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Related Experiment Videos

Giftedness. Can it be predicted in infancy?

B K Shapiro1, F B Palmer, S E Antell

  • 1Johns Hopkins University Medical Institutions, Baltimore, MD.

Clinical Pediatrics
|May 1, 1989
PubMed
Summary
This summary is machine-generated.

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The Bayley Scales of Infant Development (BSID) show small group advantages for gifted children but cannot reliably identify individual infants who will later demonstrate superior cognitive function.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Pediatrics

Background:

  • Longitudinal studies are crucial for understanding developmental trajectories.
  • Early cognitive assessments aim to identify developmental strengths and potential challenges.
  • Intellectual giftedness is defined by high IQ scores, typically above 135.

Purpose of the Study:

  • To evaluate the predictive validity of the Bayley Scales of Infant Development (BSID) for identifying intellectually gifted children.
  • To determine if early BSID performance can accurately forecast later intellectual giftedness at 7.5 years of age.

Main Methods:

  • A cohort of 200 children was followed from birth in a longitudinal developmental study.
  • Children were assessed periodically, with final intellectual giftedness determined by WISC-R IQ scores (>135) at 7.5 years.

Related Experiment Videos

  • Discriminant function analysis was employed to predict giftedness based on BSID scores.

    • Main Results:

    • Gifted children walked and spoke earlier on average, showing small but significant group advantages in developmental milestones and early cognitive tests.
    • Only two out of 36 gifted children scored above 134 on the BSID, indicating low sensitivity.
    • The discriminant function analysis yielded a sensitivity of 0.69 and a specificity of 0.39 for predicting giftedness.

    Conclusions:

    • While groups of children who later become gifted show higher BSID scores, the BSID is not a reliable tool for identifying individual gifted infants.
    • Early developmental assessments require careful interpretation, especially when predicting complex outcomes like intellectual giftedness.
    • Further research is needed to develop more accurate methods for early identification of giftedness.