• 123 •

Anduli

Revista Andaluza de Ciencias Sociales

ISSN: 1696-0270 • e-ISSN: 2340-4973

NO NAME, NO FAME: A BIBLIOMETRIC ANALYSIS OF

PUBLICATIONS OF GIFTEDNESS IN ADULTS

SIN NOMBRE NO HAY FAMA: UN ANALISIS BIBLIOMET-

RICO SOBRE ALTAS CAPACIDADES EN ADULTOS

Eduardo Infante Rejano

Universidad de Sevilla

einfante@us.es

https://orcid.org/0000-0002-5252-1858

Maria-Claudia Scurtu-Tura

Universidad de Sevilla

mscurtu@us.es

https://orcid.org/0000-0003-1914-1084

Annabel Jiménez-Soto

Universidad de Sevilla

ajsoto@us.es

https://orcid.org/0000-0003-3840-7319

Mónica Santana

Universidad Pablo de Olavide

msanher@upo.es

https://orcid.org/0000-0003-1761-3180

Abstract

The aim of the present study is to conduct

a systematic review and analysis of

the literature on gifted adults to explore

the state of research in this area. A

bibliometric science mapping tool,

based on co-word analysis and h-index,

is applied using the Science Mapping

Analysis Software Tool (SciMAT). Initially,

661 articles published between 1948

and 2022 were retrieved from the Web

of Science (WoS). Rened by English

language and specic descriptors,

376 results were considered, and 28

themes and 32 clusters were identied

as signicant in the giftedness literature.

Supported by life-span studies and earlier

work on ability, data analysis revealed

that adult giftedness is an emerging topic

of research with a tentative development

only a decade ago. The emergence of

studies on giftedness in adults appears

to be driven not only by cognitive testing

(i.e., intelligence studies) or achievement

research, but also, and more recently, by

life satisfaction studies and the use of

qualitative methodologies.

Keywords: adult giftedness,

bibliometrics, SciMAT, h-index, thematic

evolution, science mapping analysis

Resumen

El objetivo del presente estudio es reali-

zar una revisión sistemática y un análisis

de la literatura sobre adultos con altas ca-

pacidades para explorar el estado de la

investigación en esta área. Se aplica una

herramienta de mapeo cientíco bibliométri-

co, basada en el análisis de co-palabras y el

índice h y se utiliza el software de análisis

de mapeo cientíco (SciMAT). Inicialmente,

se recuperaron de Web of Science (WoS)

661 artículos publicados entre 1948 y 2022.

Renados por idioma inglés y descriptores

especícos, se consideraron 376 resulta-

dos y se identicaron 28 temas y 32 grupos

como signicativos en la literatura sobre las

altas capacidades. Los análisis de datos re-

velaron que el área de las altas capacida-

des en adultos es un tema de investigación

emergente hace solo una década y nace

tímidamente respaldado por los estudios

evolutivos y aptitudinales. El origen de esta

área de estudio resulta ser impulsado no

solo por pruebas cognitivas (es decir, estu-

dios de inteligencia) o investigación sobre el

rendimiento, sino también, y más reciente-

mente, por estudios que se centran en cues-

tiones relacionadas con la satisfacción en la

vida y el uso de metodologías cualitativas.

Palabras claves: altas capacidades en adul-

tos, bibliometría, SciMAT, índice H, evolución

temática, análisis de mapeo cientíco.

Cómo citar este artículo/ citation: Infante-Rejano, Eduardo; Scurtu-Tura, María-Claudia; Jiménez-Soto, Annabel;

Santana, Mónica (2023). No Name, no Fame: A Bibliometric Analysis of Publications of Giftedness in Adults.

ANDULI. Revista Andaluza de Ciencias Sociales, (24), 123-149. https://doi.org/10.12795/anduli.2023.i24.06

Recibido: 11.05.2023. Revisado: 15.06.2023 Aceptado: 25.06.2023 DOI: https://doi.org/10.12795/anduli.2023.i24.06

Anduli • Revista Andaluza de Ciencias Sociales Nº 24 - 2023

• 124 •

1. Introduction

The advance of gifted studies in early stages of basic education is a fact that contrasts

with the few attempts at expanding what is already known about giftedness in adults.

Despite the growing interest in research in the last decade on how giftedness evolves

in adulthood (Fiedler, 2015; Brown et al., 2020), there is a widespread opinion that

there is still a great deal to learn from gifted adults (Alshehri, 2020; Bazler et al., 2015;

Rinn & Bishop, 2015; Silverman, 2013). As stated by Perrone and her team, there is a

clear paucity when it comes to refer to the empirical research focusing on gifted adults

(Perrone et al., 2007). This is certainly surprising when ponder the question of where

all investment in effort and resources throughout the educational system end up after

the formal period. In the end, gifted education is about helping gifted individuals to

be successfully eminent in their future personal and working lives for the sake of

society (Subotnik & Rickoff, 2010). Consequently, the scientic community should be

aware of the extent to which gifted adults are being left apart. If is unable to identify,

understand, and assist gifted adults, they will never succeed in fullling their natural

skills and therefore, turning early identication into a waste of time. Although many

cases are yet to be unveiled, there are informal estimations indicating that at least

one out of two gifted adults will fail or quit from tertiary education while other survey

documents gure University gifted underachievers between 50 and 70% (Infante,

2015).

