Camilla Persson Benbow
Patricia and Rodes Hart Dean of Education and Human Development
Peabody College
MSC 329, Peabody Station
Vanderbilt University
Nashville, TN 37203
Phone: (615) 322-8407; Fax: (615) 322-8501
Email: camilla.benbow@vanderbilt.edu
Educational
Background
BA (1977-Psychology), MA (1978-Psychology), MS (1980-Education), and EdD (1981-Gifted), Johns Hopkins University
Dissertation
Development
of Mathematical Talent
Academic
Background
Dean,
Peabody College of Education and Human Development, 7/98-present
Professor,
Department of Psychology and Human Development, Vanderbilt University,
7/98-present
Interim
Dean, College of Education, Iowa State University, 7/96-6/98
Chair,
Department of Psychology, Iowa State University, 7/92-6/98
Distinguished
Professor, Department of Psychology, Iowa State University, 7/95-6/98
Professor,
Department of Psychology, Iowa State University, 8/90-6/95
Associate
Professor, Department of Psychology, Iowa State University, 7/85-8/90
Assistant
Professor, Department of Sociology (part-time), Johns Hopkins University,
7/83-4/86
Associate
Research Scientist, Department of Psychology, Johns Hopkins University,
5/81-4/86
Administrative
Positions (Not Listed Above)
Director,
Iowa Talent Search Program, Iowa State University, 8/89-6/98
Director,
Office of Precollegiate Programs for Talented and Gifted, Iowa State University,
9/87-6/98
Director,
CY-TAG (Challenges for Youth - Talented and Gifted), Iowa State University,
9/86-6/98
Co-Director,
Iowa Governor's Institute for the Gifted and Talented, Iowa State University,
10/89-91
Co-Director,
Study of Mathematically Precocious Youth (SMPY), 7/91-present
Director,
Study of Mathematically Precocious Youth (SMPY), Iowa State University,
5/86-6/91
Co-Director
of Study of Mathematically Precocious Youth (SMPY), Johns Hopkins University,
7/85-4/86
Associate
Director, Study of Mathematically Precocious Youth (SMPY), Johns Hopkins
University, 5/81-7/85
Assistant
Director, Study of Mathematically Precocious Youth, Johns Hopkins University,
6/79-6/81
Books
Benbow,
C. P., & Lubinski, D. (Eds.). (1996). Intellectual talent: Psychometric
and social issues. Baltimore, MD: Johns Hopkins University Press.
Benbow,
C. P., & Stanley, J. C. (Eds.). (1983). Academic precocity: Aspects of
its development. Baltimore, MD: Johns Hopkins University Press.
Publications
(Refereed)
Ferriman, K., Lubinski, D., & Benbow, C. P. (under review). Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and sex differences during young adulthood and parenthood.
Park, G., Lubinski, D., & Benbow, C. P. (under review). For scientific creativity, ability differences within educational degrees matter.
Wai, J., Lubinski, D., & Benbow, C. P. (under review). Spatial ability for STEM domains: Aligning over fifty years of cumulative psychological knowledge solidifies its importance.
Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8, 1-51. View in PDF
Park, G., Lubinski, D., & Benbow, C. P. (2007). Contrasting intellectual patterns for creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18, 948-952. View in PDF
Webb, R. M., Lubinski, D., & Benbow, C. P. (2007). Spatial ability: A neglected dimension in talent searches for intellectually precocious youth. Journal of Educational Psychology, 99, 397-420. View in PDF
Lubinski, D., & Benbow, C. P. (2006). Study of Mathematically Precocious Youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 1, 316-345. View in PDF
Benbow, C. P., & Lubinski, D. (2006). Julian C. Stanley, Jr. (1918-2005). American Psychologist, 61, 251-252. View in PDF
Lubinski, D., Benbow, C. P., Webb, R. M., & Bleske-Rechek, A. (2006). Tracking exceptional human capital over two decades. Psychological Science, 17, 194-199. View in PDF
Wai, J., Lubinski, D., & Benbow, C. P. (2005). Creativity and occupational accomplishments among intellectually precocious youth: An age 13 to age 33 longitudinal study. Journal of Educational Psychology, 97, 484-492. View in PDF
Bleske-Rechek, A., Lubinski, D., & Benbow, C. P. (2004). Meeting the educational needs of special populations: Advanced Placement's role in developing exceptional human capital. Psychological Science, 15, 217-224. View in PDF
Webb, R. M., Lubinski, D., & Benbow, C. P. (2002). Mathematically facile adolescents with math/science aspirations: New perspectives on their educational and vocational development. Journal of Educational Psychology, 94, 785-794. View in PDF
Lubinski,
D., Benbow, C. P., Shea, D. L., Eftekhari-Sanjani, H., & Halvorson, M. B. J.
