Analysis Project Part 2

Katrina Bech

Whitworth University, EDG 551

Analysis

Dr. Sheldon Cooper is a theoretical physicist at Caltech. Hébert (2011) described sensual

overexcitability, writing that children may “refuse to part with a favorite chamois shirt that has

provided comfort to them for years” and that “the flicker or buzzing in fluorescent lights may

bother them and even cause headaches” (p. 22). Sheldon always has to sit in “his spot” and

explained its ideal location in terms of the position’s temperature and physical orientation toward

the television (Lorre et al., 2007-2019). He does not allow Leonard to wear shoes that “might

squeak” (Prady, Kaplan, & Reynolds, 2015, episode 12) corresponding to Sheldon’s heightened

sensitivity to sounds (Hébert, 2011). These examples display sensual overexcitability because

Sheldon is more sensitive to temperature, sounds, and light than others.

Sheldon displays imaginational overexcitability when he describes his perfect day, “a

wormhole opens and whisks me millions of years into the future, where my towering intellect is

used to save the last remnants of mankind from a predatory alien race” (Goetsch, Kaplan, &

Hernandez, 2015, episode 16). Hébert (2011) describes people high in imaginational

overexcitability as devouring science fiction and fantasy. Sheldon spends hours in comic book

stores and debating science fiction characters with his friends (Lorre et al., 2007-2019).

Sheldon’s demonstrates, “curiosity, concentration, a love of learning and problem

solving, theoretical thinking, introspection, and a capacity for sustained intellectual effort”

(Hébert, 2011, p. 24) all hallmarks of intellectual overexcitability. Sheldon shows intense

cognitive focus and attention, evidenced by his ability to concentrate and work on solving the
dark matter proton decay problem continuously for days without sleeping and eating (Kaplan,

Ferrari, & Faberman, 2015, episode 13).

Sheldon’s drive to solve string theory and then dark matter exemplifies Renzulli’s sense

of destiny. In his tape for application to be a colonist on Mars, Sheldon says, “I believe, as a

scientist, it’s my duty the push the boundaries of human knowledge forward.” (Goetsch,

Reynolds, & Hernandez, 2015, episode 17). One aspect of vision/sense of destiny is “when an

individual has a vision or sense of destiny about the future such an image serves to stimulate and

direct one’s behavior” (Renzulli in Hébert, 2011, p .47). Sheldon’s actions to pursue higher

education degrees and work at a research institution align with his vision for his future.

Friendship is an important component of all human life. Silverman wrote, “When gifted

children are asked what they most desire, the answer is often a friend’” (in Gross, 2002, para. 1).

Sheldon has supportive friends who love him despite his unique challenges. All of Sheldon’s

friends, except for Penny, hold advanced degrees and are passionate about science and science

fiction. Finding friendship with others who share similar interests and abilities aligns with

Hollingworth’s observation that when highly gifted students are placed with their intellectual

peers they are viewed “as valued classmates and friends” (Gross, in Hébert, 2011, p. 201).

As a highly gifted individual Sheldon likely formed his identify more rapidly that typical

children (Hébert, 2011, p. 160). Therefore, even though Sheldon committed to becoming a

scientist as a young child, he still could have “undergone an exploratory process” (Hébert, 2011,

p. 152). He has reached Marcia’s (1980) achievement identity status as opposed to foreclosure

status because he “made life decisions based on self-constructed values” instead of adopting the

values taught by his family (Hébert, 2011, p. 152). Sheldon and his devoutly religious mother

have contrasting views in “The Maternal Combustion” (Lorre et al., 2007-2019) highlighting that
Sheldon followed his own path in establishing his identity.

Hector is a teenager who has been sent to a camp for juvenile delinquents. He displays

psychomotor overexcitability with his ability to dig holes much faster than the rest of the camp

(Davis, 2003). Hector is able to dig his own hole and help Stanley dig without becoming tired.

Hébert (2011) described individuals with psychomotor overexcitability as having extra physical

energy. Hector also displays an emotional overexcitability with his protectiveness of Stanly. He

jumps on Zig Zag when Zig Zag is hitting Stanley and refuses to let go even after he has

overpowered him (Davis, 2003). Hébert (2011) writes that feelings and emotions of emotional

overexcitability individuals are intensified. When Hector has acquired the money to find his

mom, Hector immediately sets about finding her.