While there is a great deal of surprising information posted via Internet blogs about

the characteristics of gifted adult people, the scientic community rarely comments

on gifted adults nor gifted workers. Few exceptions are recent research on creativity,

emotional intelligence, or coping styles of intellectually gifted adults (Angela &

Caterina, 2022; Schlegler, 2022). However, scientic debate about giftedness after

adulthood is rare, and training programmes for gifted children are limited to specic

talent competitions - usually called Olympiads, contests, tournaments, or fairs - that

take place alongside formal, ofcial education. The research evidence regarding the

education of gifted and talented children is predominantly based on high cognitive

ability and academic testing. However, strategically adapted curricula are seldom

implemented in adulthood, when the concept of exceptional talent becomes evident.

Under a coaching perspective in both adult social and work spheres, it seems as

if giftedness concept would have replaced by that other of talent after childhood

and, in doing so, the consideration of a certain kind of high skills throughout the

general population is democratised. Both universities and organizations promote

talent programmes, many of which encourage any individual to look for a specic

talent regardless IQ. In addition, the decrease in academic demands enables high

academic achievements for everyone, and, therefore, moving talent assessment

towards the subjective concept of working competence (Kabalina & Osipova, 2022).

Talent identication and evaluation process through competences lead practitioners

to consider that talent and related phenomena can be trained and not naturally gained.

For instance, impostor syndrome that was once associated with highly gifted and

successful working women of managerial positions (Clance, 1985; Clance & Imes,

1978), is being linked today to general working samples with some studies that even

stating that between 58 up to 70% of working people experience the phenomenon at

one point in their lives (Bravata et al., 2019).

Talent and giftedness are terms that need to be further distinguished in their

denitions and perspectives. While coaching eld uses a rather motivational point

of view in the attention to adults, there is an urgent need to recover long traditional

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literature on cognitive testing and to be able to properly apply it to adult groups (Rayo

Lombardo, 2015). Most of the previous studies, however, are just based on youth IQ

scores, standardised test scores, academic grades, or adult accomplishments with

lack of adequate group comparisons (Rinn & Bishop, 2015). For instance, Terman’s

classic longitudinal study with 1,500 gifted children, while certainly inuential in the

eld, did not include individuals from underprivileged backgrounds and most of the

selected children were White and of middle-to-upper class socioeconomic status

(Terman, 1925). In 1971, the American psychologist Julian Stanley from the Johns

Hopkins University conducted another longitudinal study with several cohorts that

were tracked 3 times at several ages. More than 5,000 children were selected based

on the Scholastic Aptitude Test (SAT) in the Mathematically Precocious Youth (SMPY)

survey. While general research has certainly found high SAT´s scores indicative of

high IQ (Frey & Detterman, 2004), the use of an academic selection criterion may

leave behind many gifted underachievers. Another known attempt was longitudinally

conducted by Perrone and colleagues in 1988 (published in 2010a), when they

carried out a study that followed up with students for more than 20 years. While

the production was prolic to acknowledge relevant aspects of gifted adult lives, the

extent of those was limited by the lack of inclusion of other psychometric measures

other than academic graduation rankings (Perrone et al., 2007, 2010b, 2012). In a

more recent study, Maggie Brown and colleagues specically explored the research

with gifted adults using a Delphi technique (Brown et al., 2020). In general, problems

with a disciplinary denition of gifted adult itself, disconnection between research

and practice, and fragmentation of the eld were identied by the international

respondents. Precisely, experts agreed on holistically and qualitatively expanding the

concept of gifted adult beyond cognitive skills to capture the complexity of adulthood.

Therefore, sound indicators of adult giftedness referring to both cognitive and

non-cognitive assets are still pending to be discovered and improved at the light

of expanded denitions of giftedness to also include an individual´s potential and

behaviour excellence in the measurement with various methodologies. Precisely, the

prospective work should focus on the ways to identify gifted individuals by means of

both traditional testing and multisource direct, external criteria that must also include

screening tests to avoid time-consuming practices.

Identifying gifted adults is an important duty of education agents and scientists for a

variety of reasons. First, from the individual point of view, many adults are unaware

of their high skills and remain unproductively silent and awkwardly different on a daily

basis. Identifying their giftedness can help them to increase self-awareness and social

integration. Second, the understanding of giftedness in adults will certainly help us to

erase their potential social maladjustment as being very different from the rest and

therefore, ameliorate their mental health. Finally, and perhaps most relevant, gifted

individuals that are scientically identied can contribute positively to their society

with excellence. People do not really exist until you name them. Gifted adults are

a minority group still to be dened and understood. For some, this group accounts

for only 2% of the total population while most optimistic researchers increase the

prevalence up to 20% (Infante, 2015).

In this line of discourse, the present study aims to explore the state of research in

this area through a systematic review and analysis of the literature on gifted adults.

To date, there have been no studies in this eld that have used performance analysis

and science mapping to directly address sets of terms shared by articles and reviews.

In doing so, the literature is mapped directly from the interaction of key terms.