(2001). Men and women at promise for scientific excellence: Similarity not
dissimilarity. Psychological Science, 12, 309-317.
Lubinski,
D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A
10-year follow-up of the profoundly gifted. Journal of Applied Psychology,
86, 718-729.
Shea, D. L., Lubinski, D., & Benbow, C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. Journal of Educational Psychology, 93, 604-614. View in PDF
Benbow,
C. P., Lubinski, D., Shea, D. L., & Eftekhari-Sanjani, H. (2000). Sex
differences in mathematical reasoning ability: Their status 20 years later. Psychological
Science, 11, 474-480.
Lubinski,
D., & Benbow, C. P. (2000). States of excellence. American Psychologist,
55, 137-150.
Achter,
J. A., Lubinski, D., Benbow, C. P., & Eftekhari-Sanjani, H. (1999).
Assessing vocational preferences among gifted adolescents adds incremental
validity to abilities: A discriminant analysis of educational outcomes over a
10-year interval. Journal of Educational Psychology, 91, 777-786.
Fisher,
P. J., Turic, D., Williams, N. M., McGiffin, P., Asherson, P., Ball, D., Craig,
I., Eley, T., Hill, L., Chorney, K., Chorney, M. J., Benbow, C. P., Lubinski,
D., Plomin, R., & Owen, M. J. (1999). DNA pooling identifies QTLs for
general cognitive ability in children on chromosome 4. Human Molecular
Genetics, 8, 915-922.
Hill,
L., Asherson, P., Ball, D., Eley, T., Ninomiya, T., Fisher, P. J., Turic, D.,
McGiffin, P., Owen, M. J., Chorney, K., Chorney, M. J., Benbow, C. P., Lubinski,
D., Thompson, L. A., Plomin, R. (1999). DNA pooling and dense marker maps: A
systematic search for genes for cognitive ability. NeuroReports, 10, 843-848.
Ball,
D., Hill, L., Eley, T. C., Chorney, M. J., Chorney, K., Thompson, L. A.,
Detterman, D. K., Benbow, C. P., Lubinski, D., Owen, M., McGuffin, P., &
Plomin, R. (1998). Dopamine markers and general cognitive ability. NeuroReports,
9, 347-349.
Chorney,
M. J., Chorney, K., Seese, N., Owen, M. J., McGuffin, P., Daniels, J., Thompson,
L. A., Detterman, D. K., Benbow, C. P., Lubinski, D., Eley, T. C., Plomin, R.
(1998). A quantitative trait locus (QTL) associated with cognitive ability in
children. Psychological Science, 9, 159-166.
Petrill,
S. A., Ball, D., Hill, L., Plomin, R., McClearn G. E., Smith, D. L., Chorney,
K., Chorney, M., Seese, N., Detterman, D. K., Thompson, L. A., Benbow, C. P.,
Lubinski, D., Daniels, J., Owen, M. J., & McGuffin, P. (1998). Failure to
replicate a QTL association between a DNA marker identified by EST00083 and IQ. Intelligence,
25, 179-184.
Petrill,
S. A., Plomin, R., McClearn, G. E., Smith, D. L., Vignetti, S., Chorney, M. J.,
Chorney, K., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D.,
Daniels, J., Owne, M., & McGuffin, P. (1998). No association between general
cognitive ability and the A1 Allele of the D2 dopamine receptor gene. Behavior
Genetics, 27, 29-31.
Schmidt,
D. B., Lubinski, D., & Benbow, C. P. (1998). Validity of assessing
educational-vocational preference dimensions among intellectually talented
13-year olds. Journal of Counseling Psychology, 45, 436-453.
Achter,
J. A., Benbow, C. P., & Lubinski, D. (1997). Multipotentiality among the
gifted: Is it a pervasive problem? Gifted Child Quarterly, 41, 2-12.
Achter, J. A., Lubinski, D., & Benbow, C. P. (1996). Multipotentiality among intellectually gifted: It was never there and already it's vanishing. Journal of Counseling Psychology, 43, 65-76. View in PDF
Alexander,
J. E., O'Boyle, M. W., & Benbow, C. P. (1996). Developmentally advanced EEG
alpha power in gifted male and female adolescents. International Journal of
Psychophysiology, 23, 25-31.
Benbow,
C. P., & Stanley, J. C. (1996). Inequity in equity: How current educational
equity policies place able students at risk. Psychology, Public Policy, and
Law, 2, 249-293.
Lubinski,
D., Schmidt, D. B., & Benbow, C. P. (1996). A 20-year stability analysis of
the Study of Values for intellectually gifted individuals from adolescence to
adulthood. Journal of Applied Psychology, 81, 443-451.
