This investigation examined whether math/scientific and verbal/humanistic ability and preference constellations, developed on intellectually talented 13-year-olds to predict their educational outcomes at age 23, continue to maintain their longitudinal potency by distinguishing distinct forms of eminence 35 years later. Eminent individuals were defined as those who, by age 50, had accomplished something rare: creative and highly impactful careers (e.g., full professors at research-intensive universities, Fortune 500 executives, distinguished judges and lawyers, leaders in biomedicine, award-winning journalists and writers). Study 1 consisted of 677 intellectually precocious youths, assessed at age 13, whose leadership and creative accomplishments were assessed 35 years later. Study 2 constituted a constructive replication-an analysis of 605 top science, technology, engineering, and math (STEM) graduate students, assessed on the same predictor constructs early in graduate school and assessed again 25 years later. In both samples, the same ability and preference parameter values, which defined math/scientific versus verbal/humanistic constellations, discriminated participants who ultimately achieved distinct forms of eminence from their peers pursuing other life endeavors.
Keywords: C. P. Snow’s two cultures; constructive replication; creativity; eminence; individual differences; intelligence.