This is the rst science mapping analysis in the eld of adult giftedness to show

Anduli • Revista Andaluza de Ciencias Sociales Nº 24 - 2023

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its conceptual structure and literature development, using research performance

measurement or bibliometrics. Bibliometrics is the discipline that quanties the

performance of a researcher, a collection of selected articles, a scientic journal or an

institute. Ideally, research performance is a broad assessment that takes into account

a range of quantitative metrics and combines them with qualitative data. Quantitative

metrics are emphasised because they facilitate the comparison, both objectively

and globally, of all that is important in an effective bibliometric study. Bibliometric

analysis is recognised as a powerful method for describing publishing trends and

highlighting relationships between published papers. Using statistics, bibliometrics

unravels and displays the cumulative scientic knowledge and evolutionary nuances

of subject areas from a large volume of unstructured data. Bibliometric methods can

be divided into two categories: evaluative and relational. Evaluative bibliometrics are

used to describe characteristics of published information such as the evolution of a

topic (Ninkov et al., 2022) while Relational bibliometrics provide an overview of the

relationships between different actors (Stuart, 2014) by examining common metadata

occurrences (citations, keywords, authors, etc.). A co-word analysis was carried out

using a longitudinal framework. This produced strategic diagrams to categorize the

themes identied in relation to giftedness in adults. Furthermore, constructing a map

of relationships of giftedness could show us areas that are close to each other and

facilitate the creation of new connections between them.

The aim of this study is to explore the themes that have been the focus of research on

high abilities in adults throughout history. By examining the literature and conducting a

comprehensive bibliometric analysis, we aim to identify the key areas of investigation

and understand the evolving trends and patterns in the study of giftedness in the adult

population. This exploration will provide valuable insights into the research landscape

and shed light on the topics that have garnered signicant scholarly attention, as well as

uncover potential gaps or emerging areas of interest in the eld of adult high abilities.

2. Method and materials

To accomplish our purpose and to reach scientic conclusions, rst it was performed

an analysis of science mapping for detecting and visualizing conceptual subdomains.

Mapping analyses were done with SciMAT an open-source software tool, proposed

by Cobo et al. (2012). It has three key features: (1) one module dedicated to the

management of the knowledge base and its entities (document, author, afliation,

keyword, reference, author of reference, source of reference, period, etc.), (2) another

module responsible for carrying out the science mapping analysis, and (3), a nal

module to visualize the generated results and maps. SciMAT knowledge includes 16

entities: afliation, author, author group, author-reference, author-reference group,

document, journal, publish date, period, reference, reference group, reference-

source, reference-source group, subject-category, word, and word group. A rigorous

step-by-step analysis was followed to reach scientic conclusions based on data

search, data renement, standardization and creation of the network, map creation,

analysis and visualization, and performance analysis.

Web of Science (WoS) Core Collection was used to run SciMAT analyses. Compared

with Scopus (another popular database used for bibliometric purposes), WoS has

good coverage of publications (Harzing & Alakangas, 2016) and an extensive reach

in social sciences literature (Norris & Oppenheim, 2007). Consequently, appropriate

publications linked with the main topic were selected using the following keywords:

“gifted” and “adult”, “gifted” and “worker”, “gifted” and “employee”, “talent” and “adult,”

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“eminent adult”, “high achieving adult”, “adult divergent thinking”, “adult creative

thinking”. This advanced search retrieved 661 (review) articles from 19481 to 2022.

Only English (632) written items were selected for the purpose. Considering WoS

categories, 376 results were considered for the next step (Table 1).

Table 1. Web of Science rened elements.

Document types (661) Article 620

Review article 41

By language (632) English 632

Web of Science categories (376)

Education Special 128

Psychology Educational 68

Education, Educational Research 61

Psychology Multidisciplinary 57

Management 20

Neurosciences, Psychology 19

Psychology Social 14

Behavioral sciences 9

Note. Source: own elaboration.

In an attempt to follow the on-going research on adult giftedness, three periods have

been considered for the following analyses; (a) from 1948 to 2000; (b) from 2001 to

2011, and (c), from 2012 to 2022.

It can be admitted that consolidation of IQ measures can be dated in 1948 when

so-called Flynn effect -i.e., continuous increase of IQ in 4.4 points every decade-,

forced practitioners to interpret people´s results by using adjusted IQ score ranges

(Tuddenham, 1948) The rst period ends in 2000, at the advance of the so-called Era

of Neurology in applied sciences, where neural evidence in the neuropsychology of

intelligence was shown that clearly inuenced the scientic community’s denition

of intelligence beyond psychometric properties (Craggs et al., 2006; De Mirandés,

2016; Pickersgill, 2013). Therefore, the concept of human intelligence was redened

in a multidimensional and integrated way so as to include brain-based evidence

affecting mind functioning such as emotional intelligence, self-awareness, anxiety

or motivation. A paradigmatic shift from the positivist conception of intelligence took

place in gifted education from identication to transaction paradigm (see Lo & Porath,

2017). The third period under consideration in the present analysis begins in 2012

and encompass a critical 10-year period to apprehend the impact of the effects of the

twenty-rst century education of digital generations (see Renzulli, 2012).

The data renement and reduction step are aimed at identifying incorrect, duplicate,

or misspelled items and so 376 items were obtained. For the standardization and

creation stage, a co-occurrence network standardized through the equivalence index

was used. Then, simple center algorithms were employed to obtain the science map

and its clusters (Coulter et al., 1998). The co-occurrence frequency of two keywords

was extracted from document corpora by counting the number of elements where the

1 The initial year is embedded in the Space Race period between U.S. and former U.S.S.R. and

precisely, 1948 is remembered for having sent the rst monkey into Space and thus making the

dream of reaching the moon for human beings closer. Since then, U.S. federal funding has been

targeted to support programmes to develop talent within this competitive scope (Roberts, 1999).

Anduli • Revista Andaluza de Ciencias Sociales Nº 24 - 2023

• 128 •

two keywords appear together. This can be used to build co-word networks (Krsul,

1998) associated with research themes using clustering tools. Then, the co-word

analysis is based on the computation of the co-occurrence keywords frequencies.

