1083-1096). Washington, DC: National Association of School Psychologists.<\/p>\n

Benbow, C. P., & Lubinski, D. (1994). Individual differences among the mathematically gifted: Their educational and vocational implications. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.),\u00a0Talent development (Vol. 2, pp. 83-100). Dayton, OH: Ohio Psychology Press.<\/p>\n

Lubinski, D., & Benbow, C. P. (1994). The Study of Mathematically Precocious Youth (SMPY): Its planned 50-year study of intellectual talent. In R. Subotnik & K. Arnold (Eds.),\u00a0Beyond Terman: Longitudinal studies in contemporary gifted education (pp. 255-281). Norwood, NJ: Ablex.<\/p>\n

Benbow, C. P., & Lubinski, D. (1993). Consequences of gender differences in mathematical reasoning ability: Some biological linkages. In M. Haug, R. E. Whalen, C. Aaron, & K. L. Olsen (Eds.),\u00a0The development of sex differences and similarities in behaviour (pp. 87-110). London, England: Kluwer Academic Publishers in the NATO Series.<\/p>\n

Benbow, C. P., & Lubinski, D. (1993). Psychological profiles of the mathematically talented: Some gender differences and evidence supporting their biological basis. In K. Ackerill (Ed.),\u00a0The origins and development of high ability (pp. 44-66). New York: John Wiley and Sons.<\/p>\n

Dark, V. J., & Benbow, C. P. (1993). Cognitive differences among the gifted: A review and new data. In D. K. Detterman (Ed.),\u00a0Current Topics in Human Intelligence (Vol. 3, pp. 85-120). New York: Ablex.<\/p>\n

Lubinski, D., Benbow, C. P., & Sanders, C. E. (1993). Reconceptualizing gender differences in achievement among the gifted: An outcome of contrasting attributes for personal fulfillment in the world of work. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.),\u00a0International handbook for research on giftedness and talent (pp. 575-602). Oxford: Pergamon Press.<\/p>\n

Benbow, C. P. (1992). Mathematical talent: Its origins and consequences. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.),\u00a0Talent development: Proceedings of the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 95-123). Unionville, NY: Trillium Press.<\/p>\n

Stanley, J. C., Benbow, C. P., Brody, L. E., & Dauber, S. L. (1992). Gender differences on eighty-six nationally standardized aptitude and achievement tests. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.),\u00a0Talent development: Proceedings of the Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 42-65). Unionville, NY: Trillium Press.<\/p>\n

Benbow, C. P. (1991). Meeting the needs of gifted students through use of acceleration: A neglected resource. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.),\u00a0Handbook of special education (Vol. 4, pp. 23-36). Elmsford, NY: Pergamon Press.<\/p>\n

Benbow, C. P. (1990). Mathematically talented children: Can acceleration meet their educational needs? In N. Colangelo & G. Davis (Eds.),\u00a0The handbook of gifted education (pp. 154-165). Boston: Allyn & Bacon.<\/p>\n

Benbow, C. P. (1990). Mathematical talent and females: From a biological perspective. In W. Wiecerkowski & T. M. Prado (Ed.), Hochbegabte Madchen (pp. 95-113). Bad Honnef, W. Germany: K. H. Bock.<\/p>\n

O’Boyle, M. W., & Benbow, C. P. (1990). Handedness and its relationship to talent and ability. In S. Coren (Ed.),\u00a0Left-handedness: Behavioral implications and anomalies (pp. 343-372). North-Holland Advances in Psychology Series.<\/p>\n

Benbow, C. P. (1988). Neuropsychological perspectives on mathematical talent. In L. K. Obler & D. Fein (Eds.),\u00a0The exceptional brain: Neuropsychology of talent and special abilities (pp. 48-69). Guilford Press.<\/p>\n

Benbow, C. P., & Benbow, R. M. (1987). Extreme mathematical talent: A hormonally induced ability? In D. Ottoson (Ed.),\u00a0Duality and unity of the brain (pp. 147-157). Houndsmills, England: The MacMillan Press, Ltd.<\/p>\n

Benbow, C. P. (1986). SMPY’s model for teaching mathematically precocious students. In J. S. Renzulli (Ed.),\u00a0Systems and models in programs for the gifted and talented (pp. 1-25). Mansfield Center, CT: Creative Learning Press.<\/p>\n

Benbow, C. P. (1986). SMPY’s 15 years of research in a nutshell. In J. VanTassel-Baska (Ed.),\u00a0The Richardson Study: A catalyst for policy change in gifted education (pp. 39-43). Evanston, IL: Center for Talent Development (Northwestern University).<\/p>\n

Stanley, J. C., & Benbow, C. P. (1986). Youths who reason exceptionally well mathematically. In R. J. Sternberg & J. Davidson (Eds.),\u00a0Conceptions of giftedness (pp. 361-387). New York, NY: Cambridge University Press.<\/p>\n

