Papers by Martha Putallaz
Children's naturalistic entry behavior and sociometric status: A developmental perspective
Developmental Psychology, 1989
The Importance of Peer Relations
Springer eBooks, 1990
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Molecular Psychiatry, Jul 4, 2017
We used a case-control genome-wide association (GWA) design with cases consisting of 1238 individ... more We used a case-control genome-wide association (GWA) design with cases consisting of 1238 individuals from the top 0.0003 (~170 mean IQ) of the population distribution of intelligence and 8172 unselected population-based controls. The single-nucleotide polymorphism heritability for the extreme IQ trait was 0.33 (0.02), which is the highest so far for a cognitive phenotype, and significant genome-wide genetic correlations of 0.78 were observed with educational attainment and 0.86 with population IQ. Three variants in locus ADAM12 achieved genome-wide significance, although they did not replicate with published GWA analyses of normal-range IQ or educational attainment. A genome-wide polygenic score constructed from the GWA results accounted for 1.6% of the variance of intelligence in the normal range in an unselected sample of 3414 individuals, which is comparable to the variance explained by GWA studies of intelligence with substantially larger sample sizes. The gene family plexins, members of which are mutated in several monogenic neurodevelopmental disorders, was significantly enriched for associations with high IQ. This study shows the utility of extreme trait selection for genetic study of intelligence and suggests that extremely high intelligence is continuous genetically with normal-range intelligence in the population.
Teach Students What They Don’t Know but Are Ready to Learn
Gifted Child Quarterly, Sep 4, 2012
We were thrilled to see an article focusing on giftedness, written by such thoughtful and well-re... more We were thrilled to see an article focusing on giftedness, written by such thoughtful and well-respected researchers as Subotnik, Olszewski-Kubilius, and Worrell (2011). The expansive scope of their synthesis is so impressive that it could serve as a crash course introduction to gifted education. In our commentary, we focus specifically on the perspective of education service delivery. From this perspective, we review their guiding principles, chief goal, and provide some follow-up questions for further clarification as well as an implementation option also based on talent development.
Journal of Advanced Academics, Jan 3, 2017
The relations of academic and social goal orientations to academic and social behaviors and self-... more The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class engagement, scholastic self-concept) and general outcomes (global self-worth selfconcept) more than any other goal orientation. There were also gender differences such that academic mastery goal orientations predicted course performance and responsible classroom behavior only for girls, whereas for boys, academic mastery goal orientations were positively related to close friendship self-concept. The relation of social goal orientations to social outcomes also varied by gender. For instance, social development goal orientations were uniquely associated with social self-concept for girls, whereas there were some unique patterns regarding social demonstration-avoidance goal orientations for boys. Theoretical and practical implications are discussed.
Intelligence, Nov 1, 2016
Male-female ability differences in the right tail (at or above the 95th percentile) have been wid... more Male-female ability differences in the right tail (at or above the 95th percentile) have been widely discussed for their potential role in achievement and occupational differences in adults. The present study provides updated male-female ability ratios from 320,000 7th grade students in the United States in the right tail (top 5%) through the extreme right tail (top 0.01%) from 2011 to 2015 using measures of math, verbal, and science reasoning. Additionally, the present study establishes male-female ability ratios in a sample of over 7000 7th grade students in the right tail from 2011 to 2015 in India. Results indicate that ratios in the extreme right tail of math ability in the U.S. have shrunk in the last 20 years (still favoring males) and remained relatively stable in the verbal domain (still favoring females). Similar patterns of male-female ratios in the extreme right tail were found in the Indian sample.
The. relationship f perceived and-actual sociometric status to outcome variables in a9ademic, beh... more The. relationship f perceived and-actual sociometric status to outcome variables in a9ademic, behavioral, pSychological, and physical health adjustment doMains among elementary.school children was examined. Participants were .180 first, third, and fifth grode public school children, their parents, and teachers. Sotiometric status was assessed with a sociometric rating que"stionnaire. Children also completed measures of depression, anxiety, and perceived competence and estimated the sociometric rating score they r,eceived from their classmates. Parents complqied a questionnaire concerning observations' of their children's behe p,ior; *
High-Ability Students’ Time Spent Outside the Classroom
Journal of Advanced Academics, Oct 20, 2011
This study considered how three groups of academically talented high school students—those who at... more This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development.