I. Detection and visualization of research topics

To identify research-related themes in each period, the algorithm of simple centers

was applied to a normalised network of co-words analysis of all articles and reviews

processed by WoS. The grouping process locates networks of keywords that are

highly interconnected and that correspond to areas of interest or research problems

that are of great interest to researchers. Detected themes are visualized using

graphics of strategic diagrams and thematic networks (Cobo et al., 2011). The

strategic diagram shows the detected clusters of each period in a two-dimensional

space and categorizes them according to measures of density and centrality (Callon

et al., 1991). Centrality measures the degree of interaction of a network with other

networks and can be seen as a measure of that theme’s importance in developing

the entire research eld analyzed. Density collects the internal strength of the network

and represents a measure of the theme’s development. Considering both measures,

four groups of research themes are derived. First, motor ones (top right) referring to

strong centrality and high-density values; second, specialized or peripheral (upper

left) depicting well-developed internal ties and unimportant external ties, not relevant

to the advancement of the eld; third, emerging or disappearing (lower left) identifying

both weakly developed and marginal, with low density and centrality; and nally basic

or transversal themes (right lower) showing important but not sufciently developed

themes (Figure 1). The volume of the spheres is proportional to the number of

documents corresponding to each keyword.

Figure 1. Strategic diagram of SciMAT (Cobo et al., 2012).

Highly development and

isolated cluster

Density

Motor clusters

Centrality

Emerging or declining

clusters

Basic and transversal

clusters

Note. Source (Cobo et al., 2012).

II. Thematic areas

At this stage, the evolution of the research topic over a series of time periods is rst

established. It is then analised to identify the main areas of evolution of the archived

research, their origins and their interrelationships. This allows us to discover the

conceptual, social or intellectual relationships of the eld of interest.

Artículos • Eduardo Infante Rejano, Maria Claudia Scurtu Tura, Annabel Jiménez Soto, Mónica Santana

• 129 •

III. Temporal or longitudinal analysis – evolution map and overlapping graph

SciMAT can provide the evolution map and the graph of overlapping objects to

visualize the major trends in the eld, their origins, their interrelationships, the target

audience and the evolution of the research. To do this, the inclusion index is used

to detect links between research topics in different time periods and, in this way, to

identify thematic areas in the research eld. In addition, as each theme is associated

with a set of documents, each thematic area could also have an associated collection

of documents, obtained by combining the documents associated with its set of

themes. Thus, the evolution map shows the temporal evolution of research topics,

and the overlapping graph represents the number of associated keywords.

By dividing the raw data into different consecutive periods of years, the evolution of

the research eld could be analysed in a longitudinal way.

3. Results

The presentation of the results was divided into four categories: general bibliometrics

(document production, author production and performance, and the most prolic

journals), thematic networks and representation of themes, thematic areas, and

temporal or longitudinal analysis – evolution map and overlapping graph.

3.1. General bibliometrics

The most prominent, productive, and highest impact subelds can be established

by measuring bibliometric performance indicators such as the number of published

documents, number of citations, and h-index (Alonso et al., 2009).

Document production

The rst results of this bibliometric analysis show the volume of documents published

in the periods studied, the number of citations and the h-index proposed by Hirsch

(2005), which measures both the productivity and the impact of citations on

publications.

As Table 2 and Figure 2 show, the number of articles in the eld has been growing in

the last decades. There were found 65 papers for the rst period, 109 for the second

and 202 for the third. This is not the case for the number of citations, where there is an

increase from the rst period (3,150) to the second (5,299), but a substantial reduc-

tion in the third period (2,843).

Table 2. Document production per period.

Periods Nº Documents % of total Nº Citations

1 (1948 – 2000) 65 17.29 3,150

2 (2001 – 2011) 109 28.99 5,299

3 (2012 – 2022) 202 53.72 2,843

All (1948 – 2022) 376 100 11,292

Note. Source: own elaboration.

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Figure 2. Evolution of document production per period.

Note. Source: own elaboration.

Author´s production and performance

The most prolic authors are shown in Table 3. A total of 904 authors were identied

through the following data: number of publications in the area, citations of these

documents, total number of citations per author’s publications and their h-index.

Table 3. Production and performance by authors (1948-2022).

Author Nº documents Nº citations Total citations Total h-index

Lubinski, D. 10 792 2,272 26

Benbow, C.P. 7 420 6,661 44

Worrell, F.C. 5 450 3,053 27

Vannatter, A. 4 23 23 3

Subotnik, R.F. 4 450 996 14

Olszewski-Kubilius, P. 4 450 1,291 18

Votter, B. 3 27 30 2

Wirthwein, L. 3 62 597 14

Rost, D.H. 3 62 1,001 18

Schnell, T. 3 43 937 15

Note. Source: own elaboration.

According to these gures, 1.1% of the total number of authors encompass 12.2% of

total publications in the eld of giftedness (and related terms), thus fullling Lotka’s

bibliometric law for his author selection by which there is a tendency towards a

bibliometric rate of 20-80 (i.e., 20% of authors yielding 80% of production) (Lotka, 1989).

Precisely, four longitudinal studies stand out in Lubinski´s research work referring to

the evolution of maths abilities, vocational interests, creative, occupational, and life

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• 131 •

accomplishments, and values (Lubinski et al., 1995; Lubinski et al., 1996; Lubinski

& Benbow, 2006; Lubinski et al., 2006). In almost a four-decade research periods,

Lubinski and his colleague Camilla Benbow – second most prolic author from our

list- have proved the power of psychological assessments at age 12 in predicting adult

accomplishments and contributions at least in the academic realm and assuming that

talents are cultivated. Therefore, our data also indicates that prevalent research is

aimed at documenting gifted children becoming gifted adults with few attempts to

analyse unidentied adults as gifted themselves (Alshehri, 2020).

