Wishes of students participating in a residential program for the gifted were collected and categorized. Males wished for material things more often than did females. With the exception of fourth graders, subjects made altruistic wishes more frequently than any other wish. (Author)

An ecological-systems view is presented describing academic underachievement in highly verbal, gifted adolescents. It is argued that a unique pattern of interests, motives, and cognitive styles results in a differential pattern of achievement for these youth. Implications for psychoeducational assessment, pedagogy, and counseling are discussed.…

Presents a four-year follow-up study comparing the performance of intellectually superior children (N=25) admitted early to school and the performance of normal children (N=40) admitted at the regular time. Achievement scores, self-emotional adjustment, and school success (promotion/retention) are discussed. Results revealed nonsignificant…

Compared the Peabody Picture Vocabulary Test (PPVT) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) for 31 gifted children. The sample mean for the PPVT-R was significantly lower than for the PPVT. Additionally, the PPVT and PPVT-R correlated to a significant degree, yielding a standard score correlation coefficient of .83. (Author)

Compared beginning kindergarten subtest scores on Vane Test of Language and Vane Kindergarten Test to Metropolitan Achievement Test Scores in reading and math, Otis-Lennon School Ability Test Index, and placement into special education or high achievement programs following second grade. Results revealed effective predictability of the screening…

A recent summary of research produced by a task force of psychologists and educational researchers associated with the National Association for Gifted Children and the National Research Center on the Gifted and Talented indicated that high-ability students are generally at least as well adjusted as any other group of youngsters. This research also…

Assessed classroom stress and burnout experienced by 121 gifted and talented students, ages 10-15, in combination with background, personal, and general anxiety and stress variables. Found poor self-esteem, an externalized locus of control, high levels of state and trait anxiety, poor school life quality, and tedium proved to be significant…

The self-actualization and self-concept of 368 intellectually gifted students in grades 4 through 12 were investigated using the Reflections of Self by Youth (ROSY), the Maslowian Scale, and the Piers-Harris Children's Self-Concept Scale. On the ROSY, the mean for high-school students was higher than for the elementary or junior-high students, and…

The gifted student, who has too long been overlooked, is now eligible for placement in special education classes designed to further the development of his unique abilities. The role of the school psychologist in identification of the gifted student is discussed. (Author)

Compares two types of multiple criteria models used to select children for gifted classes. Breadth models, depth models, and a more traditional Intelligence Test Model were applied to fourth graders (N=159). Results indicated depth models included more students with unusually high IQ scores and more promising underachievers. (Author)