Hébert (2011) included several definitions of resilience, all of which apply to Hector,

such as “protective mechanism that modifies an individual’s response to a risk” and “adjustment

despite negative life events” (p. 104). Hector had an unstable childhood where he moved a lot,

including being homeless and losing contact with his mom, but at camp, Hector handles the

incessant teasing and degrading comments by his tentmates and the staff. Despite these

challenging circumstances, Hector asks Stanley to teach him to read and becomes friends with

Stanley. At the end of the film, Hector is shown as happy and content with his family having

adjusted to his circumstances.

Hector does not have any friends at the beginning of the movie. He is shown as a loner.

However, once he becomes friends with Stanley his entire demeanor changes. He smiles and

engages in conversations with Stanley. This change is consistent with Sheely’s findings that

when gifted children make a connection, “they no longer feel like aliens, knowing there are

friends out there who understand them. For some gifted children, this makes all the difference in
the world” (in Hébert, 2011, p. 211).

Brofenbrenner’s Ecological Systems Theory states that “the developing person is situated

at the center of and embedded in a series of environmental systems that interact with one another

and with the individual to influence development in significant ways” (Hébert, 2011, p. 123).

Hector’s microsystem forced him to fend for himself and develop a tough demeanor. At camp

he therefore comes off as callous and he does not make friends. The mesosystems at camp, his

tentmates and the camp staff, interact to create an environment where Hector is disparaged and

viewed as worthless. As his story progresses, his microsystem changes as he gains a friend,

which changes his mind set and gives him the courage to run away.

Critique

Hollingworth noted that finding friends was difficult for highly gifted children, finding

that “the more intelligent the child, regardless of age, the less often he or she was able to find a

true companion” (Hébert, 2011, p. 199). As a highly gifted adult, Sheldon found friends and,

though he was depicted as socially awkward, he has a normal social life. Sheldon briefly

mentions having no friends in his childhood, but he says it with a smile, as though as though he

is proud of it. This idea contrasts with the research that states that “the need for friendship and,

even more, for emotional intimacy, is a driving force in both children and adults” (Gross, 2002,

para. 2). The discrepancy between Sheldon’s reflection on his childhood friendships and the

research on gifted friendship could be due to persistent stereotypes about the social lives of

gifted individuals.

Hollingworth wrote that “arrogance disappeared when they [gifted children] discovered

other children were just as smart as they were” (in Hébert, 2011, p. 201). Sheldon’s actions

contrast with Hollingworth’s research. Sheldon continues to flaunt his intelligence even though
he is surrounded by intellectual peers. In one example, Sheldon repeatedly tells Howard that he

is not smart enough to take a class from him (Molaro, Kaplan, & Holland, 2014, episode 2).

Sheldon and his friends are portrayed as socially awkward. This portrayal purports the

general public’s stereotype that extremely intelligent individuals lack social skills. Sheldon’s

character is surrounded by friends who accept him, but they, too, make fun of his social skills. In

contrast to Sheldon’s typical lack of social skills, he is aware of several social conventions. For

example, when discussing investing in the comic book store, Sheldon does recognizes that it is

important to talk with your partner before making a large financial investment, while his friends

did not make this consideration (Lorre et al., 2007-2019). While the idea that gifted children

lack social skills is pervasive, Terman and his colleagues denounced this stereotype in their

research on gifted students (Hébert, 2011) finding that this stereotype makes it difficult for gifted

students to acknowledge their intellectual gifts for fear of being labeled a nerd.

Hector’s portrayals of overexcitability are not accurate. He may be able to dig holes

faster, but there is no other evidence in his behavior that he has pent up energy. Twitch, who

steals cars, shows a more accurate depiction of psychomotor overexcitability with his constant

leg shaking. Hector’s portrayal of emotional overexcitability is muted in comparison to the

examples given by Hébert (2011) such as Bill Clinton inviting a stranger over for Thanksgiving.

Subotnik et al. (2011) wrote “interest in and commitment to a domain are essential to

becoming a gifted achiever” (p. 7). Sheldon demonstrates an intense commitment to his

scientific research. Hector has not shown a commitment to a domain. The difference in

commitment levels could be a reflection of their difference in age or it could be a reflection of

the belief that giftedness is primarily “directed at high intellectual abilities” (Subotnik et al.,

2011, p. 5) and there is little evidence that Hector possesses high intellectual abilities.
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