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Exploring Cognitive and Noncognitive Traits of Innovators: Insights from Longitudinal Studies

This document reviews critical research on the cognitive and noncognitive characteristics of innovators, highlighting findings from longitudinal studies over 25 years. It discusses the relationship between intelligence, creativity, and success, emphasizing that while IQ correlates with performance up to a certain point, additional IQ gains beyond 120 do not yield substantial advantages in the real world. Furthermore, it examines the role of visual-spatial reasoning in specialized fields like STEM and advocates for enhanced research on admissions testing in this area, revealing insights about achieving high accomplishments within the top 1% of cognitive ability.

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Exploring Cognitive and Noncognitive Traits of Innovators: Insights from Longitudinal Studies

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  1. Cognitive and NoncognitiveCharacteristics of Innovators David Lubinski Vanderbilt University 24 August 2009

  2. Human Capital

  3. “The relationship between success and IQ works only up to a point. Once someone has reached an IQ of somewhere around 120, having additional IQ points doesn’t seem to translate into any measurable real-world advantage.” Outliers: The Story of Success, Malcolm Gladwell (2008, p. 79) “But beyond a certain threshold – an I.Q. of 115, say – there is no correlation between intelligence and creativity or genius.” Get smart (a New York Times book review) by Jim Holt, 29 March 2009

  4. Accomplishments Across Individual Differences within the Top 1% of General Cognitive Ability: 25+ Years After Identification at Age 13

  5. Doctorates (N = 534)

  6. STEM Accomplishments

  7. Z = .45

  8. Fifty Years of Longitudinal Research on Spatial Ability

  9. Terminal Bachelors

  10. Terminal Masters

  11. Doctorates

  12. Occupations

  13. Graduate Record Exam (GRE) and Corresponding Measures from Project Talent on Graduate Majors

  14. Spatial Ability Stanine for STEM PhDs, Masters, and Bachelor Degrees from Project Talent

  15. “There is good evidence that [visual-spatial reasoning] relates to specialized achievements in fields such as architecture, dentistry, engineering, and medicine…Given this plus the longstanding anecdotal evidence on the role of visualization in scientific discovery,…it is incredible that there has been so little programmatic research on admissions testing in this domain” (p. 136) Snow, R. E. (1999). Commentary: Expanding the breadth and depth of admissions testing. In S. Messick (Ed.), Assessment in higher education (pp. 133–140). Hillsdale, NJ: Erlbaum.

  16. Bachelor’s Degrees (N = 580)

  17. Master’s Degrees (N = 472)

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