Abstract
Following an introductory definition of scientific ability, product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two research strategies complement each other excellently in describing and explaining scientific ability and achievement or expertise in the field of science and technology. Whereas psychometric studies seem to be essential for diagnostic and prognostic purposes, cognitive psychological studies help to explain excellent performance. Finally, various possibilities for nurturing scientifically gifted adolescents are discussed, with sex-related problems being touched upon.
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