From top universities across this country and around the world, the Awards for Excellence in Research winners represent the best and latest thinking in the pursuit of understanding and best using the human brain. The Mensa Foundation is proud to salute these researchers every year.
This year's winning papers examined careers of the gifted, ethnic bias in college admissions, reasoning ability, gifted adolescents and STEM programs.
This year's winning papers examined gifted students; cognitive epidemiology; eminence, IQ and achievement; and sex differences in cognitive abilities.
This year's winning papers examined gifted education research; spatial ability; and profoundly gifted girls and autism, as well as gifted students as a whole.
This year's winning papers examined IQ and achievement, creativity, eminent African Americans, and teachers' practices in Singapore and the United States.
This year's winning papers examined gifted children and psychology as well as mathematical cognition, psychometric intelligence, enrichment programs, teacher observation scales, and spatial ability.
This year's winning papers examined twice-exceptional students, mental processing speed, gifted adolescents and suicide, emotional intelligence, bullying, and environmental influences on twins.
This year's winning papers examined internet and video game usage, the educational needs of special populations, cognitive stability, sex differences on the WISC, developing structural observation scales, and creative and occupational accomplishments among gifted youth.
This year's winning papers examined the development of creative achievement, practical intelligence theory, structural brain variation, one g, and intelligence and class mobility in Britain.
This year's winning papers examined the relationship between cognitive ability and the SAT, the perceptions of a class of highly gifted students, TV literacy and academic and artistic giftedness, measures of emotional intelligence, implied theories of intelligence, a multicultural assessment of the gifted and talented, intellectual performance and ego depletion, the promise of scientific performance in men and women, and the impressions of first semester college students.
This year's winning papers examined perfectionism in mathematically gifted students, a 10-year follow-up of the profoundly gifted, unthinkable thoughts in the education of gifted students, co-cognitive traits and promoting social capital in the gifted, mathematically adept students with math-science aspirations, children's cognitive development in relation to low-income fathers, if gifted girls are motivationally disadvantaged, talent development in a low socioeconomic and/or African American population, and the talent development of American Physics Olympians.
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