Benbow, C. P. (1984). Sex differences in mathematics. In R. J. Corsini (Ed.),\u00a0Wiley Encyclopedia of Psychology (Vol. 3, pp. 302-303). New York: John Wiley & Sons. Also published in R. J. Corsini, (Ed.), (1987),\u00a0Concise encyclopedia of psychology (p. 1026). New York: Wiley & Sons.<\/p>\n

Benbow, C. P., & Benbow, R. M. (1984). Biological correlates of high mathematical reasoning ability. In G. J. DeVries, J. P. C. DeBruin, H. B. M. Uylings, & M. A. Corner (Eds.),\u00a0Sex differences in the brain – the relation between structure and function. Progress in brain research (Vol. 61) (pp. 469-490). Amsterdam: Elsevier.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1984). Gender and the science major.\u00a0Advances in motivation and achievement (Vol. 2, pp. 165-196). Greenwich, CT: JAI Press, Inc.<\/p>\n

Benbow, C. P. (1983). Adolescence of the mathematically precocious: A five year longitudinal study. In C. P. Benbow & J. C. Stanley (Eds.),\u00a0Academic precocity: Aspects of its development (pp. 9-37). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Benbow, C. P., Perkins, S., & Stanley, J. C. (1983). Mathematics taught at a fast pace: A longitudinal evaluation of SMPY’s first class. In C. P. Benbow & J. C. Stanley (Eds.),\u00a0Academic precocity: Aspects of its development (pp. 51-78). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Benbow, C. P., & Stanley, J. C. (1983). An eight-year evaluation of SMPY: What was learned? In C. P. Benbow & J. C. Stanley (Eds.),\u00a0Academic precocity: Aspects of its development (pp. 205-214). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Fox, L. H., Benbow, C. P., & Perkins, S. (1983). An accelerated mathematics program for girls: A longitudinal evaluation. In C. P. Benbow & J. C. Stanley (Eds.),\u00a0Academic precocity: Aspects of its development (pp. 113-138). Baltimore, MD: Johns Hopkins University Press.<\/p>\n

Stanley, J. C., & Benbow, C. P. (1983). Intellectually talented students: The key is curricular flexibility. In S. Paris, G. Olson, & H. Stevenson (Eds.),\u00a0Learning and motivation in the classroom (pp. 259-281). Hillsdale, NJ: Erlbaum.<\/p>\n

 <\/p>\n

Reviews\/Technical Reports, etc.<\/h4>\n

Benbow, C. P. (1998). The psychology of giftedness: Review of Ellen Winner’s\u00a0Gifted Children. Contemporary Psychology, 43, 13-15.<\/p>\n

Lubinski, D., & Benbow, C. P. (1995). An opportunity for “accuracy”: Rejoinder to Gardner’s “Response on four fronts.”\u00a0Contemporary Psychology, 40, 939-940.<\/p>\n

Lubinski, D., & Benbow, C. P. (1995). An opportunity for empiricism: Review of Howard Gardner’s\u00a0Multiple intelligences: The theory in practice. Contemporary Psychology, 40, 935-938.\u00a0View in PDF<\/a><\/p>\n

Benbow, C. P. (1992). The American high school mathematics examination. In J. J. Kramer & J. C. Conoley (Eds.),\u00a0The Eleventh Mental Measurement Yearbook (pp. 29-30). Lincoln, NE: Buros.<\/p>\n

Benbow, C. P. (1992). Mathematics 7. In J. J. Kramer & J. C. Conoley (Eds.),\u00a0The Eleventh Mental Measurement Yearbook (pp. 513-514). Lincoln, NE: Buros.<\/p>\n

Benbow, C. P. (1991). [Review of\u00a0Intelligence and giftedness: The contributions of heredity and early environment.]\u00a0Gifted Child Quarterly, 35, 151-153.<\/p>\n

Ratcliff, J. L., Benbow, C., Bieber, T., Ding, P., Lee, N. H., Strahan, R. F., Swanson, W., & Thomas, D. (1988).\u00a0Development and testing of a cluster-analytic model for identifying coursework patterns associated with general learned abilities of college students (Report No. OERI-R- 86-0016). Ithaca College: Office of Educational Research and Improvement.<\/p>\n

Benbow, C. P. (1986). [Review of\u00a0Women and mathematics: Balancing the equation].\u00a0Child Development Abstracts and Bibliography, 60, 1.<\/p>\n","protected":false},"excerpt":{"rendered":"

Books Benbow, C. P., & Lubinski, D. (Eds.). (1996).\u00a0Intellectual talent: Psychometric and social issues. Baltimore, MD: Johns Hopkins University Press. Benbow, C. P., & Stanley, J. C. (Eds.). (1983).\u00a0Academic precocity: Aspects of its development. Baltimore, MD: Johns Hopkins University Press. Publications (Refereed) Noreen, G. D., Lubinski, D., & Benbow, C. P. (under review). In their…<\/p>\n","protected":false},"author":9,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-6","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":13,"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":710,"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/pages\/6\/revisions\/710"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/media?parent=6"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/camillabenbow\/wp-json\/wp\/v2\/tags?post=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}