Maternal Recollections of Childhood Peer Relationships: Implications for their Children's Social Competence
Journal of Social and Personal Relationships, Aug 1, 1991
The relations between mothers' recollections of their childhood peer relationships and their ... more The relations between mothers' recollections of their childhood peer relationships and their child-rearing intentions, parenting behaviors and their preschoolers' social competence were examined. Mothers with predominantly anxious/lonely peer recollections appeared to take the most active role in their children's social development and had the most socially competent children as compared to mothers reporting either predominantly positive or negative peer recollections. This pat- tern of effects was influenced by the sex of the child. Implications of these results for a gender-moderated model of socialization were discussed.
Child Development, 2005
Cross-situational continuity and change in anxious solitary girls' behavior and peer relations we... more Cross-situational continuity and change in anxious solitary girls' behavior and peer relations were examined in interactions with familiar versus unfamiliar playmates. Fourth-grade girls (N=209, M age=9.77 years, half African American, half European American) were identified as anxious solitary or behaviorally normative using observed and teacher-reported behavior among classmates. Subsequently, girls participated in 1-hr play groups containing 5 same-race familiar or unfamiliar girls for 5 consecutive days. Results support both cross-situational continuity and change in anxious solitary girls' behavior and peer relations. Although anxious solitary girls exhibited difficulty interacting with both familiar and unfamiliar playmates relative to behaviorally normative girls, elements of their behavior improved in unfamiliar play groups, a context in which they received less peer mistreatment. Article: To what extent is anxious solitary behavior "in the child" as opposed to "in the situation"? Children's anxious solitary behavior may be attributed to characteristics of the individual (the predisposition to approach social situations fearfully) or characteristics of the interpersonal situation (the anxiety-producing nature of the situation). The extent to which anxious solitary children's behavior among familiar peers is due to individual versus situational factors is often unclear because they are more likely than other children to regularly encounter anxiety-provoking experiences at the hands of familiar peers, including victimization and exclusion (Boivin &
Psychological Science, May 25, 2016
Extraordinary economies are created by extraordinary minds. More than ever, the strength of count... more Extraordinary economies are created by extraordinary minds. More than ever, the strength of countries and their competitiveness depends on exceptional human capital (Friedman, 2007; National Science Board, 2010). This leads to the question: Is it possible to identify those individuals who possess this exceptional human capital early in their lives so that their talents can be fostered for the good of society as well as their own? Recently, as part of the ongoing Study of Mathematically Precocious Youth (SMPY; Lubinski & Benbow, 2006), Kell, Lubinski, and Benbow (2013) tracked the educational, occupational, and creative accomplishments of 320 youths assessed before age 13 as being in the top 1 in 10,000 in mathematical or verbal reasoning ability (or both). They were identified through talent searches using above-level assessments (i.e., mathematical and verbal reasoning measures designed for college-bound high school seniors). By age 38, the magnitude of their creativity, occupational success, and professional stature was astonishing. Specifically, over the course of 25 years, the individuals who had been identified by SMPY before age 13 644735P SSXXX10.
Journal of Genetic Psychology, Oct 29, 2010
The authors compared the associations among perceived maternal socialization goals (self-developm... more The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (selfesteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.
Predicting Children's Sociometric Status from Their Behavior
Child Development, Dec 1, 1983
PUTALLAZ, MARTHA. Predicting Children's Sociometric Status from Their Behavior. CHILD DEVELO... more PUTALLAZ, MARTHA. Predicting Children's Sociometric Status from Their Behavior. CHILD DEVELOPMENT, 1983, 54, 1417-1426. 22 boys were videotaped during their summer before first grade as they attempted to enter a group of 2 unfamiliar boys. The 2 boys, who were ...
Maternal Behavior and Children's Sociometric Status
Child Development, Apr 1, 1987
PUTALLAZ, MARTHA. Maternal Behavior and Children's Sociometric Status. CHILD DEVELOPMENT, 19... more PUTALLAZ, MARTHA. Maternal Behavior and Children's Sociometric Status. CHILD DEVELOPMENT, 1987, 58, 324-340. Research on the determinants of children's sociometric status has generally ignored the role of parental behavior. In this study, the relation ...