Petrill,
S. A., Plomin, R., McClearn, G. E., Smith, D. L., Vignetti, S., Chorney, M. J.,
Chorney, K., Thompson, L. A., Detterman, D. K., Benbow, C. P., Lubinski, D.,
Daniels, J., Owen, M., & McGuffin, P. (1996). DNA markers associated with
general and specific cognitive abilities. Intelligence, 23, 191-203.
Casey,
M. B., Nuttall, R., Pezaris, E., & Benbow, C. P. (1995). The influence of
spatial ability on gender differences in math college entrance test scores
across diverse samples. Developmental Psychology, 31, 697-705.
Haier,
R., & Benbow, C. P. (1995). Sex differences and lateralization in temporal
lobe glucose metabolism during mathematical reasoning. Developmental
Neuropsychology, 11, 405-414.
Lubinski,
D., & Benbow, C. P. (1995). Optimal development of talent: Respond
educationally to individual differences in personality. Educational Forum,
59, 381-392.
Lubinski,
D., Benbow, C. P., & Ryan, J. (1995). Stability of vocational interest among
the intellectually gifted from adolescence to adulthood: A 15-year longitudinal
study. Journal of Applied Psychology, 80, 90-94.
O'Boyle,
M. W., Benbow, C. P., & Alexander, J. E. (1995). Sex differences,
hemispheric laterality, and associated brain activity in the intellectually
gifted. Developmental Neuropsychology, 11, 415-443.
Sanders,
C. E., Lubinski, D., & Benbow, C. P. (1995). Does the Defining Issues Test
measure psychological phenomena distinct from verbal ability?: An examination of
Lykken's query. Journal of Personality and Social Psychology, 69, 498-504.
Gibbons,
F. X., Benbow, C. P., & Gerrard, M. (1994). From top dog to bottom half:
Social comparison strategies in response to poor performance. Journal of
Personality and Social Psychology, 67, 638-652.
O'Boyle,
M. W., Gill, H. S., Benbow, C. P., & Alexander, J. E. (1994). Concurrent
finger-tapping in mathematically gifted males: Evidence for enhanced right
hemisphere involvement during linguistic processing. Cortex, 30, 519-526.
Dark,
V. J., & Benbow, C. P. (1994). Type of stimulus mediates the relationship
between performance and type of precocity. Intelligence, 19, 337-357.
Casey,
M. B., Winner, E., Benbow, C. P., Hayes, R., & DaSilva, D. (1993). Skill at
image generation: Handedness interacts with strategy preference for individuals
majoring in spatial fields. Cognitive Neuropsychology, 10, 57-77.
Benbow,
C. P. (1992). Academic achievement in math and science between ages 13 and 23:
Are there differences in the top one percent of ability? Journal of
Educational Psychology, 84, 51-61.
Benbow,
C. P. (1992). Introduction to the Special Issue - Challenging the gifted:
Grouping and acceleration. Gifted Child Quarterly, 36, 59.
Benbow,
C. P. (1992). Progress in gifted education - Everywhere but here! Gifted
Child Today, 15, 15-19.
Benbow,
C. P., Argo, T. A., & Glass, L. W. (1992). Meeting of the needs of gifted
students in rural areas through acceleration. Gifted Child Today, 15,
15-19.
Lubinski,
D., & Benbow, C. P. (1992). Gender differences in abilities and preferences
among the gifted: Implications for the math/science pipeline. Current
Directions in Psychological Science, 1, 61-66.
Swiatek,
M. A., & Benbow, C. P. (1992). Nonacademic correlates of satisfaction with
accelerative programs. Journal of Youth and Adolescence, 21, 699-723.
Benbow,
C. P., Arjmand, O., & Walberg, H. J. (1991). Productivity predictors among
the intellectually talented. Journal of Educational Research, 84,
215-223.
Dark,
V. J., & Benbow, C. P. (1991). Differential enhancement of working memory
with mathematical and vertical precocity. Journal of Educational Psychology,
83, 48-60.
O'Boyle,
M. W., Alexander, J. E., & Benbow, C. P. (1991). Enhanced right hemisphere
activation in the mathematically precocious: A preliminary EEG investigation. Brain
and Cognition, 17, 138-153.
Swiatek,
M., & Benbow, C. P. (1991). A 10-year longitudinal follow-up of
participation in a fast-paced mathematics course. Journal for Research in
Mathematics Education, 22, 138-150.
Swiatek,
M. A., & Benbow, C. P. (1991). A ten-year longitudinal follow-up of ability
matched accelerated and unaccelerated gifted students. Journal of Educational
Psychology, 83, 528-538.