The most prolic journals

Table 4 summarizes the most prolic journals related to the area. The analysis

identied a total of 184 items with four journals accounting for more than 25% of

paper production: Gifted Child Quarterly (36 documents), Roeper Review – A Journal

on Gifted Education (34 documents), Journal for the Education of the Gifted (25

documents) and Frontiers in Psychology (18 documents). Despite the variety of

journals with publications in the area, just these four journals alone accumulated to

one-third of the production.

Table 4. Most prolic journals.

Journal Country Nº

documents % of total IF IF (last 5

years)

Gifted Child Quarterly USA 36 9.57 2.409 2.982

Roeper Review – A Journal on

Gifted Education GB 34 9.04 0.64 0.61

Journal for the Education of the

Gifted USA 25 6.64 0.61 0.65

Frontiers in Psychology Switzer-

land 18 4.78 4.232 4.426

High Ability Studies UK 9 2.39 1.563 1.859

Journal of Advanced Academics USA 9 2.39 0.91 0.97

Journal of Counseling and

Development USA 7 1.86 2.455 3.152

Personality and Individual

Differences UK 6 1.59 3.95 4.276

Psychology of Sport and

Exercise

Nether-

lands 6 1.59 5.118 5.147

International Journal of Sports

Science & Coaching UK 6 1.59 2.029 2.294

Note. Source: own elaboration.

3.2. Thematic networks and themes representation

The cluster information identied for the whole network and for the performance over

the whole period (1948-2022) is presented in the tables below. Specically, as Table 5

shows, the networks more connected with giftedness (centrality) are students (84.49),

disorders (79.17) and intelligence (67.05) and the least connected are eudaimonia

(4.23), gifted adults (5.65), and high-IQ (7.54). The most developed themes with

internal network strength (density) are disorders (37.16), stress (33.33), and high-IQ

(26.67) and the less developed are performance (3.66), gender (6.27), and validity

(6.41).

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Table 5. Performance measures (1948-2022).

Name Centrality Density Document

count

Docu-

menth-

Index

Document

citations

Disorders 79.17 37.16 35 13 844

Sport 45.37 21.54 61 19 2,566

Counseling-psychology 34.09 22.87 60 22 2,879

Students 84.49 10.09 127 22 1,984

Children 66.13 10.72 107 28 3,063

Experiences 52.31 9.69 53 19 1,534

Intelligence 67.05 24.02 60 19 1,301

Motivation 38.57 15.5 48 15 1,580

Performance 46.66 3.66 77 22 1,944

Gender 41.8 6.27 61 19 1,068

Development 54.89 11.83 46 16 2,027

Gifted-adults 5.65 11.84 25 8 206

Stress 24.14 33.33 14 5 152

Autism 16.91 10.79 25 11 770

Validity 26.57 6.41 24 11 220

High-IQ 7.54 26.67 8 8 122

Eudaimonia 4.23 16.67 11 6 1,252

Psychological-

Characteristics 10.64 14.44 11 8 250

Note. Source: own elaboration.

On the other hand, most of the documents published during the whore study period

are about students (127 document, h-Index of 22 and 1.984 citations), children (107

documents, h-Index of 28 and 3.063 citations), and by far, about performance (77

documents, h-Index of 22 and 1.944 citations).

Table 6 shows the information regarding the most relevant documents found in the

studied area, according to the number of citations. Within subareas of giftedness,

papers refer to studies on ability, well-being, clinical neuropsychology, gifted

education, and personality.

Table 6. Most cited documents (1948-2022).

Document title Authors Year Journal Nº

Citations

Varieties of numerical abilities Dehaene, S. 1992 Cognition 1,227

Psychological Well-Being

Revisited: Advances in the

Science and Practice of

Eudaimonia

Ryff, C.D. 2014 Psychotherapy and

Psychosomatics 911

Artículos • Eduardo Infante Rejano, Maria Claudia Scurtu Tura, Annabel Jiménez Soto, Mónica Santana

• 133 •

Adolescent cortical development:

A critical period of vulnerability

for addiction

Crews, F., He, J., &

Hodge, C. 2007

Pharmacology

Biochemistry and

Behavior

676

Rethinking Giftedness and Gifted

Education: A Proposed Direction

Forward Based on Psychological

Science

Subotnik, R.F.,

Olszewski-Kubilius,

P., & Worrell, F.C.

2011

Psychological

Science in the

Public Interest

419

Personality trait development

from age 12 to age 18:

Longitudinal, cross-sectional,

and cross-cultural analyses.

McCrae, R.R.,

Costa, P.T.,

Terracciano, A.,

Parker, W.D., Mills,

C.J., De Fruyt, F. &

Mervielde, I.

2002

Journal of

Personality and

Social Psychology

263

Note. Source: own elaboration

First period analysis: 1948-2000

During this period, four pivotal themes were identied: two motor ones (counseling-

psychology and ability), one right in the center of the diagram (adolescents) and

the last one, men, which could act as either an emerging or declining theme within

the research eld (Figure 3). Sphere size is proportional to the number of published

documents linked to each research theme.

Figure 3. Strategic diagram by document counts during rst period (1948 – 2000).

