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Ungifted: Intelligence Redefined, by Scott Kaufman
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Child prodigies. Gifted and Talented Programs. Perfect 2400s on the SAT. Sometimes it feels like the world is conspiring to make the rest of us feel inadequate. Those children tapped as possessing special abilities will go on to achieve great things, while the rest of us have little chance of realizing our dreams. Right?
In Ungifted, cognitive psychologist Scott Barry Kaufman—who was relegated to special education as a child—sets out to show that the way we interpret traditional metrics of intelligence is misguided. Kaufman explores the latest research in genetics and neuroscience, as well as evolutionary, developmental, social, positive, and cognitive psychology, to challenge the conventional wisdom about the childhood predictors of adult success. He reveals that there are many paths to greatness, and argues for a more holistic approach to achievement that takes into account each young person’s personal goals, individual psychology, and developmental trajectory. In so doing, he increases our appreciation for the intelligence and diverse strengths of prodigies, savants, and late bloomers, as well as those with dyslexia, autism, schizophrenia, and ADHD.
Combining original research, anecdotes, and a singular compassion, Ungifted proves that anyone—even those without readily observable gifts at any single moment in time—can become great.
- Sales Rank: #446194 in eBooks
- Published on: 2013-06-04
- Released on: 2013-06-04
- Format: Kindle eBook
Review
“Kaufman presents a convincing ‘theory of personal intelligence.’ But what emerges most clearly is how all children—gifted, disabled or simply humming with untapped abilities—need a fine-tuned, holistic education to shine in their own extraordinary ways.”—Nature
“Kaufman makes a convincing case for incorporating valuable but less easily measured attributes into our view of intelligence…Most powerfully, Kaufman illustrates the importance of uncovering what gives each person his or her own brand of intelligence, taking into account individual goals, psychologies and brain chemistry.”—Scientific American Mind
“A good read…introduces the reader to the world of intelligence testing in a highly literate style and pulls back the curtain on some very bad practices in public schools…Kaufman makes a strong case that anyone can be great, even the ‘ungifted.’”—Post and Courier
“A warmly human and coolly scientific survey of both the reductive and the liberating fruits of two centuries of cognitive research.”—The Scientist
“A convincing—and moving—case for the great potential of even an ‘ordinary’ mind.”—Parade
“Fascinating….a smart, lucid, and down-to-earth exposition of the underlying neuroscience and the contentious history of theories of intelligence….Blending incisive analysis with a warm sympathy for intellectual insecurities—and potential—Kaufman demonstrates that even the most ordinary mind is a strange and wondrous gift.”—Publishers Weekly
“Kaufman’s portrait of the history of intelligence provides a background on experiments in cognitive psychology, biographical information about influential researchers, and details of his own experience in the special education classroom, making this academic work also personal. Highly recommended for readers curious about human intelligence.”—Library Journal, starred review
“Kaufman makes a convincing case that stereotyping students is not only unsupported by research, but also discriminatory… An inspiring, informative affirmation of human potential combined with an overview of historical developments in standardized tests, cognitive psychology and current research."—Kirkus Reviews
“A moving personal story of overcoming the effects of having been labeled as learning disabled, and at the same time a wide ranging exploration of a set of fascinating topics related to ability, learning, and achievement. An inspiring account that should both educate and give hope to children, teachers, and parents.”—Ellen Winner, Professor of Psychology, Boston College, and author of Gifted Children: Myths and Realities
“Ungifted provides a wealth of information about unlocking the potential of those at all levels of the IQ and personality scales. It is interwoven with the author’s early life history, which was a tragedy of misdiagnosis.”—James R. Flynn, Emeritus Professor of Politics, University of Otago, and author of What is Intelligence?
“Ungifted insightfully interweaves a personal story with scientific research to prove that many of us have special gifts that can lead to greatness. Scott Barry Kaufman shows that we just cannot let others tell us what those gifts are.”—Dean Keith Simonton, Distinguished Professor of Psychology, University of California, Davis, and author of Origins of Genius
“Ungifted moves us closer to being more intelligent about how we define intelligence. Scott Barry Kaufman’s new theory of intelligence includes IQ but is not limited to it—it also includes generous doses of inspiration, talent, energy, curiosity, creativity and sometimes, serendipity. His definition is dynamic and sculpts, rather than sterotypes and confines.”—Darold A. Treffert, M.D., author of Islands of Genius: The Bountiful Mind of the Autistic, Acquired, and Sudden Savant
“Ungifted is a virtuoso book that gracefully weaves science, psychology, and the author’s personal experience into a powerful argument for valuing the cognitive strengths of all students, particularly those sidelined in the past by short-sighted assumptions about the limits of their potential.”—Steve Silberman, correspondent, Wired magazine
About the Author
Scott Barry Kaufman is adjunct assistant professor of psychology at New York University. He completed his doctorate at Yale, received an M.Phil. from the University of Cambridge under a Gates Cambridge Scholarship, and completed his undergraduate degree at Carnegie Mellon University. He is co-founder of The Creativity Post, and writes the blog Beautiful Minds for Scientific American Mind. He lives in New York City.
