Top 1 in 10,000: A 10-Year Follow-Up of the Profoundly Gifted

By David Lubinski, R. Webb, Martha J. Morelock, C. Benbow. 2001

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Is there still a need for gifted education? An examination of current research (2010, methodology): “Finally, gifted education programs and strategies have been found to benefit gifted and talented students longitudinally, helping them to increase aspirations for college and careers, determine post-secondary and career plans, develop creativity and motivation that is applied to later work, and achi”
The Challenge and Promise of Cognitive Career Assessment (2003, unknown): “For instance, a study of extraordinarily gifted youngsters (all were above IQ 160) classified them according to whether their SAT scores in math and verbal at age 13 were about the same, tilted clearly toward math, or tilted toward verbal (Lubinski et al., 2001).”
Ability tilt on the SAT and ACT predicts specific abilities and college majors (2014, methodology): “Such theories argue that differential investment of time and effort influences abilities and preferences (for similar arguments, see Coyle et al., 2013; Lubinski et al., 2001; Park et al., 2007).”