Camilla Persson Benbow
Biographic Data
| ID | 4127543 |
|---|---|
| NAME | Camilla Persson Benbow |
| GIVEN NAMES | Camilla Persson |
| FAMILY NAME | Benbow |
| SIGNATURE | BENBOW C P |
| AFFILIATIONS | Iowa State University |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Wrecked by Success? Not to Worry
We examined the wrecked-by-success hypothesis. Initially formalized by Sigmund Freud, this hypothesis has become pervasive throughout the humanities, popular press, and modern scientific literature. The hypothesis implies that truly outstanding occupational success often exacts a heavy toll on psychological, interpersonal, and physical well-being. Study 1 tested this hypothesis in three cohorts of 1,826 high-potential, intellectually gifted indiv…
Identifying and Nurturing Future Innovators in Science, Technology, Engineering, and Mathematics: A Review of Findings From the Study of Mathematically Precocious Youth
Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions in talent identification and development in STEM. SMPY includes individuals identified in 7th/8th gr…
Supplemental Material for Work Preferences, Life Values, and Personal Views of Top Math/Science Graduate Students and the Profoundly Gifted: Developmental Changes and Gender Differences During Emergin…
Tables S1-S4 present the means, standard deviations, and confidence intervals around the standardized mean differences for the items in Figures Figures S1 and S2 present dot plots of Life Values and Personal Views items from Study 2 Phase II. Tables S5-S6 present the gender differences in work preferences and life values of two additional groups of talent search participants. Table Finally, the correlation matrix presents the correlations among a…
Rejoinder to the Critiques of the National Mathematics Advisory Panel Final Report
The authors respond to comments and criticisms made of Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). Given the requirements of the president’s executive order, constraints of time, and the need to make recommendations generalizable to national policy, the Panel adopted appropriately high evidentiary standards for its recommendations. The authors also respond to criticisms voiced on Panel findings reg…
Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise
This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to devel…
States of excellence
Inequity in equity: How "equity" can lead to inequity for high-potential students
Inequity in equity: How "equity" can lead to inequity for high-potential students
Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequity is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and excellence, anti-intellectualism, the “dumbing-down” of the curriculum, equating ap…
The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples
The relationship between mental rotation ability and gender differences in Scholastic Aptitude Test-Math (SAT-M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT-M for all 3 high-ability groups but not for…
Does the Defining Issues Test measure psychological phenomena distinct from verbal ability? An examination of Lykken's query
This study examined the incremental validity of the Defining Issues Test (DIT), a test purporting to measure moral reasoning ability relative to verbal ability and other major markers of the construct of general intelligence (g). Across 2 independent studies of intellectually precocious adolescents (top 0.5%), results obtained with the DIT revealed that gifted individuals earned significantly higher moral reasoning scores than did their average-a…
From top dog to bottom half: Social comparison strategies in response to poor performance
Although the hypothesis that people will alter comparison behavior in response to threat is consistent with the formulation of social comparison theory, the empirical evidence for the natural occurrence of such shifts is weak. Two studies were conducted to examine this hypothesis. In the first study, adolescents' perceptions were assessed before, during, and 6 months after their participation in an academic program for gifted students. Male stude…
Nonintellectual correlates of satisfaction with acceleration: A longitudinal study
Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes
Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounce…
Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning
Mathematically Talented Males and Females and Achievement in the High School Sciences
Mathematically talented youth, whether male or female, tend to have favorable attitudes toward science and to participate in the sciences at a level much higher than average. There were no overall sex differences in course-taking or course-grades in the sciences. Indications of sex differences favoring males, however, were found in participation in high school physics, the taking of and performance on high school and college level science achieve…
Sex Differences in Mathematical Reasoning Ability: More Facts
Almost 40,000 selected seventh-grade students from the Middle Atlantic region of the United States took the College Board Scholastic Aptitude Test as part of the Johns Hopkins regional talent search in 1980, 1981, and 1982. A separate nationwide talent search was conducted in which any student under age 13 who was willing to take the test was eligible. The results obtained by both procedures establish that by age 13 a large sex difference in math…
Certainly isn't “Catching up”
Differential Course-Taking Hypothesis Revisited
In 1980 we published a report in Science which showed that differential course-taking does account for the large sex differences in mathematical reasoning ability found among intellectually talented seventh graders. Pallas and Alexander (1983) have recently claimed that our original paper did make clear our intention to focus on mathematical reasoning ability rather than other features of quantitative ability. We wish to point out that the abstra…
Educating Mathematically Precocious Youths: Twelve Policy Recommendations
Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective
Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following…
Sex Differences in Mathematical Ability: Fact or Artifact?
