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When conducting a web search for this quote, an AI-generated answer popped up:
Staying with Problems Longer Albert Einstein’s quote, “It’s not that I’m so smart, it’s just that I stay with problems longer,” highlights the importance of persistence and dedication in solving complex issues. According to Einstein, intelligence is not solely a matter of innate ability, but rather a result of one’s willingness to engage with problems and think critically over an extended period.
Key Takeaways
Persistence is key: Einstein emphasizes the value of staying with problems longer, implying that the ability to persist in the face of challenges is a crucial aspect of intelligence.
Intelligence is not solely innate: Einstein’s quote suggests that intelligence is not solely a product of natural ability, but rather a result of one’s effort and dedication to understanding complex issues.
Critical thinking is essential: By staying with problems longer, individuals can develop a deeper understanding of the issue, leading to more effective problem-solving and critical thinking.
Implications Developing problem-solving skills: Einstein’s quote encourages individuals to focus on developing their problem-solving skills through persistence and dedication, rather than relying solely on innate ability.
Emphasizing effort over talent: This quote highlights the importance of effort and persistence in achieving success, rather than solely relying on natural talent.
Applying to various domains:
The principles outlined in Einstein’s quote can be applied to various domains, including science, mathematics, art, and other fields where complex problems require critical thinking and persistence.
Inspirational Quote Einstein’s quote serves as a reminder that intelligence is not solely a fixed trait, but rather a dynamic process that can be developed through dedication and persistence. It inspires individuals to stay committed to their goals, even in the face of challenges, and to cultivate a growth mindset that values effort and critical thinking.
"This graph comes from data from the Woodcock-Johnson IV Technical Manual, p. 279-280. (large pdf, link opens in new window.). Rasch measure Intelligence vs Age.pdf [Google Drive, single-page PDF (71kB)]" (See "Real measures of intelligence" link above for the live links)
This spreadsheet allows you to figure out answers to placement, comparison and acceleration questions that were practically impossible before. One can convert among: adult IQ, child IQ, child percentile, W-score (absolute intelligence measure on the WJ-IV similar to CSS on SB5), future or past scores at different ages, and even find a child's percentile in a class of a different age, average IQ.
From the "Skipping Grades and Other Gifted Acceleration" post:
Children's adult IQ equivalents Children's ratio (mental over chronological age) IQ equivalents
Grade Skip Tables - Maximum recommended acceleration for different class average percentiles: 15%, 30%, 50%, 67%, 80%, 90%, 95%; here's the one for an 80th- percentile average school or class:
College readiness - how does your child measure up against ideal academics?
I cannot feel anything not sure if even 17 cutie cute angels that would want to help me and cared about be selflessly because they saw how much i am suffering and wanted to help me because it was right think to do and have humaness, human decency... Even then i am not sure if i ever felt anything...
I don't mean this to offend you because 99.9999% ppl are offended if you put random ! mark in random sentence randomly! But you are still NPC to me, everything is relative, like normal ppl are bacteria to you, you are same to me... You just cannot understand...
ALways even 140/150IQs resist me in every word and then 1 guy drops out of nowhere saying i am more intelligent than others give me credit for, there is some phenomena normal ppl take geniuses as fool because they cannot even grasp their level of thinking...
Read at your own risk if you want to be seriously depressed, i am information hazard!!!
No one really cares about others and this proves it over and over again... Ppl will give you this superficial bullshit but they don't really care to understand you. If i was homeless would you give me enough money to afford housing??? ^^ ofc. not and you would excuse it by some social norm... I wanted send girl that was raped in 6 had no one money online even it is risky... That's how i cared... BUt no one really gives shit about others in this society... Ppl want change others and if they cannot they call them sick or ill or like something is wrong with them https://giftofocpd.wordpress.com/tag/lonely/ There is no even free will, life is foundationally broken and evil because 1. survival 2. zero sum game 3. too many ppl too many agendas. Many ppl are not even straight up evil, they just don't consider how their actions affect others or how others feel because they are self-centered which is effect of ego and passage of time, you can put point on infinity and it will always be center... 99.99999% all philosophies and belies is copium! "there is more truth in body than in all your philosophy"
"life is so terrible it can exist only based on lies" - Nietzsche this was proven by all modalities virtually!!! People hate me because i speak truth and life itself is hiding truths in favor of survival constantly... I show ppl who they truly are and whole life is cope with life... We are in soup trap simulacra as infinite consciousness, or i, i don't think even other ppl exist, just hope i can disable my consciousness forever after i escape... I prefer ppl in art or movies, here ppl have 0 humaness literal consumers, or NPCs either way... Even 99% high IQ ppl i find lame at best and 140/150IQs attack me just for saying opinion which normal ppl can say without being harassed and then yet blame me when they act like beasts... I read overexcitabilities studies , accounts and other ppl have it same when they did nothing wrong. E.g. if women get angry it is viewed negatively or show emotions so they are fucked...
