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"It's not that I'm so smart, it's just that I stay with problems longer."
- Albert Einstein

https://www.brainyquote.com/quotes/albert_einstein_106192

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.

AI-generated answer.

Updated research on this published on Substack: Skipping Grades and Other Gifted Acceleration and Real measures of intelligence


"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?

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

That makes sense.

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.

Hi finca,

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.

Another job field in which technology is beginning to replace humans - outdoor security robot - Knightscope K5 - https://www.knightscope.com/products/k5

Hey everyone,

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??

Also i have check this article and resource: https://giftedissues.davidsongifted.org/bb/google-cloud-platform-Interview-quesubbthreads.php/topics/1024/1/need-feedback.html witch is good still need your advice.

Thanks in advance 😊

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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!