I think you should give a more precise definition of the aptitude needed to be labelled has-a-gear.
I program for a living, and I would like to think that I fall among "those who can" on the bimodal distribution (if one exists). I've seen programmers and non-programmers of all levels of ability (except for far above mine, because those are hard to recognize). One man's programmer is another man's deadweight.
Individual people grow in talent until they stop (and maybe they resume later). So if there exists a test to predict whether they'll stop at some future level, it probably doesn't involve actual programming. (For instance, testing people's understanding of variable semantics is pointless unless you've taught them those semantics first.) It would have to test something else that happens to be strongly correlated with it. So
Incidentally, this was this was recently discussed on Programmers Stack Exchange:
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I've taught C, Java and Python at a university and (a little) at the high school level. I have noticed two simple things that people either surmount or get stuck on. The first seems to be even a basic ability to keep a formal system in mind; see the famous Dehnadi and Bornat paper. The second, I have heard less about: in programming, it's the idea of scope.
The idea of scope in almost all modern programming languages goes like this: * A scope starts at some time (some place in the code), and ends somewhere later. * A scope can start before another ends; if so, it has to end before the "outer" scope. * Inside a scope, objects can be created and manipulated; generally even if another scope has started. * Unless something special is done, objects no longer exist after a scope ends. * Pivotally (this seems to be the hardest part), a objects can be created with one name in an outer scope and be referred to by a different name in an inner scope. Inner scopes can likewise create and manipulate objects with the same names as objects in an outer scope without affecting the objects in that outer scope.
It's really hard for me to think of an analogous skill in the real world to keeping track of N levels of renaming (which may be why it gives students such difficulty?). The closest I can think of is function composition; if you don't have to pick your way through symbolically integrating a composed function where the variables names don't match, I have pretty high confidence that you can manage nested scopes.
EDIT: There are two other, well-known problems. Recursion and pointers. I've heard stories about students who were okay for a year or two of programming courses, but never "got" recursion or, never understood pointers, and had to change majors. I've seen students have enormous difficulty with both; in fact, I've passed students who never figured one or the other out, but managed to grind through my course anyway. I don't know whether they dropped out or figured it out as their classes got harder---or just kept faking it (I had team members through grad school that couldn't handle more than basic recursion). I'm not inclined to classify either as "programming gear" that they didn't have, but I don't have data to back that up.