Note. Source: own elaboration using SciMAT software.

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According to performance measures (Table 7), it was found that men is the less relevant

theme during this period with only four documents, 78 citations and an h-index of 4. On

the other hand, adolescents’ studies account for 11 documents (366 citations; h-index =

8) and counselling-psychology some up to 16 documents (812 citations; h-index = 14).

Table 7. Performance measures during the rst period (1948-2000).

Name Centrality Density Document

count

Document

h-Index

Document

citations

Ability 64.99 28.68 19 16 1,126

Counseling

Psychology 47.14 100.59 16 14 812

Adolescents 31.33 17.5 11 8 366

Men 17.5 16.67 4 4 78

Note. Source: own elaboration

Finally, ability as a motor theme (well developed and important for discipline) achieved

the largest number of documents (19), citations (1,126), and the highest impact (h-

index = 16), which represents research conducted mainly on children, intelligence

and performance (Figure 4).

Figure 4. Ability Cluster’s network for the rst period (1948 – 2000).

Note. Source: own elaboration using SciMAT software.

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Second period analysis: 2001-2011

Figure 5 shows ten relevant themes during the second period as follows: four motor

ones (experience, 5-Factor model, counselling and Academic Olympians), two basic

and transversal themes (adolescents and gender), two emerging ones (life-satisfaction

and sex-differences), and two highly developed or isolated themes (sports and IQ).

Figure 5. Strategic diagram by document count during the second period (2001 – 2011).

Note. Source: own elaboration using SciMAT software

According to performance measures (Table 8), themes that stand out for number of

documents are adolescents (37), life-satisfaction (28) and gender (27). Considering

the h-index, the order changes to adolescents (18), sport (17) and experiences (16).

Paying attention to citations, the three themes with a higher impact were experiences

(2,120), sport (1,749) and counseling (1,579).

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Table 8. Performance measures during the second period (2001-2011).

Name Centrality Density Documents

count

Documents

h-Index

Documents

citations

Experiences 130.29 33.91 22 16 2,120

Sport 84.01 47.16 20 17 1,749

Counseling 113.74 70.49 15 11 1,579

Adolescents 143.49 20.79 37 18 1,427

Gender 137.27 23.2 27 15 1,137

Academic-Olympians 85.9 147.59 14 11 793

Sex-differences 61.3 6.8 14 11 792

5-Factor Model 92.8 60.65 17 11 729

IQ 27.21 27.78 4 4 602

Life satisfaction 72.51 20.72 28 13 593

Note. Source: own elaboration

Figure 6 shows the corresponding cluster network for the adolescent’s theme. It

seems mainly related to children, students and gifted and for the rst time gifted and

adolescents appear as related themes.

Figure 6. Adolescents Cluster’s network for the second period (2000 – 2011).

Note. Source: own elaboration using SciMAT software.

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Third period analysis: 2012-2022

During this period (Figure 7), 15 themes were identied as follows: four motors ones

(giftedness, sport, disorders, female), four basic and transversal (performance,

adolescents, gifted and children), three emerging or declining (gifted education,

Asperger syndrome and pathway) and four specialized or isolated (agency,

eudaimonia, brain, and adult giftedness).

Figure 7. Strategic diagram by document count during the third period (2012 – 2022).

Note. Source: own elaboration using SciMAT software

According to performance measures (Table 9) the most prolic themes for this period

were performance (65), giftedness (62), adolescents (62), and gifted (52). Related

to the highest h-index, results were similar: performance (16), giftedness (15),

adolescents (15), children (15) and gifted (12). Regarding citations, the most relevant

topics were performance (1,674), followed by giftedness (1,454) and far from them

eudaimonia (1,121).

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Table 9. Performance measures during the third period (2012 – 2022).

Name Centrality Density Documents

count

Documents

h-Index

Documents

citations

Performance 56.08 8.36 65 16 1,674

Giftedness 51.25 35.93 62 15 1,454

Eudaimonia 2.67 20 8 4 1,121

Children 57.43 17.73 51 15 766

Adolescents 64.31 9.96 62 15 569

Gifted 73.55 18.1 52 12 418

Sport 29.36 30.01 39 10 374

Gifted education 10.42 7.58 21 8 260

Brain 0 22.22 8 6 257

Disorders 81.07 57.07 26 11 252

Pathway 14.38 18.15 11 6 168

Asperger-Syndrome 5.55 12.47 12 8 130

Female 31.15 20.83 11 4 29

Adult-Giftedness 1.91 26.67 8 3 18

Note. Source: own elaboration.

The cluster network for performance represents research conducted during this pe-

riod, especially on development, gender, perceptions, and gifted children (Figure 8).

Figure 8. Performance Cluster’s network for the third period (2012 – 2022).

Note. Source: own elaboration using SciMAT software.

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3.3. Thematic areas

The following gures display the evolution maps according to number of documents

(Figure 9), number of citations (Figure 10) and h-Index (Figure 11). Vertical lines are used

to divide the time periods. The spheres show the most relevant themes of each period,

and their size is relative to the number of documents associated with the theme. When the

lines between clusters are continuous, it means they share the most signicant elements

or the main element of the topic. Discontinuous or dotted lines indicate that themes share

some elements, but not the main one. The thicker the line, the higher the inclusion index.

Relations between periods and themes/keywords.

Figure 9. Thematic evolution. Structural analysis.

Note. Source: own elaboration using SciMAT software.