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76 of 83 people found the following review helpful.
A compelling and solid start for a much needed shift in perspective
By Todd I. Stark
Intelligence turns out to be a difficult topic, for reasons that aren't at all obvious at first. Our understanding of mental ability has been captured in several independent threads of research that are surprisingly oblivious of each other for the most part. Our stereotypes of the gifted and the ungifted often miss the details of what is going on. The study of individual differences in general, while useful, doesn't just de-emphasize, but actually systematically misses some of the most important things going on when people become exceptionally successful contributors.
The author of Ungifted is well situated to make an important contribution to our understanding of intelligence. He has made a deep academic study of a wide span of existing research programs, he has worked directly in collaboration with many of the leading researchers in several related fields, he has passionately engaged these ideas since childhood when he became painfully aware of the academic sorting process for giftedness, and he himself is a wonderful example of many of the principles that emerge in his new book.
This is not another book that just starts out with a vague progressive vision of education and ability that everyone is a potential "genius" and then fills it in with wishful thinking. No, this is a book that dives very deeply and realistically into the literature of psychometrics, heritability, cognitive neuroscience, and expertise. It looks closely at patterns from the span of phenomena of human differences including savantism, prodigy, autism, schizophrenia, personality, g factor, motivation, and creativity.
Ungifted is so compelling, rich, and significant a book for me that most of it was well worn by the end of the first day it arrived. What makes this book so rich is the unique combination of personal passion, strong but not intrusive scholarship, deep domain expertise, clear analysis, and all tied together with an original new and constructive perspective. Hard to ask for more than that from a non-fiction book. Every chapter is a stimulating lesson in an important topic that brings together a broad range of data, ever heading toward the book's conclusion, nothing less than a complete rethinking of human intellectual ability, consistent with considerable evidence gathered along the way.
The most impressive and distinctive aspect of the author's thinking is his consistent and effective use of perspective-taking. In each case where a controversy is identified, each side is explored with great depth and sympathy to understand what its advocates understand that those on the other side seem to miss. It isn't difficult to do that for the side of an argument we agree with but it is an impressive achievement to do it for different sides and then to synthesize the perspectives into an overlapping understanding. This ability is particularly relevant to topics like IQ, giftedness, and learning disabilities, where sharp controversy shapes conversations at every turn.
Ungifted is about how we conceive of mental ability in general. Some people manage to accomplish much more with their mind than others do. There's no escaping that basic observation, nor the fact that it has immense significance for political and educational thinking. What is the difference that makes a difference? The answers we get depend on the kinds of questions we ask.
Ungifted is in part the story of how the important questions have changed over time and why. There seem to be two tragic errors that we've fallen into historically. For one, we've often ignored the differences between us and tried to force everyone into cookie-cutter educational molds that well serve only a minority of the people they are intended to serve. Most of us appreciate this personal plight, as does the author in his "subjective" voice and personal experience throughout the book.
The other tragic error is ironically the reverse. In trying to appreciate the differences between people we've taken the opposite extreme of becoming obsessed with stable, predictive individual differences. We test ourselves and compare ourselves with each other and we look for the numbers that tell us who deserves what because we assume we are identifying potential. The author appreciates the motives and sometimes successes of this approach when done well, but the focus of Ungifted is on how we can do better.
It is the tragedy of our obsession with individual differences that Ungifted in the author's "objective" voice most eloquently addresses. We assume that testing people against each other will tell us how to best teach each person by identifying what makes people different. Ungifted describes in great detail and punctuated by the author's own personal life story why that well-intended approach has failed us time and time again.
It isn't simply as many politically motivated accounts would have it, that IQ has no meaning, or is too culture bound, or just measures test taking ability. IQ and similar kinds of tests when given and interpreted intelligently provide a useful and well-validated way of identifying the lion's share of variation in human intellectual ability across a wide range of situations and this has some very real correlations with meaningful life outcomes. The problem is not that the tests are useless but that they have come to be misconstrued as if they measure a single stable ability that resides in each person and predicts what that person is capable of accomplishing. People who do well in IQ tests do tend to be smart people in general. But so are many people who do more poorly in IQ tests, and doing well in IQ tests doesn't provide any guarantee that we also have persistence, motivation, or other qualities so important to making the best of our abilities.