Mostly i need strong ppl "Weakness corrupt" - Nietzsche. No one weak could ever understand me
The same document that allowed you to determine the extended scaled scores also has tables for extended index scores. The only one that would be relevant for your child is the extended VCI, based on what you've reported. You are correct that the sum of scaled scores even given the extended norms on VCI subtests is too low for the extended GAI, so not reporting an extended GAI is appropriate. There's also a pretty big difference between the VCI and the other areas. The appropriate extended measure in this case is the VCI of 171, in contrast to the FRI (which you should have), which I'm assuming is in the 130s or 140s. That 30 or 40 point difference is substantial, and speaks to characterizing this learner more as profoundly verbally gifted, and moderately gifted in nonverbal domains. Although that could change on future assessments, since this is a very young examinee, and the assessment is only capturing this moment in development not only of cognitive abilities, but of skills involved in testability.
I took a look back at some of our previous correspondence, which I think is about the same child, and was reminded that your DC does actually have a pretty distinctively diverse learning profile which predicts possible relative struggles in quantitative concepts (basic numeracy), higher-level math (especially geometry and trigonometry), possibly in automaticity skills (basic skills learned to fluency or "second nature"), and also possibly impacts on executive function, all in the context of exceptional verbal intelligence, abstract problem-solving skills, and auditory memory.
Since your current concerns are focused on memory and attention, I'll spend a little more real estate on that aspect: in prior testing, one of the significant personal weaknesses identified was visual sequential memory. Irrespective of ADHD (which is not the only form of executive dysfunction), executive functions turn out to be significantly impacted by the length and robustness of one's visual working memory span. Being able to mentally walk through and visualize (forward and backward) the component steps of a task is a critical aspect of how people manage time, plan, and organize complex activities. If both visual-spatial reasoning and visual working memory are relatively poor, this mental image of what one actually has to do, when, and how, in order for a task to actually get done, will be blurry or incomplete, which leads in practice to missing steps or materials, inaccurate estimates of time to complete tasks, etc.--> poor execution.
Can one actually remediate visual working memory? So far, the data would suggest no. (Although auditory memory spans for specific types of information can be improved--but only narrowly, for that exact task. E.g., one can practice to increase digit span, but it doesn't translate even to very similar tasks, like letter span. You'd have to do that one all over again.) However, clearly, this is a type of scaffolding that the majority of adults in our society benefit from, since there are innumerable products on the market that essentially help externalize the so-called whiteboard of the mind onto executive functioning aids. I.e., organizers, calendars, agendabooks and reminder tools.
If you felt it would be of value to further investigate her learning profile, the next direction I would look would be at a neuropsychological evaluation that includes detailed explorations of executive functions, not only for ADHD, but for the finer structures of memory. Our current understanding of memory includes a few different angles. I'll try to simplify:
-Along one axis, we can think about visual versus auditory-verbal memory. The data we already have on your DC is that the latter is very strong, but the former is (if I recall) more or less average (which makes it experienced internally as weak, even if it is normatively unremarkable). The diverse performance seems to be more clear than in some other cases, as the task used images that could be easily named (and thus converted to auditory-verbal content), which would, of course, take an extra step, but did allow your DC an avenue for compensatory strategies using exceptional auditory-verbal memory strengths. I would not be surprised if assessment with symbolic (not-easily named) images found even weaker performance.
