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Journal /Reading Discussion Questions #3: Chapter 3 "The Trouble with Geniuses" Outliers by Malcome Gladwell 1. Terman believed that his Termites


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Journal /Reading Discussion Questions #3: Chapter 3 “The Trouble with Geniuses” Outliers by Malcome Gladwell 1. Terman believed that his Termites were destined for “heroic stature.” Explain what he meant by this and why he believed it. 2. What was Terman's mistake? 3. What is the significance of a threshold and how does this relate to IQ exams? 4. According to Gladwell, what do many mistakenly assume about geniuses? 5. Gladwell refers to the psychological study  conducted by Lewis Terman three times. The  analysis of the A, B, and C groups appears in  Chapter Four, “The Trouble with Geniuses, Part  2.” Beginning in the 1920s, Terman studied 1,470 California children whose IQs averaged more  than 140. Because of the researcher’s surname,  the “young geniuses” became known as  “Termites.” After they reached adulthood, Terman divided the individuals into groups he called A, B, and C, depending on the types of jobs they had  and how successful they had become. The  people in Group A were the top of the crop. They  included doctors, lawyers, and engineers. 90% of them had graduated from college. The majority of them came from homes in the middle and upper  class – homes that were filled with books.  Terman’s study showed that even the smartest  people also needed a supportive community  around them in order to advance well in life. 
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Those that didn’t have that family background  were more likely to land in groups B or C. 6. How does the height analogy describe IQ and its potenTal, as well as its limitaTons? 7. In interviews and admissions processes, why does Schwartz suggest having two categories and randomly selecTng students from the “good enough” category? 8. Why were the researchers surprised at how minority students performed in the real world? What explanaTon does Gladwell oFer? 9. Beyond IQ threshold, what does Gladwell believe is more important for real- world success? 10. Consider the implicaTons of the “manhole cover” and “brick” thought quesTons described in this chapter. ±hese may seem like simple brainteasers, but what does Gladwell believe they reveal? Why should schools and colleges include these types of tasks and quesTons in the curriculum? 11. What is the difference between divergence & convergence testing? Do you believe one is more significant than the other? 12. At the end of this chapter, Gladwell writes that Terman concluded “with more than a touch of disappointment, that intellect and achievement are far from perfectly correlated.” What matters more than intellect in determining one’s success? 13. What attributes makes an individual gifted?
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