Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

Four studies focus upon possible changes in the extent to which children consult adults and peers at the preadol escent (fourth grade) stage. A sharp change at the preadolescent stage to consult peers was confirmed. (CD)

The study with gifted children (N=64) in grades 4-8 with classroom peers (N=432) not identified as gifted found gifted boys were the most popular although gifted girls were the least popular. Overall, children not identified as gifted were rejected more and boys were rejected more than girls. (Author/DB)

Approximately 500 students in special programs for the gifted were surveyed regarding their attitudes toward the programs and especially toward their identification as gifted. (DLS)

A study investigated how 11 successful high school female students described the impact of competition on their academic and social lives. Competition was viewed by participants as a negative behavior. When faced with situations of competition, students preferred to concentrate on prosocial behaviors that promoted interpersonal relationships.…

Gifted adolescents (N=184) completed the Attitude Toward Giftedness Questionnaire. Results indicated they were positive about their giftedness but did not believe that others were positive, and that they viewed giftedness as positive for their personal growth and academic performance but negative for their social relations. (Author/DB)

The article reviews research regarding the peer relationships of children considered gifted because of IQ or academic rank. Studies are noted with preschool, elementary, and high school gifted populations. (SB)

Evaluation of peer relations of 53 intermediate grade students participating in a pull-out enrichment program found that these children, relative to classmates, were evaluated positively by peers, demonstrated greater awareness of reciprocity in friendship relationships, and were perceived less often as either an aggressor or victim of aggression.…

A study observed 32 eighth-grade students, divided according to their educational program placements, working on various tasks in either homogeneous or heterogeneous ability groups. Homogeneously congregated, gifted children exchanged constructive types of knowledge and prosocial feedback significantly more often than other homogeneous groups or…

A survey of 210 gifted junior high students sought to verify literature-based social coping strategies used by this population. Factor analysis yielded five meaningful factors: denial of giftedness, peer acceptance, popularity/conformity, extracurricular involvement, fear of failure, and activity level. (SW)

When 340 extremely mathematically or verbally talented 13 year olds were compared to 111 modestly gifted students, no differences were found in group activity participation or personality traits. In their ratings of peer perceptions, the modestly gifted exceeded the extremely gifted in being considered athletic and popular and in social standing.…

Unpopular students in grades 5-11 were compared with average and popular students among 319 high ability students. Unpopular students were distinguished by lower social self-concept, lower academic self-esteem, and less prestigious paternal occupations. Unpopular students were not found to be academically less capable, less mature, or more…