-We can also consider the difference between sequential and simultaneous memory. The measures we already have is sequential only, so we don't have any hard data on this for your DC. Auditory memory is usually examined only in its sequential form. (Although there are simultaneous forms of it too, those are harder to assess using existing tools. An example of simultaneous auditory memory would be recall of chords, which include multiple pieces of auditory information at the same time.) Visual memory is easier to distinguish along sequential/simultaneous lines. Some people can glance at an image or a scene and retain substantial detail from it in any order, often because their memory of it is like an actual image, where they can go back and look through the memory to respond to memory questions. But for some of those same people, if you asked them to indicate a sequence of visual images, they would get the images correct, but not necessarily in sequence.
-Another major aspect of memory that might be relevant is that of cued vs free recall. Some do better with one than the other. In practice, this might look like differential performance on multiple choice (cued recall) vs open-response (free recall) assessments. Often the difference reflects organizational differences in the way memories are stored. When someone says, "I'll file that away in my memory," you might say that some people have very tidy, easily accessed filing cabinets, and others are just throwing everything into a big heap on the dining room table. Or the back hall closet. It's there, but not all that easy to get to. People who seem to have learned how to memorize lots of people's names in a short time (supposedly many politicians and royalty) often have figured out or been taught an organizational strategy for names (something like color-coding your folders), so they can easily retrieve a person's name when they see or hear the cue attached to that person's appearance, voice, association, context, etc.
-Memory also has different stages on its way to long-term storage. There's immediate memory (registration), which is just that first few seconds of impression, and then there's what we usually associate with working memory, which is what we can hold in our heads for temporary processing (this has been called the whiteboard of the mind), and then there's the transfer to longer-term memory (encoding). If there's a bottle-neck at any of these stages, the outcome at the long-term storage end will look the same, but for different reasons. You can support a small mental whiteboard or immediate memory by presenting information in forms that aren't ephemera (printed products, in other words).
Some of the above factors might be involved in the behaviors that suggest an automaticity deficit (difficulty with learning lower-level skills to fluency, despite strong higher-level abilities). In the lower grades, being able to problem-solve your way to the correct response when others are struggling through those same basic skills is advanced. At higher grade levels, having to problem-solve your way to basic skills when others have memorized them to automaticity forces you to to devote higher-level abilities to low-level tasks, leaving less processing power for high-level skills.
* I’ve been told that puberty can affect how adhd presents, so that may have something to do with it and might be worth looking into further. Additudemag.org has lots of articles available for free.
* you can look at this book: Misdiagnosis and Dual Diagnoses of Gifted Children and Adults. You can read through the adhd dual diagnosis and misdiagnosis sections to see if that gives you any new insights
* the person assessing adhd was probably a psychologist. But they don’t see all potential issues. What about motor skills? What about vision? What about hearing? What about sensory processing? Sleep apnea? Is there any behavior or experience you’ve had with this child that doesn’t seem to be explained the current diagnosis? Try to get the appropriate terminology for what you observe and see if that comes up as a symptom for other issues.
* if you have a neuropsych report, read back through it and see if there were any parts that you don’t fully understand and read up on those topics, it may lead you to something important. You can also look back through standardized testing looking for patterns.
* ask your kid what is causing problems. My kid would tell us things that didn’t seem logical or supported by the teachers observations …. But, now that we have a better understanding and diagnosis, his responses were incredibly honest and represent his lived experience.
I read my kids neuropsych report a million times trying to understand it. I realized there were some behaviors/experiences it did not explain. I read up on a certain type of memory so I could understand the report results and came across a list of symptoms for a diagnosis that explained a cluster of behaviors. I found testing, he got diagnosed, now he’s accommodated and we understand him a lot better! Literally like detective work.
No it is obvious you don't have first clue what i am talking about, and don't even know basic pitfalls how to talk to people with overexcitabilities that are documented in sengifted and other .pdfs. THis probably offends you, i am just saying how it is. I need someone who can understand, i miss my 160IQ friend that i lost we chatted over 1000 pages over an year he was only one who could understand me on personal level...