The in-between period appears to be the most important in number of citations whose

contents on experiences, sports, and adolescents were connected primarily with research

topics on performance, brain, sports, and children respectively, in the third period.

In this rst thematic evolution, there seems to be at least six longitudinal thematic

associations between papers in relation to the number of documents. Consequently,

initial papers on ability studies seem to be signicantly connected with papers on

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experiences, and later on with brain studies. To a lesser extent, ability studies are

connected to sport whose production has been reinforced in the last period, and to

personality papers (i.e., 5-factor model) that seem to be associated with well-being (i.e.,

eudaimonia2) studies in the last decade. Paradoxically, within the area of giftedness,

ability papers are not linked to a yielding production of IQ studies on children. On the

other hand, papers on general issues on adolescents within gifted terms has evolved

as a strong thematic area nowadays linked to papers on children. Initial papers of

counseling seem to have progressed in the second period towards a connection with

disorder studies on the last period. Interestingly, men and female studies on the issue

are isolated topics in the rst and last period, respectively. To be precise, adult giftedness

papers only appear in the last decade reinforced by studies on life-satisfaction – in the

second period - and, to a lesser extent, with ability studies during the 20th Century.

Figure 10. Thematic evolution. Performance analysis by citations.

Note. Source: own elaboration using SciMAT software.

2 In Aristotelian ethics, eudaimonia is the condition of human ourishing or of well-being. The

conventional translation that refers to “happiness” is inadequate because eudaimonia does not

consist of a positive state of mind or a pleasant feeling. Instead, eudaimonia is the highest human

feeling of satisfaction due to a state of being in the right place in one´s life.

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Expressed by citation statistics, relationships between the three periods are weaker.

While previous links are conrmed, it appears that sex-differences studies have

been pivotal to connect past studies on both adolescents and counseling with

general studies on gifted education/gifted/giftedness. There is also a strong isolated

connection between IQ studies and papers on children of two different research

decades. There were found the same thematic evolutions using an H-index analysis

(Figure 11).

Figure 11. Thematic evolution. Performance analysis by h-index.

Note. Source: own elaboration using SciMAT software.

3.4. Temporal or longitudinal analysis – evolution map and overlapping graph

The evolution of keywords is represented by the overlapping map (Figure 12).

The circles represent each period and within them the total number of keywords

for that period. The horizontal arrows between periods correspond to the number

of shared words, which means words that continue to be used in the subsequent

period. The similarity or overlap index is shown in parentheses. The outgoing

diagonal arrows represent the number of words that have no temporal continuation

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in the following period. The incoming diagonal arrows show the number of new

words in the period.

Figure 12. Overlapping map.

Note. Source: own elaboration using SciMAT software.

In this case, the data shows that the keywords in the area are increasing in the last

decades. The rst period is comprised of 162 keywords with 104 of them not remaining

in the second period, and only 58 were shared through the next. These 58 keywords

from the rst period and 499 genuine keywords from the second resulted in a total of

557 keywords for the second period, of which 344 did not persist in the next period.

The third period received 213 keywords from the second one and presented 1,308

new keywords, resulting in a total of 1,521 keywords. To conclude, Table 10 shows

a resume with the most relevant ndings from the bibliometric analysis according to

temporal periods.

Table 10. Summary of general and specic development

of adult giftedness theme within the periods.

Period 1

(1948-2000)

Period 2

(2001-2011)

Period 3

(2012-2022)

Nº themes 4 10 14

Most relevant themes Ability Adolescents Performance

Nº of themes clusters 10 11 11

Secondary themes

Counselling

Adolescents

Men

Life-satisfaction

Gender

Experiences

Giftedness

Adolescents

Developed No No Yes, but isolated

Thematic connections Ability Life-satisfaction Qualitative

methodology

Note. Source: own elaboration.

4. Discussion

The present study was aimed to describe literature on adult giftedness using SciMAT

software. General metrics, performance measures, and longitudinal thematic analyses

were consequently conducted by introducing signicant descriptors and three specic

periods on the issue. As anticipated in literature (Alshehri, 2020; Brown & Peterson,

2022; Perrone et al., 2007), little results were obtained to label a solid-based research

theme on adult giftedness at present times.

According to our data analyses, the evolution of giftedness literature has increased

both in number of sound topics (themes) and network items (clusters). As depicted in

Artículos • Eduardo Infante Rejano, Maria Claudia Scurtu Tura, Annabel Jiménez Soto, Mónica Santana

• 143 •

Table 10, the most relevant theme referred to ability studies during the 20th century

(rst period) that enabled the production of diverse subthemes within giftedness such

as papers on intelligence, performance, and (gifted) children.

Papers on (gifted) adolescents seem to have been prolic during the rst decade

of the new Century (second period) and beyond. However, three additional themes

that expanded gifted literature were so introduced; (1) studies on experiences, that

evolved studies of the brain probably connected with the advance of neurosciences,

and consequently, of a neuropsychology of giftedness (De Mirandés, 2016;

Descheemaeker et al, 2005; Pickersgill, 2013), (2) papers on life-satisfaction, later

linked to the onset of timid adult gifted area of research in the third period, and (3),

gender papers, that have had a transversal role on general studies on giftedness

because they do not have specic links to concrete themes at present.

Data from the three analyses did conrm that academic Olympiads studies are

connected to both papers on adolescent, performance and sport, as early anticipated.

Despite delimiting our bibliometric analysis to focus on adults, the relationship between

the discovered topics reveals a substantial body of research that has been conducted

in children and adolescents. This indicates a signicant amount of scholarly interest

and investigation in understanding the developmental aspects and educational needs

of younger populations.

