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

Allen W. Gottfried · Adele Eskeles Gottfried · Diana Wright Guerin

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Education, Achievement, and Giftedness Cognitive Abilities and Testing Psychological and Educational Research Studies

Abstract

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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