A number of theorists have made useful additions to the body of well validated tests, but these are still tests of static abilities and they don't solve the most basic problem identified in Ungifted. The reasons the individual differences approach has failed us in the broad global sense that we have tried to apply it are that while effectively explaining variation between people in the same population, it has not taken broader environments into account, it has not taken the course of development into account, and it has not taken the dynamic differences into account that make the most difference in human lives over time.
A number of fundamental misunderstandings of heritability, genetics, development, and psychometric research have been exploited, often through politically motivated movements, to obscure the larger vision of intellectual ability. Ungifted makes a serious bid to help correct these fundamental misunderstandings.
Do some people have more of a critical trait or traits from the start, or do some people learn more from their experience, and in either case how much can we influence our abilities over the course of our life? The traditional dialectic of nature vs. nurture seems to have its own unavoidable groove in our thinking that we rarely manage to escape. Yet as long as we have been studying human ability scientifically, there has been evidence that the dichotomy is inadequate. 21st century research has given us some useful insights into the specifics. Ungifted summarizes the most important lessons from a wide range of data about human abilities, and the author is particularly careful to distinguish his subjective passion for the subject (which is often in evidence) from his more detached coverage of the data in the various fields.
Ungifted starts out with a concise summary of principles of the 21st century picture of development, setting the background for the rest of the book. The concept of traits is explored, and the patterns by which they develop.
Then we have a tour of the ways we have tried to measure human mental ability and our reasonable motivations for the various testing innovations over time. From the measurement of ability, we then see how measurement slides into the sorting of people into categories for practical purposes and the allocation of finite educational resources. We see the well-motivated practical reasons for labeling people, but we also get a sense of the often tragic real world limitations of that way of thinking.
We are introduced in an understandable but expert way to the real strengths and weaknesses of IQ testing, and to the best available model of how its scales map to specific cognitive abilities. This prepares us to begin to understand the different ways that "giftedness" has been defined and measured and why we are still so far behind where we need to be to cultivate the best in every individual. We also are given enough background to begin to appreciate the unique challenges of being different, whether perceived as higher or lower in ability than others around us. Ungifted artfully blends a sympathetic understanding of the needs of researchers and testers with those of teachers, and the diverse individuals just striving to do their best.
Then we are introduced to the core concept that distinguishes this developmental reframing of human mental ability, the concept of engagement. Engagement brings together the factors that distinguish the learnable, experiential aspects of intelligence from those that seem particularly stable. Engagement is the hinge that swings the big door to individual potential. Engagement is built on a number of factors that are particularly malleable and context-dependent, so it is of particular interest to the way education is done. Once we have a sense of what engagement is about, we take a fresh look at human abilities in terms of what is known about their development over time. The role of engagement over time in development begins to become clearer as we tour through the critical concepts of intelligence, creativity, talent, and expertise, and begin to see how they each relate to development over time. At the end, the key points learned along the way are summarized to give the outline of a new theory of intelligence.
For me the theory of intelligence introduced here is distinguished by two critical characteristics: (1) it emphasizes what happens in the individual over time rather than differences between people, and in so doing draws on different kinds of data, and (2) it is synthetic in spirit, emphasizing multiple ways of achieving the same outcomes by drawing on different resources, rather than looking for additional ways of distinguishing the abilities of different people. These two characteristics make this theory very different from most of the alternatives that are intended to address some of the same gaps in our intelligence models, alternatives such as "multiple intelligences," "emotional intelligence," and so on. Rather than just identifying more things that we think might be missed by IQ testing, and turning them into new sources of labeling and categorizing, the personal developmental theory of intelligence assumes that there are many different components to be identified, but places them into an overarching biological framework where ability is developed over time by identifying, selecting, modifying, and constructing niches suited to the thriving of the individual.
Several important shifts of emphasis emerge:
1. Away from reliance on studying stable individual differences and toward the details of person-centered development
We have focused primarily on measuring stable individual differences, whether "general intelligence" or other kinds of "intelligence" or personality in order to support research and allocate finite educational resources. What this approach misses is the details of development within each individual over time. It turns out that these two approaches, individual differences and person-centered, are not just different but produce incompatible results. So this is a very important source of new information about how mental ability arises. It is common for authors to point out that nature and nurture are an archaic dichotomy and that it is the interaction that matters, but the details are generally left vague. There's a need for specific research programs that focus on the development of ability over time. The developmental approach is not just a detail, it is a separate source of crucial empirical data.