My now-11th grader (will keep this gender-neutral for privacy) has academic struggles that I don't understand. This is a kid who presented as highly gifted as a young child - started reading at 3, seemed to love learning, was very creative and clever, great memory. They started a gifted program in the middle of elementary school and did well until around 5th/6th grade. At some point, their performance started slipping, especially in math but also in other areas (previously strong writing ability seemed to decline relative to peers, for example). Because kid seemed a little spacey and unfocused, we had them tested for ADHD. Evaluator found no ADHD or anything else that would impact learning. FSIQ was 142, with particular strengths in fluid reasoning.
During virtual school/Covid, kid started showing signs of depression and was prescribed meds. We also had kid reevaluated for ADHD. This time, the evaluator said they did have ADHD. However, this is an evaluator known for giving out diagnoses freely, so I've always been a little skeptical of that. Nonetheless, they started taking ADHD meds, which seemed to help with some things.
Kid's mental health is now better. In high school, they've had almost all As. They work pretty hard although tend to procrastinate. This year, however, they completely blew a couple of tests (getting grades of like 40/100) despite preparing for them. This caused us to look under the hood of their academics a bit with somewhat bracing results. A lot of their good grades seem to be the result of grade inflation. Kid is making extremely basic mistakes in math, science, foreign language, and to some extent with English usage. For example, kid is in an AP language class for a language that they have been studying since childhood. Some of their writing in that language shows extremely elementary mistakes with things like subject-verb agreement - things you'd expect that a first-year student in that language would know not to make. Same thing with math problems - kid is getting very basic things wrong.
We increased ADHD meds and kid is working with a tutor in the classes where they are underperforming. Things are going a little better and grades may be salvageable for college. However, I don't feel like I understand their learning difficulties at all, despite talking to them and working with them on a lot of their academic issues. The key issue seems to be that they have a very difficult time retaining information - will correct a mistake with guidance but then make exactly the same mistake the next time. If I didn't know any context, I'd say that the kid is in overly advanced classes and should drop down a level. But with past evidence of giftedness, I'm not sure that's the right answer.
Can ADHD have effects like this? Is there something else we should be investigating? I want to emphasize that we love our kid as they are and don't want to push them to be an academic superstar if that's not the right path for them. At the same time, their performance is difficult to reconcile with what I've always thought their abilities are, and if something is getting in the way of their learning, I'd like to address it.
If you don't mind, clarify for me again what scores you are posting. Are these the sums of scaled scores contributing to the GAI and FSIQ? Or are these the sums of raw scores (not clear what you meant by "did include raw scores"). How many subtest scores might be affected by use of extended norms? At this child's age, it would apply only to 19s, and would typically be recommended only if both subtests in the same cluster were 19s (so both Si and Vo, or both MR and FW; given that you only report GAI and FSIQ, it appears the VSI is not available). If I am assuming correctly, it looks like you had 4 19s and an 18 in the GAI? Age is less relevant to the lookup tables if you already have scaled scores.
The summed scaled scores cannot show up on the extended norms, since you need extended scaled scores to do so. If what you have are scaled scores, there should be no individual scores higher than 19 (if no extended norms). If what you have is raw scores, than there might be some that are higher than that.
With a recent evaluation report, I am surprised you do not have any composite standard scores or equivalent (e.g., percentiles). There should be some interpretive narrative that explains the GAI and FSIQ findings. What kind of descriptive language is included in the report? That might help in identifying what your data actually represents.
I am diving into the world of gifted education and would love some insights from anyone who is been on this journey. My child has recently been identified as gifted and while I am thrilled, I am also feeling a bit overwhelmed with everything there is to consider. I am curious about the different paths people have taken to support their kids’ learning and social needs.
How do you decide on the best programs or activities to keep them engaged without overloading them? Also for anyone whose kids are in regular schools have you had success working with teachers to adapt their learning environment or is homeschooling private schooling a better option??
I recently came across some fantastic resources at Home of Dissertations that offer invaluable insights into dissertation writing. The section titled "Dissertation Tips, Tricks, and Expert Advice" is particularly helpful for anyone struggling with their research or writing process.
The tips provided cover everything from selecting a compelling topic to structuring your dissertation effectively. I found the advice on managing time and overcoming writer's block especially useful. They emphasize the importance of regular progress checks and breaking the work into manageable tasks, which can alleviate some of the stress that comes with such a significant project.