Consequently, adult gifted is an emerging study area in giftedness that has started

with a timid development only a decade ago with the support of studies on life-

satisfaction and earlier papers on ability. Notably, the interest in giftedness in adults

does not seem to come exclusively from cognitive testing (i.e., intelligence studies)

or performance research, but also and more recently by studies focusing on life-

span issues (such as life satisfaction) and qualitative methodologies. No doubt that

today’s expanded denition of giftedness beyond quantitative, cognitive criteria – i.e.,

IQ measurements - that once characterised rst longitudinal studies of the realm

(Terman, 1925, Frey & Detterman, 2004)-, has been inuenced by the inclusion of

these new themes. In this sense, present factors for giftedness assessment include

personality (Hébert, 2019; Piechowski, 2017), performance, general satisfaction

(e.g., Perrone et al., 2012), development (Kaufmann & Matthews, 2012), perception

(e.g., Mun & Hertzog, 2019), and gender, which suit a complex and more realistic

evaluation of both (gifted) children and adults (Brown & Peterson, 2022; Brown et al.,

2020). In addition, the data retrieved has proved that giftedness studies during the

last Century used children as subjects inside educational settings while later moving

interests to attend adolescents and adults in various scenarios (Schlegler, 2022) and

methodologies in the last two decades.

These results seem to suggest that the giftedness area of study is in full development

and currently supported by a diversity of topics and relationships between terms

in different periods. However, while the shown trends suggest that the number of

keywords and themes will continue to increase in the future, adult giftedness is not

a major issue of concern at present. As denounced by Alshehri (2020) in his recent

review of the literature, gifted adults remain a relatively untested group in the eld of

research. Many social issues and concerns about adult giftedness that are not being

debated have not been captured or linked in our analysis. Issues such as impostor

syndrome, ethical values, job hopping, personality traits, competence assessment,

work-life satisfaction, mental health and others, are poorly known and understood

in gifted adults. Therefore, our work support voices that claim further research on

giftedness with adult subjects considering the rich evolution of giftedness in the past.

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Studies on giftedness cannot stop in the stage of adulthood pretending to admit

that all has been said and done during early stages. Gifted adults should not be

abandoned to their fate because they need special care and attention, different from

ordinary people. The research community has the duty to increase our knowledge

on how gifted adults can better adapt themselves to the demands of development

at universities and/or companies, how can they cope with uncomprehensive values

and unfair hidden norms that modern societies seem to promote, or how they can

overcome discrimination and mobbing situations. The advance in this area will help

us to save and develop the talent of the most valued citizens of our society.

Our bibliometric study has some methodological limitations due to the subjectively

in the denition of exclusion criteria (type of document, research area, language).

Consequentially, different inclusion and exclusion criteria could lead to a more

thorough review of the eld. In addition, there are authors who do not mention all

relevant keywords, or there may be some bias in the selected keywords. The results

found in our analysis may be inuenced by variables that have not been taken into

account, such as cultural differences between countries. Therefore, further research

is necessary to shed light on the role of these and other variables. Conducting

additional investigations could provide valuable insights into how cultural factors and

other unexplored variables may impact the outcomes and help us better understand

their implications.

This study has retrieved articles and reviews from the WoS and thus, it restricts the

research to the approach of the documents included in this database. Moreover,

the document selection was grounded on certain WoS descriptors and subsequent

SciMAT categories. In that sense, some research could be included in other categories

(Martínez et al., 2015). Although it is a complete and powerful science mapping tool,

SciMAT can only calculate two network measures (centrality and density) whereas

other software tools allow more network measures (i.e., Science of Science Tool)

(Callon et al., 1991). However, a strong point of SciMAT is the possibility of rening

the keywords to obtain more accurate results.

5. Conclusions

The presented bibliometric study reveals that research on high abilities has

predominantly focused on childhood and adolescence. However, a promising trend

is emerging with a growing emphasis on investigating high abilities in adults. This

shift in attention indicates a recognition of the lifelong signicance of giftedness

and the need to explore the unique characteristics and developmental trajectories

of gifted individuals as they mature. As researchers increasingly turn their focus

to understanding high abilities in adulthood, it is anticipated that new insights and

perspectives will emerge, contributing to a more comprehensive understanding of

giftedness across the lifespan.

Research on high abilities in adults is of paramount importance due to several

reasons. Firstly, it helps us understand the lifelong trajectory of gifted individuals

and how their abilities may evolve over time. This knowledge is crucial for tailoring

appropriate educational and career development strategies that can fully harness

their potential. Secondly, studying high abilities in adults allows us to identify the

factors that contribute to their continued success and well-being, leading to insights

on how to support and nurture gifted individuals in various domains. Additionally,

research in this area can also shed light on the underrepresentation of gifted adults

Artículos • Eduardo Infante Rejano, Maria Claudia Scurtu Tura, Annabel Jiménez Soto, Mónica Santana

• 145 •

in certain elds or professions, offering opportunities to address barriers and promote

diversity and inclusion. Ultimately, by investigating high abilities in adults, we can gain

a comprehensive understanding of their impact on society and explore ways to foster

a more supportive and equitable environment for individuals with exceptional talents.

Declaration of Conicting Interests

The authors declared no potential conicts of interest with respect to the research,

authorship, and/or publication of this article.

Funding

This investigation has not received any specic aid from public agencies, the

commercial sector, or non-prot entities.

Contribution

These authors have contributed equally to this work.

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