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 include research into the efforts to achieve equity in gifted education, focusing on the under-representation of non-white and low-income households; an investigation into a school-wide approach to increase the participation of diverse students in programs that develop talents and gifted behaviors in young people; trends in sex differences in cognitive ability level and cognitive ability pattern, or “tilt”; and parental perception of the influences of a Saturday STEM enrichment program, including attitudes toward STEM learning in general.
This year's winning papers include a binary regression of STEM survey data; a retrospective look at Hans Eysenck's Theory of Intelligence; a long-term look at the hurdles faced by the spatially talented yet financially disadvantaged; a quasi-experimental field study investigating an intervention focused on engineering curriculum; and more.
This year's winning papers include a follow-up longitudinal study of intellectually precocious children, research regarding the academic accomplishments of the profoundly gifted, an analysis of friendship quality among gifted adolescents and an examination of the integrity of cognitive abilities measurement as it relates to academic achievement.
This year's winning papers include a longitudinal study of mathematically precocious children, an analysis of discrepancies in child and adolescent intelligence tests, and a qualitative study designed to investigate perceptions of learning experiences of STEM-talented male students in a self-contained, single-gender gifted program.
This year's winning papers include the development of a literacy skills test to measure undergraduate evaluation of scientific information and arguments, a multilevel analysis of teacher judgments as measures of cognitive ability in youth and a longitudinal study of high-ability students across different educational environments.
This year's winning papers include a 15-year longitudinal case study of the Asset-Burden Paradox, research into personal goal setting as it relates to underachievemnet in gifted students, and an exploration of academic achievemnet based on the habits of early childhood.
This year's winning papers included examinations of personal intelligence, adult STEM productivity, students' time outside the classroom, trends in education excellence gaps, and reexamining the role of gifted and talented programs for the 21st Century.
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.
This year's winning papers examined sex differences in mathematical reasoning ability, states of excellence, inductive reasoning and fluid intelligence, the factor structure of the Wechsler Intelligence Scale for Children, developing metacognitive sources of achievement, differentiating underachieving gifted students from high achieving gifted students, becoming an expert in the musical domain, Terman's gifted children and the theory of identity.
This year's winning papers examined competition and cooperative learning among the gifted, construct bias in the differential ability scales, emotional intelligence and traditional standards of intelligence, challenges and opportunities for gifted students, gifted student learning in the language arts, and the validity of assessing educational-vocational preferences among gifted students.