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Journals Home > Journal For The Education Of The Gifted > Volume 29 |  Issue 4 > Article Abstract
 

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  • Volume 29
  •  Issue 4
  • Publication Date: Summer 2006



The Fullerton Longitudinal Study: A Long-Term Investigation of Intellectual and Motivational Giftedness

Allen W. Gottfried, Adele Eskeles Gottfried, and Diana Wright Guerin

The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research.


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