2. Away from viewing the positive manifold of abilities on tests ("g") as a single ability in each person, and toward understanding its value in conveniently capturing most of the variation an array of mental abilities that collectively underlie many different kinds of tests.
3. Away from seeing intelligence as a number or even a trait, and toward seeing it as the adaptive fit between the individual and their environment by finding, selecting, shaping, and creating niches they can thrive in.
4. Away from focusing on cognitive skills in isolation, and toward consideration of the motivations, strategies, and experience that turn those skills into practical abilities over time.
5. Away from the focus on being able to measure abilities that represent potential in a brief test, and toward finding the best way to engage and cultivate each person. Active engagement with the world and ability are inseparably intertwined in a mutual feedback process over time.
6. Away from focus solely on controlled cognitive processes underlying reasoning, and toward better understanding of the role of both controlled and spontaneous processes in intelligence. Being smart involves flexible use of both controlled and spontaneous mental processes, and using the right resources when needed, rather than relying on one to the exclusion of the other.
7. Away from fixed rules about how long it should take to become good at something or what special levels of ability provide thresholds, and toward seeing our "readiness for engagement" as a better indicator of potential.
8. Away from seeing intelligence and expertise as independent (and one inborn and the other learned), and toward seeing the overlaps between them as cognitive abilities,personality, and motivation support the acquisition of expertise, and cognitive expertise is part of what shows up in testing for ability. One of the most remarkable findings in the book that links intelligence and expertise is that chunking in memory, a key aspect of organizing knowledge in memory involved in expertise, activates the brain structures involved in fluid reasoning, a central component measured by tests.
The resulting view of intelligence doesn't see everyone as equal by any means, it seems unavoidable that some people will not be able to excel at some things relative to other people. Stable individual differences do not somehow disappear because we shift emphasis to the person and their development. However we do begin to see the real value of changing the nature of education to focus on the fit between people and niches rather than selecting people for special treatment via brief tests and subjective judgments of merit. Several practical working examples of programs that successfully accomplish this change are described in the book.
I place this book alongside two others in a trilogy that for me represents a broad understanding of the nature of mental ability as it is best envisioned at the current time.
1. "Surpassing Ourselves" is about how outstanding performers learn differently. It shows expertise as a distinctive way of learning rather than just an endpoint of domain specialization. By comparing the same person over time as they develop, rather than just comparing novices with experts, we get an understanding of the process by which people become smarter. This is very similar to the shift made with intelligence in Ungifted, but applied specifically to expertise and shows again how the shift to a process perspective captures additional important information. Surpassing ourselves also introduces the reinvestment perspective, which looks at the growth of ability in terms of becoming more efficient over time and then reinvesting the saved time and energy in new learning, which seems to be a big part of how people who ultimately become exceptional learn differently from those who do not.
Surpassing Ourselves: An Inquiry Into the Nature and Implications of Expertise
2. "Outsmarting IQ" is about learnable intelligence. It shows how experience, stable cognitive abilities, and strategies work together to navigate realms of knowledge and let us apply our knowledge. It gives a good account of the role of strategies, including learnable strategies and cognitive expertise, in trading off between cognitive abilities in order to make the best of our existing stable cognitive abilities.
Outsmarting IQ: The Emerging Science of Learnable Intelligence
3. "Ungifted" combines the intrapersonal process perspective with a developmental model and an overall hierarchical model of cognitive abilities, consistent with the other two books in this list and yet going way beyond them to explain in much greater detail where "IQ" and other tests scores come from and what they tell us, and how stable cognitive abilities, expertise, creativity, and personality all interact to produce intelligence.
20 of 21 people found the following review helpful.
Dense info, very thought-provoking points
By Kelly
As other reviewers have noted, Ungifted is part personal story, part professional opinion, and lots of reviewed and summarized research.
As for the research, this book is not an easy, engaging layperson's read along the lines of Bronson and Merryman's Nurture Shock, which I also enjoyed. In Ungifted, be prepared for some intellectual heavy lifting at times. The author is reviewing and summarizing tons of studies, painting a picture as complex as the topics he covers, as well as highlighting areas where more research is needed to answer remaining mysteries. When he was talking about something I wasn't that interested in, I became a bit bored slogging through all the material. But when it was a topic I was interested in, I appreciated every last drop of the information. Having read this cover to cover, I'd advise readers who find themselves in the midst of a topic they're not as interested in as others to just skim along a bit. You don't need to digest everything to understand the overall points he's making.
