The theoretical premises behind the three studies on giftedness in adulthood and its social nature, presented here, included the concepts of differential, ipsative and coherent stability of abilities and traits, their accessibility to valid consensual peer assessment, and their cumulative lifelong social consequences when abilities and traits are high. The studies included groups of participants attending teacher studies, students ending their studies and transitioning to work, and teachers with full range of work experience. The goal of Study 1, a longitudinal study conducted on three occasions every two years on 76 students of teacher studies transitioning to work, was to explore the predictive validity of the consensual social judgments of peer-assessed ability and creativity as the basic giftedness criteria for academic achievement, quality prospective work in education and initial career choices. The results of Study 2, with psychodiagnostic data available for 50 students of teacher studies, and Study 3, with 435 employed primary school teachers as participants, corroborated and questioned the findings of the longitudinal study. The discussion of the results followed the theoretical model of the development of giftedness across one's lifespan.

中文翻译：

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成年天才建构的社会性质纵向研究

这里介绍了关于成年天赋及其社会性质的三项研究的理论前提，包括能力和特质的差异性，认知性和连贯性的稳定性，获得有效的共识性同伴评估的能力以及能力累积时的终生社会后果的概念。特质很高 这些研究包括参加教师研究的参与者，结束学业并过渡到工作的学生以及具有全面工作经验的教师。研究1的目的是每两年对76名过渡到工作的师范生进行3次纵向研究，目的是探讨同peer评估的能力和创造力作为基本天赋标准的共识性社会判断的预测效度。学术成就，高质量的预期教育工作和最初的职业选择。研究2的结果（可为50名教师学习的学生提供心理诊断数据）和研究3的结果（有435名聘用的小学教师作为参与者）证实并质疑了纵向研究的结果。对结果的讨论遵循了一个人一生中天赋发展的理论模型。