Exceptional cognitive ability: The phenotype

Abstract Characterizing the outcomes related to the phenotype of exceptional cognitive abilities has been feasible in recent years due to the availability of large samples of intellectually precocious adolescents identified by modern talent searches that have been followed-up longitudinally over multiple decades. The level and pattern of cognitive abilities, even among participants within the top 1% of general intellectual ability, are related to differential developmental trajectories and important life accomplishments: The likelihood of earning a doctorate, earning exceptional compensation, publishing novels, securing patents, and earning tenure at a top university (and the academic disciplines within which tenure is most likely to occur) all vary as a function of individual differences in cognitive abilities assessed decades earlier. Individual differences that distinguish the able (top 1 in 100) from the exceptionally able (top 1 in 10,000) during early adolescence matter in life, and, given the heritability of general intelligence, they suggest that understanding the genetic and environmental origins of exceptional abilities should be a high priority for behavior genetic research, especially because the results for extreme groups could differ from the rest of the population. In addition to enhancing our understanding of the etiology of general intelligence at the extreme, such inquiry may also reveal fundamental determinants of specific abilities, like mathematical versus verbal reasoning, and the distinctive phenotypes that contrasting ability patterns are most likely to eventuate in at extraordinary levels

Researchers explore Arctic freshwater\u27s role in ocean circulation

A critical, but insufficiently understood, component of global change is the influence of Arctic freshwater input on water mass exchange between the Arctic Ocean and Atlantic and Pacific Oceans. Four of the Earth\u27s 10 largest river systems, the Mackenzie, Ob,Yenisei, and Lena, contribute water to the Arctic shore (Figure 1) from a vast watershed that drains continental interiors. This river discharge flows into the world\u27s largest contiguous continental shelf and supplies over 50% (1823 km3 ) of the riverine input to the Arctic Ocean

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits

Researchers Explore Arctic Freshwater's Role in Ocean Circulation

This article is available at University of New Hampshire Scholars' Repository: https://scholars.unh.edu/faculty_pubs/149National Science FoundationGrant ATM-981826

Sun, Moon, Stars, Rain, Vol. 1 No. 1

The first issue of Sun, Moon, Stars, Rain a literary magazine published by Sigma Tau Delta

Sun, Moon, Stars, Rain, Vol. 1 No. 1

The first issue of Sun, Moon, Stars, Rain a literary magazine published by Sigma Tau Delta.https://scholarworks.sfasu.edu/smsr/1001/thumbnail.jp