A substantial sex difference in mathematical reasoning ability (score on the mathematics test of the Scholastic Aptitude Test) in favor of boys was found in a study of 9927 intellectually gifted junior high school students. Our data contradict the hypothesis that differential course-taking accounts for observed sex differences in mathematical ability, but support the hypothesis that these differences are somewhat increased by environmental influe…
The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples
The relationship between mental rotation ability and gender differences in Scholastic Aptitude Test-Math (SAT-M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT-M for all 3 high-ability groups but not for…
Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective
Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following…
From top dog to bottom half: Social comparison strategies in response to poor performance
Although the hypothesis that people will alter comparison behavior in response to threat is consistent with the formulation of social comparison theory, the empirical evidence for the natural occurrence of such shifts is weak. Two studies were conducted to examine this hypothesis. In the first study, adolescents' perceptions were assessed before, during, and 6 months after their participation in an academic program for gifted students. Male stude…
Does the Defining Issues Test measure psychological phenomena distinct from verbal ability? An examination of Lykken's query
This study examined the incremental validity of the Defining Issues Test (DIT), a test purporting to measure moral reasoning ability relative to verbal ability and other major markers of the construct of general intelligence (g). Across 2 independent studies of intellectually precocious adolescents (top 0.5%), results obtained with the DIT revealed that gifted individuals earned significantly higher moral reasoning scores than did their average-a…
Inequity in equity: How "equity" can lead to inequity for high-potential students
Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequity is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and excellence, anti-intellectualism, the “dumbing-down” of the curriculum, equating ap…
Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning
Mathematically Talented Males and Females and Achievement in the High School Sciences
Mathematically talented youth, whether male or female, tend to have favorable attitudes toward science and to participate in the sciences at a level much higher than average. There were no overall sex differences in course-taking or course-grades in the sciences. Indications of sex differences favoring males, however, were found in participation in high school physics, the taking of and performance on high school and college level science achieve…
Rejoinder to the Critiques of the National Mathematics Advisory Panel Final Report
The authors respond to comments and criticisms made of Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). Given the requirements of the president’s executive order, constraints of time, and the need to make recommendations generalizable to national policy, the Panel adopted appropriately high evidentiary standards for its recommendations. The authors also respond to criticisms voiced on Panel findings reg…
Differential Course-Taking Hypothesis Revisited
In 1980 we published a report in Science which showed that differential course-taking does account for the large sex differences in mathematical reasoning ability found among intellectually talented seventh graders. Pallas and Alexander (1983) have recently claimed that our original paper did make clear our intention to focus on mathematical reasoning ability rather than other features of quantitative ability. We wish to point out that the abstra…
Sex Differences in Mathematical Ability: Fact or Artifact?