Benbow,
C. P. (1990). Leta Stetter Hollingworth: A pilgrim in research in her time and
ours. Roeper Review, 12, 210-215.
Benbow,
C. P. (1990). Sex differences in mathematical reasoning ability: Further
thoughts. Behavior and Brain Sciences, 13, 196.
Benbow,
C. P., & Arjmand, O. (1990). Predictors of high academic achievement in
mathematics and science by mathematically talented students. Journal of
Educational Psychology, 82, 430-441.
Benbow,
C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and
mathematically precocious students: Implications for identification of the
gifted. Gifted Child Quarterly, 34, 21-26.
Brody,
L. E., & Benbow, C. P. (1990). Effects of high school course-work and time
on SAT scores. Journal of Educational Psychology, 82, 866-875.
Dark,
V. J., & Benbow, C. (1990). Mathematically talented students show enhanced
problem translation and enhanced short-term memory for digit and spatial
information. Journal of Educational Psychology, 82, 420-429.
Dauber,
S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of
extremely talented adolescents. Gifted Child Quarterly, 34, 10-15.
O'Boyle,
M., & Benbow, C. P. (1990). Enhanced right hemisphere involvement during
cognitive processing may relate to intellectual precocity. Neuropsychologia,
28, 211-216.
Richardson,
T. M., & Benbow, C. P. (1990). Long-term effects of acceleration on social
and emotional adjustment of mathematically precocious youth. Journal of
Educational Psychology, 82, 464-470.
Raymond,
C. L., & Benbow, C. P. (1989). Educational encouragement by parents: Its
relationship to precocity and gender. Gifted Child Quarterly, 33,
144-151.
Benbow,
C. P. (1988). Sex differences in mathematical reasoning ability among the
intellectually talented: Their characterization, consequences, and possible
explanations. Behavioral and Brain Sciences, 11, 169-183.
Benbow,
C. P. (1988). Sex-related differences in precocious mathematical reasoning
ability: Not illusory, not easily explained. Behavioral and Brain Sciences,
11, 217-232.
Benbow,
C. P. (1987). Possible biological correlates of precocious mathematical
reasoning ability. Trends in Neuroscience, 10, 17-20.
Brody,
L. E., & Benbow, C. P. (1987). Accelerative strategies: How effective are
they for the gifted? Gifted Child Quarterly, 31, 105-110.
Benbow,
C. P. (1986). Physiological correlates of extreme intellectual precocity. Neuropsychologia,
24, 719-725.
Benbow,
C. P., & Minor, L. L. (1986). Mathematically talented males and females and
achievement in the high school sciences. American Educational Research
Journal, 23, 425-436.
Brody,
L. E., & Benbow, C. P. (1986). Social and emotional adjustment of
adolescents extremely talented in verbal or mathematical reasoning. Journal
of Youth and Adolescence, 15, 1-18.
Raymond,
C. L., & Benbow, C. P. (1986). Gender differences in mathematics: A function
of parental support and student sex-typing? Developmental Psychology, 22,
808-819.
Benbow,
C. P., & Stanley, J. C. (1983). Constructing educational bridges between
high school and college. Gifted Child Quarterly, 27, 111-113.
Benbow,
C. P., & Stanley, J. C. (1983). Differential course-taking hypothesis
revisited (A commentary). American Educational Research Journal, 4, 469-473.
Benbow,
C. P., & Stanley, J. C. (1983). Opening doors for the gifted. American
Education, 19, 44-46.
Benbow,
C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning
ability: More facts. Science, 222, 1029-1031.
Benbow,
C. P., Stanley, J. C., Kirk, M. K., & Zonderman, A. B. (1983). Structure of
intelligence of intellectually precocious children and in their parents. Intelligence,
7, 129-152.
Benbow,
C. P., Zonderman, A. B., & Stanley, J. C. (1983). Assortative marriage and
the familiarity of cognitive abilities in families of extremely gifted students.
Intelligence, 7, 153-161.
Stanley,
J. C., & Benbow, C. P. (1983). Extremely young college graduates: Evidence
of their success. College and University, 58, 361-371.
Stanley,
J. C., & Benbow, C. P. (1983). SMPY's first decade: Ten years of posing
problems and solving them. Journal of Special Education, 17, 11- 25.
Zak,
P. M., Benbow, C. P., & Stanley, J. C. (1983). AP exams: The way to go! Roeper
Review, 6, 100-101.
Zak,
P. M., Benbow, C. P., & Stanley, J. C. (1983). Several factors associated
with success as an undergraduate chemistry major in college. College and
University, 58, 303-312.
Benbow,
C. P., & Stanley, J. C. (1982). Consequences in high school and college of
sex differences in mathematical reasoning ability: A longitudinal perspective. American
Educational Research Journal, 19, 598-622.