Phi Delta Kappan, May 1, 2002
Gifted Child Quarterly, Apr 2, 2019
Success in the social world is not universal. Some youth adeptly navigate the peer system, while ... more Success in the social world is not universal. Some youth adeptly navigate the peer system, while others experience significant social difficulties. Peer status is an index of comparative social standing among peers that researchers have long used to reflect a "majority opinion" of how positively or negatively an individual is regarded by the peer group. The construct of peer status emerges from the peer relations literature as a reliable marker of social success and difficulty as well as an indicator of future risk and resiliency (Rubin, Bukowski, & Parker, 2006). While measures of likeability and acceptance sufficiently capture peer status in childhood, the transition into adolescence requires measures of peer status to also capture reputation, power, and prestige, attributes often distinct from being well-liked (Cillessen & Marks, 2011). While interest in the social development and adjustment of gifted youth is not new (see Neihart, Pfeiffer, & Cross, 2016; Neihart, Reis, Robinson, & Moon, 2002), peer status is an understudied topic in the gifted field despite its importance as a context for understanding individual differences. The aim of the present study is to expand the current understanding of the social experiences of academically gifted youth by examining two types of peer status (preference-based and reputationbased) and their distinct associations with adjustment during adolescence. Preference-Based Peer Status. Historically, the gold standard for measuring peer status employs a peer nomination methodology to assess each individual's likeability by having peers nominate classmates for a positive (e.g., "like the most") and/or negative (e.g., "liked the least") interpersonal criterion (Coie, Dodge, & Coppotelli, 1982). Nominations received for liking (e.g., acceptance) and disliking (e.g., rejection) are summed and used to create a category (e.g., rejected, popular, controversial, neglected, and average) or a continuous index of peer status (acceptance, rejection, social preference) that reflects a consensus view provided by the peer group for each student (Rubin et al., 2006). Children who are disliked by peers and have low preference-based 838973G CQXXX10.
Gifted Child Quarterly, Apr 9, 2015
Despite growing concern about the need to develop talent across the globe, relatively little empi... more Despite growing concern about the need to develop talent across the globe, relatively little empirical research has examined how students develop their academic talents. Toward this end, the current study explored how academically talented students from the United States and India spend their time both in and out of school. Indian students reported spending roughly 11 more hours on academics than their U.S. peers during the weekend in both STEM (science, technology, engineering, and math) and non-STEM topics. U.S. students reported spending about 5.4 more hours than their Indian peers on non-STEM academics during the week, leaving an approximately 7-hour-a-week academic gap between U.S. and Indian students. Additionally, U.S. students reported using electronics over 14 hours per week more than their Indian peers. Indian students also reported having control over a greater proportion of their time during the week than U.S. students did. Generally, there were far more cross-cultural differences than gender differences. These results inform discussions on how academically talented students develop within educational systems as well as what each culture supports in and out of school.
Gifted Students’ Perceptions of an Accelerated Summer Program and Social Support
Gifted Child Quarterly, Aug 7, 2015
Using survey responses from students who participated in the summer programs at two university-ba... more Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves.
Social Relationship Problems in Children
Springer eBooks, 1983
In this chapter we will review the growing area of social skills training for children who have p... more In this chapter we will review the growing area of social skills training for children who have problems with their peers. We will suggest that greater progress will be made by describing the natural variation that exists in children’s behaviors and that these descriptions are essential for the development of the content of interventions. We will contrast this approach to the current approach of a review of correlates of criterion variables of interest.
Gifted Students’ Implicit Beliefs About Intelligence and Giftedness
Gifted Child Quarterly, Aug 7, 2015
Growing attention is being paid to individuals’ implicit beliefs about the nature of intelligence... more Growing attention is being paid to individuals’ implicit beliefs about the nature of intelligence. However, implicit beliefs about giftedness are currently underexamined. In the current study, we examined academically gifted adolescents’ implicit beliefs about both intelligence and giftedness. Overall, participants’ implicit beliefs about giftedness and intelligence were significantly positively correlated while also having statistically significant mean differences, suggesting that they perceived the nature of the two constructs differently. Specifically, many students viewed intelligence as malleable (incremental view) and giftedness as fixed (entity view), whereas very few students viewed giftedness as malleable and intelligence as fixed; however, heterogeneity was observed. The beliefs identified in the current study provide important insight into the domain-specific nature of implicit beliefs of gifted students and suggest that caution be used against using terms like giftedness and intelligence interchangeably.
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Papers by Martha Putallaz