Hollingworth, L. S. (1942). The development of personality in highly intelligent children. In L. S. Hollingworth, Measurement and adjustment series. Children above 180 IQ Stanford-Binet: Origin and development (pp. 253-266). Yonkers-on-Hudson, NY, US: World Book Company.
http://dx.doi.org/10.1037/13574-019
The children included in the term "highly intelligent children" cover a very wide range in intellectual variation—from an IQ of 130 (S-B) to the topmost limit of human diversity. This topmost limit seems to define itself at approximately 200 IQ. The most extreme deviates reported in the literature as fully measured fall at or near this point. A considerable number falling above 180 IQ have been reported, many of them not fully measured by Stanford-Binet because of the limitations of the test. It is therefore clear that children in the upper 1 per cent are not all alike. On the contrary, the child at the top of this group exceeds the child who barely reaches the group by much more than the latter exceeds the average child. The most able child in the upper 1 per cent surpasses the least able in this group by as much as the average child surpasses a moron (in terms of IQ). The really difficult problems of adjustment to life and to people come to those who test above 170 IQ. As there are so very few of these children, parents and teachers are seldom called upon to consider their needs. Thus when one does appear, he or she is the more likely to be misunderstood. Obviously, it is not possible to discuss every aspect of personality in the limited number of pages of this book. We shall confine ourselves, therefore, to a few of the more important phases of development which are unique in the case of gifted children; particularly to such complexities as arise from the combination of immaturity and deviation, these continuing for approximately twenty-one years. This is the period when development is taking place, as distinguished from the period of maturity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)