Benbow,
C. P., & Stanley, J. C. (1982). Intellectually talented boys and girls:
Educational profiles. Gifted Child Quarterly, 26, 82-88.
Stanley,
J. C., & Benbow, C. P. (1982). Educating mathematically precocious youths:
Twelve policy recommendations. Educational Researcher, 11, 4-9.
Stanley,
J. C., & Benbow, C. P. (1981-82, Winter). Using the SAT to find
intellectually talented seventh graders. College Board Review, 122, 2-7,
26.
Benbow,
C. P., & Stanley, J. C. (1980). Intellectually talented students: Family
profiles. Gifted Child Quarterly, 24, 119-122.
Benbow,
C. P., & Stanley, J. C. (1980). Sex differences in mathematical ability:
Fact or artifact? Science, 210, 1262-1264. View
in PDF
Publications
(Other)
Lubinski,
D., & Benbow, C. P. (2001). Choosing Excellence [A response]. American
Psychologist, 56, 76-77.
Benbow,
C. P. (1990). Gender differences: Searching for some facts [Commentary]. American
Psychologist, 45, 988.
Benbow,
C. P., Napolski, A. J., & Glass, L. W. (1990). CY-TAG (Challenges for
Youth-Talented and Gifted): An opportunity offered by SMPY and Iowa State
University. Illinois Council for Gifted Journal.
Benbow,
C. P., & Richardson, T. M. (1987). SMPY at ISU. Ontario Mathematical
Gazette, 25, 23-25.
Benbow,
C. P. (1985). Reporting on the impact of media reports: An accurate reflection
[Letter to the editor]. Educational Researcher, 14, 30.
Benbow,
C. P. (1984). Achievement in mathematics [Letter to the editor]. Science,
223, 1248.
Stanley,
J. C., & Benbow, C. P. (1983). 15:1 certainly isn't catching up! [Letter to
the editor]. Psychological Reports, 52, 656.
Stanley,
J. C., & Benbow, C. P. (1982). Huge sex ratios at upper end [Letter to the
editor]. American Psychologist, 37(8), 972.
Stanley,
J. C., & Benbow, C. P. (1982). Misleading omission [Letter to the editor]. Contemporary
Psychology, 27(5), 404.
Benbow,
C. P., & Stanley, J. C. (1981). Mathematical ability: Is sex a factor? [A
response]. Science, 212, 118 & 121.
Chapters
Benbow, C. P., & Lubinski, D. (in press). Extending Sandra Scarr's ideas about development to the longitudinal study of intellectually precocious youth. In K. McCartney and R. A. Weinberg (Eds.), Understanding development: A Festschrift for Sandra Scarr. Taylor & Francis: London.
Wai, J., Lubinski, D., & Benbow, C. P. (in press). Aligning promise and passion: Best practices for educating intellectually talented youth. In J. S. Renzulli (Ed.) Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press, Inc.
Lubinski, D., & Benbow, C. P. (2007). Personal attributes for the development of scientific expertise. In S. J. Ceci and W. M. Williams (Eds.) Why aren't more women in science?: Top researchers debate the evidence (pp. 79-100) . Washington, DC: American Psychological Association.
Lupkowski-Shoplik, A., Benbow, C. P., Assouline, S. G., & Brody, L. E. (2003). Talent searches: Meeting the needs of academically talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 204-218). Boston: Allyn and Bacon.
Lubinski,
D., Benbow, C. P., & Morelock, M. (2000). Gender differences in engineering
and the physical sciences among the gifted: An inorganic-organic distinction. In
K. A. Keller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International
handbook for research on giftedness and talent (2nd ed., pp. 627-641).
Benbow,
C. P., Lubinski, D., & Sanjani, H. (1999). Our future leaders in science:
Who are they and can we find them early? In N. Colangelo, & S. G. Assouline
(Eds.), Talent development (Vol. 3, pp. 59-70). Dayton, OH: Ohio
Psychological Press.
Benbow,
C. P. (1998). Acceleration as a method for meeting the academic needs of
intellectually talented children. In J. VanTassel-Baska (Ed.), Excellence in
educating the gifted (pp. 279-294). Denver, CO: Love.
Benbow,
C. P. (1998). Grouping intellectually advanced students for instruction. In J.
VanTassel-Baska (Ed.), Excellence in educating the gifted (pp. 261-278).
Denver, CO: Love.
Benbow,
C. P., & Lubinski, D. (1997). Intellectually talented children: How can we
best meet their needs? In N. Colangelo & G. A. Davis (Eds.), Handbook of
Gifted Education (2nd ed.) (pp. 155-169). Boston: Allyn & Bacon.
