A new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in Psychological Science has made the connection between early spatial talent and creativity in adult life even stronger. Here’s an excerpt from the article in the New York Times:
“The researchers, from Vanderbilt University in Nashville, said their findings make a strong case for rewriting standardized tests like the SAT and ACT to focus more on spatial ability, to help identify children who excel in this area and foster their talents. ‘Evidence has been mounting over several decades that spatial ability gives us something that we don’t capture with traditional measures used in educational selection,’ said David Lubinski, the lead author of the study and a psychologist at Vanderbilt. ‘We could be losing some modern-day Edisons and Fords.’ Following up on a study from the 1970s, Dr. Lubinski and his colleagues tracked the professional progress of 563 students who had scored in the top 0.5 percent on the SAT 30 years ago, when they were 13. At the time, the students had also taken the Differential Aptitude Test. Years later, the children who had scored exceptionally high on the SAT also tended to be high achievers — not surprisingly — measured in terms of the scholarly papers they had published and patents that they held. But there was an even higher correlation with success among those who had also scored highest on the spatial relations test, which the researchers judged to be a critical diagnostic for achievement in technology, engineering, math and science.”
Read the article in full here.