If you're looking for guidance or just need some motivation, I highly recommend checking it out. It’s a great way to enhance your dissertation-writing skills and ensure that you stay on track. Have any of you used resources from Home of Dissertations? I’d love to hear about your experiences!
I am surprised my post even got posted, because everyone suffers from toxic positivity syndrome...
I find both answers cold like NPC wrote them, it makes me derealized, 0 personal touch everyone says this you don't understand...
And then ppl get offended i said nothing wrong, i don't have to like them...
I’m not an NPC. I read aeh’s response and I think, like me, she responded because we are both sympathetic to your obvious pain. I’m sorry if our replies had the opposite effect.
Originally Posted by Tomas
We are all self-centered, you can take infinity and make point on it and it will always be a center... Because 1. survival 2. zero sum game 3. too many ppl too many agendas... I will torture this AI or whoever is doing this to me i am infinite consciousness, and as i escape this matrix they will suffer infinitely!
THere are parazytes go look this up if you don't believe me 30-50% population has them and they can alter gene expressing and control your prefrontal cortex - thoughts, while they are even asymptomatic! There are enterpreteneur cysts too. They control all your life... We are in matrix and 99.999% ppl are NPCs, but most ppl are too scared to see that! Watch milton experiment in psychology...
Yes, we are all self-centred. As a Christian who studies the bible, I understand we are all born that way and it is up to each of us to decide who should be the centre of our individual lives. My understanding is that, in a way, all of this physical universe is the matrix, but we each have ‘free will’, so we are not NPCs, however that free will was granted in order for each of us to decide who should be at our centre. If we choose the Creator, then we also choose others because our Creator’s wish is that all be saved.
Originally Posted by Tomas
Life is cope with life, mind is trying constantly to reduce its awareness with potential future terror. There is thing called toxic positivity, ppl will go half way to truth and believe what makes them feel good, they will then use logical fallacies and try to make other ppl believe same beliefs or try to attack them. Humanity is bacteria but ego needs to be always more, it has infinite hiearchies and good at creating stories...
I am god after all, singular consciousness, some mine sparks could be here but it is not even possible to tell who is real and not.
I find existential concepts painful and scary. Acknowledging that I am merely human with a finite intellect is often the easiest option, but I have found this biblical verse ‘small is the gate and narrow the road that leads to life, and only a few find it’ to be true and with so many others being self-centred, it is a daily challenge to put others ahead of oneself and ‘feeling good’ is very much on the abstract level. OTOH, I am blessed with a family to look after and a workplace that is quite often heavily reliant on my knowledge and skills (finite as they are, not many others have the same set), so the daily physical slog and grind is rewarding at times.
Originally Posted by Tomas
We see 0% of reality as it is! Our faculties were established for survival not for truth. Everything is lie, manipulation. Society is ponzi scheme, there is not even free will...
Watch BenedictineTheTruth and peaksandvalleys absolute truth!
We are all evil because 1. survival 2. zero sum game 3. too many ppl too many agendas...
Ecclesiastes reveals that even at the top of the Ponzi scheme of his society, King Solomon felt empty. He, too, was human, with a finite view of reality. For the rest of us, engaging with such a huge number of other aspiring self centred individuals in a gigantic arms race, the miracle is that most of us are still here.
Originally Posted by Tomas
Everything has price even loyalty... YOu cannot trust anyone: you are born alone, exist alone on your own t-shirt and die alone... You are trapped in your subjective mind and never can be even sure other ppl exist and you cannot ever share your subjective reality even using qualia machine... And even less in metaphorical language: https://exploringyourmind.com/irvin-yalom-and-his-four-existential-concerns/
I don't know what to tell you i speak the truth! I am looking for someone who can understand...
That’s pretty much what I understand from the Bible to expect from humanity and human existence, but my own subjective experience of reality is different as I have surrendered myself. Perhaps from your perspective, that makes me an NPC, but it doesn’t feel that way to me - every day, I still have mountains to climb, battles to fight and evils to slay along the narrow path that I have chosen to trek, but the difference is, I believe I ultimately have a destination.
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