Benbow,
C. P., Lubinski, D., & Suchy, B. (1996). Impact of the SMPY model and
programs from the perspective of the participant. In C. P. Benbow & D.
Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp.
266-300). Baltimore, MD: Johns Hopkins University Press.
Benbow,
C. P., & Wolins, L. (1996). Utility of out-of-level testing for gifted 7th
and 8th graders using SAT-M: An examination of item bias. In C. P. Benbow &
D. Lubinski (Eds.), Intellectual talent: Psychometric and social issues
(pp. 333-346). Baltimore, MD: Johns Hopkins University Press.
Minor,
L. L., & Benbow, C. P. (1996). Construct validity of the SAT-M: A
comparative study of high school students and gifted seventh graders. In C. P.
Benbow & D. Lubinski (Eds.), Intellectual talent: Psychometric and social
issues (pp. 347-361). Baltimore, MD: Johns Hopkins University Press.
Boatman,
T. A., Davis, K. G., & Benbow, C. P. (1995). Best practices in gifted
education. In A. Thomas & J. Grimes (Eds.), Best practices in school
psychology (Vol. III, pp. 1083-1096). Washington, DC: National Association
of School Psychologists.
Benbow,
C. P., & Lubinski, D. (1994). Individual differences among the
mathematically gifted: Their educational and vocational implications. In N.
Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development
(Vol. 2, pp. 83-100). Dayton, OH: Ohio Psychology Press.
Lubinski,
D., & Benbow, C. P. (1994). The Study of Mathematically Precocious Youth (SMPY):
Its planned 50-year study of intellectual talent. In R. Subotnik & K. Arnold
(Eds.), Beyond Terman: Longitudinal studies in contemporary gifted education (pp.
255-281). Norwood, NJ: Ablex.
Benbow,
C. P., & Lubinski, D. (1993). Consequences of gender differences in
mathematical reasoning ability: Some biological linkages. In M. Haug, R. E.
Whalen, C. Aaron, & K. L. Olsen (Eds.), The development of sex
differences and similarities in behaviour (pp. 87-110). London, England:
Kluwer Academic Publishers in the NATO Series.
Benbow,
C. P., & Lubinski, D. (1993). Psychological profiles of the mathematically
talented: Some gender differences and evidence supporting their biological
basis. In K. Ackerill (Ed.), The origins and development of high ability
(pp. 44-66). New York: John Wiley and Sons.
Dark,
V. J., & Benbow, C. P. (1993). Cognitive differences among the gifted: A
review and new data. In D. K. Detterman (Ed.), Current Topics in Human
Intelligence (Vol. 3, pp. 85-120). New York: Ablex.
Lubinski,
D., Benbow, C. P., & Sanders, C. E. (1993). Reconceptualizing gender
differences in achievement among the gifted: An outcome of contrasting
attributes for personal fulfillment in the world of work. In K. A. Heller, F. J.
Monks, & A. H. Passow (Eds.), International handbook for research on
giftedness and talent (pp. 575-602). Oxford: Pergamon Press.
Benbow,
C. P. (1992). Mathematical talent: Its origins and consequences. In N. Colangelo,
S. Assouline, & D. L. Ambroson (Eds.), Talent development: Proceedings of
the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent
Development (pp. 95-123). Unionville, NY: Trillium Press.
Stanley,
J. C., Benbow, C. P., Brody, L. E., & Dauber, S. L. (1992). Gender
differences on eighty-six nationally standardized aptitude and achievement
tests. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.), Talent
development: Proceedings of the Henry B. and Jocelyn Wallace National Research
Symposium on Talent Development (pp. 42-65). Unionville, NY: Trillium Press.
Benbow,
C. P. (1991). Meeting the needs of gifted students through use of acceleration:
A neglected resource. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.),
Handbook of special education (Vol. 4, pp. 23-36). Elmsford, NY: Pergamon
Press.
Benbow,
C. P. (1990). Mathematically talented children: Can acceleration meet their
educational needs? In N. Colangelo & G. Davis (Eds.), The handbook of
gifted education (pp. 154-165). Boston: Allyn & Bacon.
Benbow,
C. P. (1990). Mathematical talent and females: From a biological perspective. In
W. Wiecerkowski & T. M. Prado (Ed.), Hochbegabte Madchen (pp.
95-113). Bad Honnef, W. Germany: K. H. Bock.
O'Boyle,
M. W., & Benbow, C. P. (1990). Handedness and its relationship to talent and
ability. In S. Coren (Ed.), Left-handedness: Behavioral implications and
anomalies (pp. 343-372). North-Holland Advances in Psychology Series.
