The quantification of everythingThe Ordinal Society Marion Fourcade and Kieran Healy Harvard University Press, 2024. 384 pp.

Digital data traces about our lives and preferences are pervasive and increasingly commodified.

Method considerations for school psychology from longitudinal research on gifted students.

This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including constructive replications. In the middle two sections, we highlight methodological design features focused first on predictors, and then on outcomes, considering types, magnitude, and breadth. Finally, we provide additional considerations and future directions, including expanding the outcome domain, overcoming the limitations of past gifted and talented research studies, and suggesting possibilities for future research. Our article may help improve school psychology research as well as assist school psychology researchers interested in conducting their own longitudinal studies using gifted samples.

Metrics and their misapplicationsAudit Culture: How Indicators and Rankings Are Reshaping the World Cris Shore and Susan Wright Pluto Press, 2024. 256 pp.

A pair of anthropologists probe the perils of overquantification and explore ways to rebuild trust.

Impact of the Communities That HEAL Intervention on Buprenorphine-Waivered Practitioners and Buprenorphine Prescribing: A Prespecified Secondary Analysis of the HCS Randomized Clinical Trial.

Importance: Buprenorphine significantly reduces opioid-related overdose mortality. From 2002 to 2022, the Drug Addiction Treatment Act of 2000 (DATA 2000) required qualified practitioners to receive a waiver from the Drug Enforcement Agency to prescribe buprenorphine for treatment of opioid use disorder. During this period, waiver uptake among practitioners was modest; subsequent changes need to be examined. Objective: To determine whether the Communities That HEAL (CTH) intervention increased the rate of practitioners with DATA 2000 waivers and buprenorphine prescribing. Design, Setting, and Participants: This prespecified secondary analysis of the HEALing Communities Study, a multisite, 2-arm, parallel, community-level, cluster randomized, open, wait-list-controlled comparison clinical trial was designed to assess the effectiveness of the CTH intervention and was conducted between January 1, 2020, to December 31, 2023, in 67 communities in Kentucky, Massachusetts, New York, and Ohio, accounting for approximately 8.2 million adults. The participants in this trial were communities consisting of counties (n = 48) and municipalities (n = 19). Trial arm randomization was conducted using a covariate constrained randomization procedure stratified by state. Each state was balanced by community characteristics including urban/rural classification, fatal opioid overdose rate, and community population. Thirty-four communities were randomized to the intervention and 33 to wait-list control arms. Data analysis was conducted between March 20 and September 29, 2023, with a focus on the comparison period from July 1, 2021, to June 30, 2022. Intervention: Waiver trainings and other educational trainings were offered or supported by the HEALing Communities Study research sites in each state to help build practitioner capacity. Main Outcomes and Measures: The rate of practitioners with a DATA 2000 waiver (overall, and stratified by 30-, 100-, and 275-patient limits) per 100 000 adult residents aged 18 years or older during July 1, 2021, to June 30, 2022, were compared between the intervention and wait-list control communities. The rate of buprenorphine prescribing among those waivered practitioners was also compared between the intervention and wait-list control communities. Intention-to-treat and per-protocol analyses were performed. Results: A total of 8 166 963 individuals aged 18 years or older were residents of the 67 communities studied. There was no evidence of an effect of the CTH intervention on the adjusted rate of practitioners with a DATA 2000 waiver (adjusted relative rate [ARR], 1.04; 95% CI, 0.94-1.14) or the adjusted rate of practitioners with a DATA 2000 waiver who actively prescribed buprenorphine (ARR, 0.97; 95% CI, 0.86-1.10). Conclusions and Relevance: In this randomized clinical trial, the CTH intervention was not associated with increases in the rate of practitioners with a DATA 2000 waiver or buprenorphine prescribing among those waivered practitioners. Supporting practitioners to prescribe buprenorphine remains a critical yet challenging step in the continuum of care to treat opioid use disorder. Trial Registration: ClinicalTrials.gov Identifier: NCT04111939.

An Approach to Enhancing Medication Treatment for Opioid Use Disorder in the HEALing Communities Study.

The HEALing (Helping to End Addiction Long-term) Communities Study (HCS) aims to test the effectiveness of the Communities That HEAL intervention in decreasing opioid overdose deaths in 67 communities across four U.S. states. This intervention enlists a collaborative team of researchers, academic experts, and community coalitions to select and implement interventions from a menu of evidence-based practices, including medications for opioid use disorder (MOUD). The HCS's New York team developed an integrated network systems (INS) approach with a mapping tool to coach coalitions in the selection of strategies to enhance medication treatment. With the INS approach, community coalitions develop a map of service delivery venues in their local county to better engage people with medication treatment wherever this need arises. The map is structured around core services that can provide maintenance MOUD and satellite services, which include all settings where people with opioid use disorder are encountered and can be identified, possibly given medication, and referred to core programs for ongoing MOUD care. This article describes the rationale for the INS mapping tool, with a discussion framed by the consolidated framework for implementation research, and provides a case example of its application.

Battling information biasOn Disinformation: How to Fight for Truth and Protect Democracy Lee McIntyre MIT Press, 2023. 184 pp.