A substantial sex difference in mathematical reasoning ability (score on the mathematics test of the Scholastic Aptitude Test) in favor of boys was found in a study of 9927 intellectually gifted junior high school students. Our data contradict the hypothesis that differential course-taking accounts for observed sex differences in mathematical ability, but support the hypothesis that these differences are somewhat increased by environmental influe…
Educating Mathematically Precocious Youths: Twelve Policy Recommendations
Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective
Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following…
Sex Differences in Mathematical Reasoning Ability: More Facts
Almost 40,000 selected seventh-grade students from the Middle Atlantic region of the United States took the College Board Scholastic Aptitude Test as part of the Johns Hopkins regional talent search in 1980, 1981, and 1982. A separate nationwide talent search was conducted in which any student under age 13 who was willing to take the test was eligible. The results obtained by both procedures establish that by age 13 a large sex difference in math…
Certainly isn't “Catching up”
Differential Course-Taking Hypothesis Revisited
In 1980 we published a report in Science which showed that differential course-taking does account for the large sex differences in mathematical reasoning ability found among intellectually talented seventh graders. Pallas and Alexander (1983) have recently claimed that our original paper did make clear our intention to focus on mathematical reasoning ability rather than other features of quantitative ability. We wish to point out that the abstra…
Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning
Mathematically Talented Males and Females and Achievement in the High School Sciences
Mathematically talented youth, whether male or female, tend to have favorable attitudes toward science and to participate in the sciences at a level much higher than average. There were no overall sex differences in course-taking or course-grades in the sciences. Indications of sex differences favoring males, however, were found in participation in high school physics, the taking of and performance on high school and college level science achieve…
Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes
Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounce…
Nonintellectual correlates of satisfaction with acceleration: A longitudinal study
From top dog to bottom half: Social comparison strategies in response to poor performance
Although the hypothesis that people will alter comparison behavior in response to threat is consistent with the formulation of social comparison theory, the empirical evidence for the natural occurrence of such shifts is weak. Two studies were conducted to examine this hypothesis. In the first study, adolescents' perceptions were assessed before, during, and 6 months after their participation in an academic program for gifted students. Male stude…
The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples
The relationship between mental rotation ability and gender differences in Scholastic Aptitude Test-Math (SAT-M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT-M for all 3 high-ability groups but not for…
Does the Defining Issues Test measure psychological phenomena distinct from verbal ability? An examination of Lykken's query
This study examined the incremental validity of the Defining Issues Test (DIT), a test purporting to measure moral reasoning ability relative to verbal ability and other major markers of the construct of general intelligence (g). Across 2 independent studies of intellectually precocious adolescents (top 0.5%), results obtained with the DIT revealed that gifted individuals earned significantly higher moral reasoning scores than did their average-a…
Inequity in equity: How "equity" can lead to inequity for high-potential students
Inequity in equity: How "equity" can lead to inequity for high-potential students
Over the past three decades, the achievement of waves of American students with high intellectual potential has declined as a result of inequity in educational treatment. This inequity is the result of an extreme form of egalitarianism within American society and schools, which involves the pitting of equity against excellence rather than promoting both equity and excellence, anti-intellectualism, the “dumbing-down” of the curriculum, equating ap…
States of excellence
Study of Mathematically Precocious Youth After 35 Years: Uncovering Antecedents for the Development of Math-Science Expertise
This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to devel…
Rejoinder to the Critiques of the National Mathematics Advisory Panel Final Report
The authors respond to comments and criticisms made of Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). Given the requirements of the president’s executive order, constraints of time, and the need to make recommendations generalizable to national policy, the Panel adopted appropriately high evidentiary standards for its recommendations. The authors also respond to criticisms voiced on Panel findings reg…
Supplemental Material for Work Preferences, Life Values, and Personal Views of Top Math/Science Graduate Students and the Profoundly Gifted: Developmental Changes and Gender Differences During Emergin…
Tables S1-S4 present the means, standard deviations, and confidence intervals around the standardized mean differences for the items in Figures Figures S1 and S2 present dot plots of Life Values and Personal Views items from Study 2 Phase II. Tables S5-S6 present the gender differences in work preferences and life values of two additional groups of talent search participants. Table Finally, the correlation matrix presents the correlations among a…
Identifying and Nurturing Future Innovators in Science, Technology, Engineering, and Mathematics: A Review of Findings From the Study of Mathematically Precocious Youth
Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions in talent identification and development in STEM. SMPY includes individuals identified in 7th/8th gr…
Wrecked by Success? Not to Worry
We examined the wrecked-by-success hypothesis. Initially formalized by Sigmund Freud, this hypothesis has become pervasive throughout the humanities, popular press, and modern scientific literature. The hypothesis implies that truly outstanding occupational success often exacts a heavy toll on psychological, interpersonal, and physical well-being. Study 1 tested this hypothesis in three cohorts of 1,826 high-potential, intellectually gifted indiv…
Psychology (19 works) · Developmental psychology (12 works) · Mathematics education (10 works) · Cognitive Abilities and Testing (7 works) · Education, Achievement, and Giftedness (6 works) · Social Psychology (6 works) · Aptitude (5 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Political science (5 works) · Social Psychology (5 works)