Benbow,
C. P. (1988). Neuropsychological perspectives on mathematical talent. In L. K.
Obler & D. Fein (Eds.), The exceptional brain: Neuropsychology of talent
and special abilities (pp. 48-69). Guilford Press.
Benbow,
C. P., & Benbow, R. M. (1987). Extreme mathematical talent: A hormonally
induced ability? In D. Ottoson (Ed.), Duality and unity of the brain (pp.
147-157). Houndsmills, England: The MacMillan Press, Ltd.
Benbow,
C. P. (1986). SMPY's model for teaching mathematically precocious students. In
J. S. Renzulli (Ed.), Systems and models in programs for the gifted and
talented (pp. 1-25). Mansfield Center, CT: Creative Learning Press.
Benbow,
C. P. (1986). SMPY's 15 years of research in a nutshell. In J. VanTassel-Baska
(Ed.), The Richardson Study: A catalyst for policy change in gifted education
(pp. 39-43). Evanston, IL: Center for Talent Development (Northwestern
University).
Stanley,
J. C., & Benbow, C. P. (1986). Youths who reason exceptionally well
mathematically. In R. J. Sternberg & J. Davidson (Eds.), Conceptions of
giftedness (pp. 361-387). New York, NY: Cambridge University Press.
Benbow,
C. P. (1984). Sex differences in mathematics. In R. J. Corsini (Ed.), Wiley
Encyclopedia of Psychology (Vol. 3, pp. 302-303). New York: John Wiley &
Sons. Also published in R. J. Corsini, (Ed.), (1987), Concise encyclopedia of
psychology (p. 1026). New York: Wiley & Sons.
Benbow,
C. P., & Benbow, R. M. (1984). Biological correlates of high mathematical
reasoning ability. In G. J. DeVries, J. P. C. DeBruin, H. B. M. Uylings, &
M. A. Corner (Eds.), Sex differences in the brain - the relation between
structure and function. Progress in brain research (Vol. 61) (pp. 469-490).
Amsterdam: Elsevier.
Benbow,
C. P., & Stanley, J. C. (1984). Gender and the science major. Advances in
motivation and achievement (Vol. 2, pp. 165-196). Greenwich, CT: JAI Press,
Inc.
Benbow,
C. P. (1983). Adolescence of the mathematically precocious: A five year
longitudinal study. In C. P. Benbow & J. C. Stanley (Eds.), Academic
precocity: Aspects of its development (pp. 9-37). Baltimore, MD: Johns
Hopkins University Press.
Benbow,
C. P., Perkins, S., & Stanley, J. C. (1983). Mathematics taught at a fast
pace: A longitudinal evaluation of SMPY's first class. In C. P. Benbow & J.
C. Stanley (Eds.), Academic precocity: Aspects of its development (pp.
51-78). Baltimore, MD: Johns Hopkins University Press.
Benbow,
C. P., & Stanley, J. C. (1983). An eight-year evaluation of SMPY: What was
learned? In C. P. Benbow & J. C. Stanley (Eds.), Academic precocity:
Aspects of its development (pp. 205-214). Baltimore, MD: Johns Hopkins
University Press.
Fox,
L. H., Benbow, C. P., & Perkins, S. (1983). An accelerated mathematics
program for girls: A longitudinal evaluation. In C. P. Benbow & J. C.
Stanley (Eds.), Academic precocity: Aspects of its development (pp.
113-138). Baltimore, MD: Johns Hopkins University Press.
Stanley,
J. C., & Benbow, C. P. (1983). Intellectually talented students: The key is
curricular flexibility. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning
and motivation in the classroom (pp. 259-281). Hillsdale, NJ: Erlbaum.
Reviews/Technical
Reports, etc.
Benbow,
C. P. (1998). The psychology of giftedness: Review of Ellen Winner's Gifted
Children. Contemporary Psychology, 43, 13-15.
Lubinski,
D., & Benbow, C. P. (1995). An opportunity for "accuracy":
Rejoinder to Gardner's "Response on four fronts." Contemporary
Psychology, 40, 939-940.
Lubinski,
D., & Benbow, C. P. (1995). An opportunity for empiricism: Review of Howard
Gardner's Multiple intelligences: The theory in practice. Contemporary
Psychology, 40, 935-938.
Benbow,
C. P. (1992). The American high school mathematics examination. In J. J. Kramer
& J. C. Conoley (Eds.), The Eleventh Mental Measurement Yearbook (pp.
29-30). Lincoln, NE: Buros.
Benbow,
C. P. (1992). Mathematics 7. In J. J. Kramer & J. C. Conoley (Eds.), The
Eleventh Mental Measurement Yearbook (pp. 513-514). Lincoln, NE: Buros.
