Robert S. Albert – författare

Originally published in 1992, in this second edition of Genius and Eminence there are 28 chapters, of which 17 were new while the remaining chapters had been revised and updated. The book clearly reflected a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research of family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes brought the book up-to-date and gave a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented at the time. Today it can be read in its historical context.

Originally published in 1992, in this second edition of Genius and Eminence there are 28 chapters, of which 17 were new while the remaining chapters had been revised and updated. The book clearly reflected a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research of family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes brought the book up-to-date and gave a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented at the time. Today it can be read in its historical context.

Originally published in 1992, in this second edition of Genius and Eminence there are 28 chapters, of which 17 were new while the remaining chapters had been revised and updated. The book clearly reflected a continued vigour in the research on exceptional achievement. More emphasis is given to empirical work with newer arguments on personal dynamics and biological processes; new arguments for and against IQ as a measure of intelligence; more contemporary research of family and learning experiences linked to achievement; and new perspectives on the possible linkage between artistic creativity and psychological dynamics and biological processes. The changes brought the book up-to-date and gave a coherent view of social and family variables and the important distinctions between academic and real-world performance among the gifted and talented at the time. Today it can be read in its historical context.