When it comes to the author's personal story and informed opinions, this has got to be one of the most likeable authors whose work I've ever read -- a mix of humility, vulnerability, compassion, determination, intelligence, humor and great accomplishment. Throughout the book are instances where what researchers know and what happens in practice to students are at odds. The author's personal story illustrates many lessons learned from the research he reviews on the landscape of human intelligence and achievement, but he's also enough of an exception to some of those correlations to serve as a vivid reminder that all should be encouraged and supported. While there are variables that increase or decrease one's likehihood of, say, getting a PhD from Yale, the author illustrates that we always need to be open to letting people surprise us.
Something I noticed is that the author seems to have come from a loving home with at least middle class, if not greater, resources. He had access to, and time to pursue, opportunities (some of which the author himself created) that helped him navigate an alternative route to high achievement as an adult. It's no secret that money buys advantage and opportunity, and such access by no means diminishes the author's achievements or the grit, creativity, intelligence and determination that won them. Lots of young people have time and resources but never do a quarter as much with them as this author.
The author's story did, however, get me thinking of the loss we endure as a society when we not only underestimate certain students' abilities but also fail to provide them -- if their parents cannot -- with opportunities and resources enabling them to navigate an alternative route to achievement. The voices of people who've "come up" through non-traditional paths, like the author's, have a lot to contribute that cannot be obtained from others. How many voices never contribute to our understanding and well-being when millions of poor children have only closed doors if they are underestimated during their school years? Existing efforts to help economically poor children level the playing field seem to focus on those who most closely fit our traditional expectations for high potential. What about all the others?
The prejudices against economically poorer students' abilities strikes me as similar to the prejudices we hold against K-12 students like the author once was. The author had one of these formidable challenges to overcome, but fortunately not both. Had the author been economically poor as well, I doubt he'd be the researcher and fine teacher he is, through both his intellectual power and personal example. What a tremendous loss that would have been. This book should go a long way in explaining what we know and don't yet know about the depth and breadth of human intelligence and achievement, how to maximize potential, and why we should never snuff out any student's dreams in service to our own preconceived notions about what's possible.
32 of 38 people found the following review helpful.
Genuinely Embracing Individual Differences and Diversity
By Glenn Geher
There are several buzz words that go around in academic circles - I know because as chair of the Psychology Department at SUNY New Paltz, I live there (in academic circles). People like to talk about "pedagogy," "student-centered learning," "interdisciplinarity," "active learning," "service learning," and so on. One of the core buzzwords within modern academia is this - DIVERSITY. In modern higher education, we are to "embrace diversity" - even if we don't exactly know that that means.
Scott Barry Kaufman knows what it means to genuinely embrace diversity. With a prestigious PhD in Cognitive Psychology from Yale, and a research background in the broad diversity that characterizes the human cognitive mind (including various conscious and various non-conscious processes), Dr. Kaufman is a true expert on the nature of real and meaningful psychological diversity.
Ungifted is Dr. Kaufman's gift to the world. In captivating, accessible, and genuinely written prose, Dr. Kaufman takes us on a tour of issues related to diversity in cognitive processes - by summarizing his own experiences as being labeled with learning disorders in childhood to summaries of the most cutting-edge research from the juggernaut that is the modern literature on individual differences in cognitive processes and mechanisms.
With an eye toward helping us deconstruct and question modern methods of teaching and learning, Ungifted leads the reader through the story of a young man who started the educational process as being labeled as "learning disabled" and in need of special services - to completing his PhD in cognitive psychology at Yale - under the tutelage of Robert Sternberg, perhaps the best-known and most significant living academic psychologist.
Dr. Kaufman's story is extraordinary, but it is not unique. We are all, from my evolution-based perspective, descendants of long lines of extremely intelligent, strong, and socially capable individiuals from thousands of generations - each and every one of us has his or her little evolutionary ancestral hero inside. We are all extraordinary results of evolution and, as such, we all betray ancestry that (to some extent) includes all the skills needed to survive and reproduce under the most intensive of conditions. For some of us, this corresponds to showing clear signs of typical kinds of intelligence (such as the ability to read or write). For others, our special skills are more hidden - or are less related to clear goals of our society and of our educational systems. But that's OK!
Dr. Kaufman's book is a tour de force - showing how an ordinary individual - or, perhaps, someone framed as an even less-than ordinary individual - may well have latent gifts - gifts from within - that could barely be comprehended by others.
Clearly, this characterization captures the essence of Dr. Kaufman - and by reading his book, you are very likely to find that you, too, have extraordinary gifts that are simply waiting to be tapped.
Look out standard intelligence researchers - there's a new kid in town - and he's got 3 initials!
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