Do not wait for society to reject scientific disinformation, tout the truth now.

Talent identification research: a bibliometric study from multidisciplinary and global perspectives.

This paper describes the general status, trends, and evolution of research on talent identification across multiple fields globally over the last 80 years. Using Scopus and Web of Science databases, we explored patterns of productivity, collaboration, and knowledge structures in talent identification (TI) research. Bibliometric analysis of 2,502 documents revealed talent identification research is concentrated in the fields of management, business, and leadership (~37%), sports and sports science (~20%), and education, psychology, and STEM (~23%). Whereas research in management and sports science has occurred independently, research in psychology and education has created a bridge for the pollination of ideas across fields. Thematic evolution analysis indicates that TI has well developed motor and basic research themes focused on assessment, cognitive abilities, fitness, and youth characteristics. Motor themes in management and sports science bring attention to talent management beyond TI. Emerging research focuses on equity and diversity as well as innovation in identification and technology-based selection methods. Our paper contributes to the development of the body of TI research by (a) highlighting the role of TI across multiple disciplines, (b) determining the most impactful sources and authors in TI research, and (c) tracing the evolution of TI research which identifies gaps and future opportunities for exploring and developing TI research and its broader implications for other areas of research and society.

Rethinking science educationWhy We Teach Science (and Why We Should) John L. Rudolph Oxford University Press, 2023. 224 pp.

If our goal is to increase science literacy and trust in science, we may need to reimagine science curriculum.

College towns as talent hubsKnowledge Towns David J. Staley and Dominic D. J. Endicott Johns Hopkins University Press, 2023. 256 pp.

Communities can leverage institutions of higher education to lure knowledge workers to new regions.

The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence.

What are the current trends in intelligence research? This parallel bibliometric analysis covers the two premier journals in the field: Intelligence and the Journal of Intelligence (JOI) between 2013 and 2022. Using Scopus data, this paper extends prior bibliometric articles reporting the evolution of the journal Intelligence from 1977 up to 2018. It includes JOI from its inception, along with Intelligence to the present. Although the journal Intelligence's growth has declined over time, it remains a stronghold for traditional influential research (average publications per year = 71.2, average citations per article = 17.07, average citations per year = 2.68). JOI shows a steady growth pattern in the number of publications and citations (average publications per year = 33.2, average citations per article = 6.48, total average citations per year = 1.48) since its inception in 2013. Common areas of study across both journals include cognitive ability, fluid intelligence, psychometrics-statistics, g-factor, and working memory. Intelligence includes core themes like the Flynn effect, individual differences, and geographic IQ variability. JOI addresses themes such as creativity, personality, and emotional intelligence. We discuss research trends, co-citation networks, thematic maps, and their implications for the future of the two journals and the evolution and future of the scientific study of intelligence.

Spatial thinkers receive their dueVisual Thinking: The Hidden Gifts of People Who Think in Pictures, Patterns, and Abstractions Temple Grandin Riverhead, 2022. 352 pp.

An insider's guide to visual reasoning celebrates those who think in pictures and patterns.

Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary.

When seeking to explain the eventual outcomes of a higher education experience, do the personal attributes and background factors students bring to college matter more than what the college is able to contribute to the development of the student through education or other institutional factors? Most education studies tend to simply ignore cognitive aptitudes and other student characteristics-in particular the long history of research on this topic-since the focus is on trying to assess the impact of education. Thus, the role of student characteristics has in many ways been underappreciated in even highly sophisticated quantitative education research. Conversely, educational and institutional factors are not as prominent in studies focused on cognitive aptitudes, as these fields focus first on reasoning capacity, and secondarily on other factors. We examine the variance in student outcomes due to student (e.g., cognitive aptitudes) versus institutional characteristics (e.g., teachers, schools). At the level of universities, two contemporary U.S. datasets are used to examine the proportion of variance accounted for in various university rankings and long-run salary by student cognitive characteristics and institutional factors. We find that depending upon the ways the variables are entered into regression models, the findings are somewhat different. We suggest some fruitful paths forward which might integrate the methods and findings showing that teachers and schools matter, along with the broader developmental bounds within which these effects take place.

Developmental Histories Facilitating the Emergence of Creative Scientific Expertise: The Role of Developed Cognitive Talents, Education, and Social and Cultural Contexts.

Understanding how individual and contextual factors collectively contribute to the developmental histories that facilitate the emergence of creative expertise in science is improved by considering the contribution of the broad structure of developed cognitive abilities to creativity, prospective research on the high achieving or gifted students who may choose careers in and end up as creative scientists later in life, as well as retrospective studies of established creative scientists themselves and what their educational histories reveal. We first review and elaborate on these connections as documented in research which explore the development of talent, including cognitive mechanisms that include math and spatial reasoning and science related educational opportunities. We propose a research thought experiment that utilizes the multi-trait, multi-method matrix, and bifactor modeling to help understand the true overlap between measurement structures of cognitive and creative aptitudes. Then we explore the social and cultural contexts that may facilitate and/or hinder creative solutions in science through the lens of how these ecosystems influence talent development for gifted students and also the production of elite scientists. Based on this review, some policies will be suggested that may enhance the development of scientific creativity and broader societal innovation and expand the pipeline to include and fully develop the talents of disadvantaged students and provide nurturing environments to improve the likelihood of the emergence of scientific creative expertise.

Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems.

Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.

Association between methadone or buprenorphine use during medically supervised opioid withdrawal and extended-release injectable naltrexone induction failure.

BACKGROUND: Extended-release naltrexone (XR-NTX) is an effective maintenance treatment for opioid use disorder, but induction from active opioid use is a challenge as individuals must complete detoxification before induction. We aimed to determine whether use of methadone or buprenorphine, long acting agonist opioids commonly used for detoxification, were associated with decreased likelihood of induction onto XR-NTX. METHODS: We performed a secondary analysis of a large open-label randomized trial of buprenorphine versus XR-NTX for treatment of individuals with opioid use disorder recruited from eight short term residential (detoxification) units. This analysis only included individuals randomized to the XR-NTX arm of the trial (N = 283). The method of detoxification varied according to usual practices at each inpatient program. Logistic regression models estimating the log-odds of induction onto XR-NTX were fit, with detoxification regimen received as the predictor. RESULTS: In the unadjusted logistic regression model, detoxification drug received (either methadone or buprenorphine) was significantly associated with decreased likelihood of induction onto XR-NTX compared to receiving non-opioid detoxification (Overall: P < 0.001); buprenorphine vs non-opioid detoxification: OR (95% CI) = 0.32 (0.15-0.67); methadone vs non-opioid detoxification: OR (95% CI) = 0.23 (0.11-0.46). After controlling for site as a random effect, the association of detoxification drug with induction success lost statistical significance. CONCLUSIONS: Use of agonist medication during detoxification was associated with XR-NTX induction failure. Medication choice was determined by each site's clinical practice and therefore this association could not be separated from other site level variables. CLINICAL TRIAL REGISTRATION: NCT02032433.

Can You Ever Be Too Smart for Your Own Good? Comparing Linear and Nonlinear Effects of Cognitive Ability on Life Outcomes.

Despite a long-standing expert consensus about the importance of cognitive ability for life outcomes, contrary views continue to proliferate in scholarly and popular literature. This divergence of beliefs presents an obstacle for evidence-based policymaking and decision-making in a variety of settings. One commonly held idea is that greater cognitive ability does not matter or is actually harmful beyond a certain point (sometimes stated as > 100 or 120 IQ points). We empirically tested these notions using data from four longitudinal, representative cohort studies comprising 48,558 participants in the United States and United Kingdom from 1957 to the present. We found that ability measured in youth has a positive association with most occupational, educational, health, and social outcomes later in life. Most effects were characterized by a moderate to strong linear trend or a practically null effect (mean R2 range = .002-.256). Nearly all nonlinear effects were practically insignificant in magnitude (mean incremental R2 = .001) or were not replicated across cohorts or survey waves. We found no support for any downside to higher ability and no evidence for a threshold beyond which greater scores cease to be beneficial. Thus, greater cognitive ability is generally advantageous-and virtually never detrimental.

Communicating What We Know and What Isn't So: Science Communication in Psychology.

The field of psychology has a long history of encouraging researchers to disseminate their findings to the broader public. This trend has continued in recent decades in part because of professional psychology organizations reissuing calls to "give psychology away." This recent wave of calls to give psychology away is different because it has been occurring alongside another movement in the field-the credibility revolution in which psychology has been reckoning with metascientific questions about what exactly psychologists know. This creates a dilemma for the modern psychologist: How is one to "give psychology away" if one is unsure about what is known or what one has to give? In the current article, we discuss strategies for navigating this tension by drawing on insights from the interdisciplinary fields of science communication and persuasion and social influence.

Communicating Intelligence Research.

Despite intelligence research being among the most replicable bodies of empirical findings-a Rosetta stone across the social sciences-the communication of intelligence research with non-intelligence researchers and the public remains a challenge, especially given ongoing public controversies throughout the history of the field. Hunt argued that "we have a communication problem." This article is a call for intelligence researchers to consider communication at multiple levels-communication with other intelligence researchers, communication with non-intelligence researchers, and communication with the public, defined here as policymakers, practitioners, students, and general readers. It discusses ongoing tensions between academic freedom and social responsibility and provides suggestions for thinking about communication and effective research translation and implementation of intelligence research from the frameworks of science and policy research communication. It concludes with some recommendations for effective communication and stresses the importance of incentivizing more scholars to responsibly seek to educate and engage with multiple publics about the science of intelligence.

Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students.

BACKGROUND: Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement. AIMS: The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the 'spatially talented' population and their patterns of behavioural and academic struggles in high school. We also looked at long-term outcomes, including degree completion. SAMPLES: This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes. METHODS: This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set. RESULTS AND CONCLUSIONS: From our analyses, we estimate that 4-6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes. These students had greater academic challenges, including reading difficulties, poor study habits, and behavioural troubles. We also found that spatially talented students were less likely to complete college degrees compared to other talented students. Our findings support the need for greater services to these talented students.