The author argues for an expanded notion of intellectual giftedness which would take into account a person's ability to deal with nonentrenched (unusual or strange) tasks and concepts. This conception of intelligence is seen to be closer to that of creativity. Measurement problems are cited. (CL)

This Study examined the relationships between certain teacher characteristics and changes manifested by gifted elementary students in convergent and divergent thinking areas. It was assumed that teachers' intellectual ability, personality and personal experience were the most influential variables affecting pupil growth. Conclusions showed that…

The article describes Academic Game Bowls, a program of academic competition for gifted and talented elementary and secondary students in the Allegheny Intermediate Unit of Pittsburgh, Pennsylvania. Aspects discussed include preparation, follow-through, follow-up, game models, and facilities. (DLS)

This article suggests that acceleration and enrichment programing for gifted and talented students have differing approaches to problem solving (well-structured problems in acceleration and ill-structured problems in enrichment). To prevent learning mutually exclusive problem-solving strategies, an integrated approach is advocated. (DB)

Suggests methods for achieving creativity, including divergent and convergent thinking, in engineering education. Discusses creativity exercises, creating an atmosphere hospitable to creativity, and identifying the creatively gifted. (YP)

The reprinted 1978 article with a 1988 update advocates a combination of enrichment and acceleration to meet the needs of gifted youth. It presents a three-stage enrichment model to develop: (1) divergent and convergent thinking abilities; (2) creative thinking and problem solving strategies; and (3) independent learning abilities. (VW)

Provided is a list of the needs of gifted and talented children. Delineates the concomitant relationship with science instruction and the stages in the model that are instrumental in meeting these needs. (RT)

The article describes a curriculum used in gifted programming which is based on Guilford's Structure of Intellect (SOI) theory of intelligence. Sourcebooks and individual SOI modules have been developed to train over 90 kinds of intellectual ability. Five categories of intellectual ability are defined (cognition, memory, evaluation, convergent…

This paper investigated the relationship between (1) perceived responsibility for intellectual achievement, and (2) objective tests measuring convergent and divergent thinking and subjective teacher ratings and classmates' nominations, in 1,033 gifted children (age 9). The results indicate that internal control is a mediating variable in the…

The document offers suggestions for developing a Strucure of Intellect (SOI) program for gifted elementary students. An introductory chapter covers the definition of SOI, rationale for using the SOI model with gifted students, purpose of the guide, assessment of intellectual ability, preparation of the SOI prescription, classroom activities based…

The study identified what influence university laboratory attandance had upon cognitive and attitudinal dimensions of gifted secondary school students (IQ's above 125). Tests from the Guilford battery, a self concept scale, and an adaptation of the Coleman Attitude Scale were administered to both the laboratory and the secondary school populations…

A research project attempted to identify and classify productive thought processes of gifted junior high school students and their teachers. Subjects were 176 gifted high achieving students of both sexes with a verbal IQ range of 127.21 to 136.35, a nonverbal IQ range of 122.88 to 134.59, and a chronological age range of 12.50 to 14.63 years. The…