Benbow,
C. P. (1991). [Review of Intelligence and giftedness: The contributions of
heredity and early environment.] Gifted Child Quarterly, 35, 151-153.
Ratcliff,
J. L., Benbow, C., Bieber, T., Ding, P., Lee, N. H., Strahan, R. F., Swanson,
W., & Thomas, D. (1988). Development and testing of a cluster-analytic
model for identifying coursework patterns associated with general learned
abilities of college students (Report No. OERI-R- 86-0016). Ithaca College:
Office of Educational Research and Improvement.
Benbow,
C. P. (1986). [Review of Women and mathematics: Balancing the equation]. Child
Development Abstracts and Bibliography, 60, 1.
Grants
My research program has been continuously funded since 1981 through grants from the National Science Foundation, Department of Education, Spencer Foundation, Atlantic Philanthropic Service, and the Templeton Foundaiton, among others.
Courses
Taught
Creativity
and Genius (Undergraduate)
Developmental
Psychology (Undergraduate, enrollment=650 per semester)
Psychological
Characteristics of Giftedness (Undergraduate & Graduate)
Seminar
on Intellectual Talent (Graduate)
Sex
Differences (Undergraduate)
Theories
of Intelligence (Graduate)
Vanderbilt
University Service
Search Committee of the Director of the Center of the Americans, 2003-
Marketing Task Force, 2003-2004
Dean's Academic Council, Chair, 2002-
Task Force on Graduate Education, Chair, 2002-2003
Strategic Academic Planning Group II, 2001-2004
Indirect Cost Committee, 2001-2002
Dean
of Divinity Search Committee, 2000-2001
Associate
Provost for Research Search Committee, 1999-2001
Strategic Academic Planning Group I, 1999-2001
Committee on the Professor of the Practice, 1998-2001
Professional
Service Committees
National Science Board, 2006-
National Math Panel, Vice-Chair, 2006-
American Psychological Association's Committee on Accreditation, Appeals Committee: 2005-
AAU College of Education Deans, Co-founder & Co-chair: 2003-
LEARN Legislative Advocacy Group for Educational Research, Co-founder & Co-chair: 2004-
NCATE Task Force on Specialty Program Accreditation, 2003-2004
Executive
Committee, Association of Colleges & Schools of Education in State
Universities, Land Grant Colleges, and Affiliated Private Universities (ACSESULGC/APU),
2002-
Chair of Evidence Based Practice Subcommittee
OIA, American Educational Research Association (AERA) Board Member, 2002-2004
American Association of Teacher Education, Board Member, 2001-2003
American
Psychological Foundation Board of Trustees, 2001-
Publications
Committee, Division 15 of APA,
American
Association of Colleges for Teacher Education, 2000-2003
National
Research Council Panel on Advanced Study in Math and Science, 1999-2002
American
Psychological Association's Presidential Task Force on Prevention-Chair of
Sub-Committee on Nurturing High Talent, 1997-1999
American
Psychological Association's Committee on Accreditation-Representing the Council
of Graduate Departments of Psychology, 1996-1999
Iowa
Academy of Education, Vice-President & President-elect, 1996-98
Annual
Convention Program Planning Committee, American Educational Research
Association, 1994-95
Research
Science Institute Selection Committee, 1993
Publications
Committee, National Association of Gifted Children, 1990-93
NSF
Review Panel for the Early Scholars Program, 1990-92
Honors
Fellow, APA Divisions 3 and 15
Fellow, Association for Psychological Science
Lifetime Achievement Award for Research on Intelligence, Mensa Educational Foundation, 2004
APA
George A. Miller Award - Division 1 (Outstanding Article in General Psychology),
1999
Phi
Kappa Phi, 1997
Iowa
Academy of Education - Charter Member, 1996
American
Association of University Women Distinguished Scholar Award, 1996
Distinguished
Professor, 1995
Distinguished
Scholar Award, National Association for Gifted Children, 1992
Who's
Who in America, 1991
Society
of Scholars, The Johns Hopkins University, 1991
Best
Research Paper on Gifted--National Association of Gifted Children, 1987
Early
Scholar Award of the National Association of Gifted Children, 1985
Mensa Awards for Research Excellence, 1985, 1986, 1989, 1992, 1994, 1995, 1997, 2002
Spencer
Fellow, alternate, 1984, 1985, 1986
American
Educational Research Association, Division E, Research Award in Human
Development, 1983
Doctorate
with Distinction, The Johns Hopkins University, 1981
John
Curtis Gowan Graduate Student Research Prize of the National Association for
Gifted Children, November 1980, 1981
Phi
Beta Kappa, The Johns Hopkins University, 1977
BA
with Honors, The Johns Hopkins University, 1977
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