Drs. Camilla Parson Benbow and Julian C. Stanley of the Johns Hopkins University Study of Mathematically Precocious Youth discuss the question of whether there are sex differences in mathematical reasoning ability. (DB)

Discusses results of a study comparing the self-concept of intellectually gifted 9th-grade- students with that of intellectually average students, and investigates the relationships that existed among self-concept, intelligence test performance, reading comprehension, mathematics achievement, and overall composite achievement. No significant…

Aspects covered include general inservice, needs assessment, the inservice format, locating speakers, organizing the list of participants, attention to details, inservice evaluation, generating the next inservices, and other coordinator activities. (DLS)

The Wechsler Intelligence Scale for Children--Revised was administered to 946 intellectually gifted students, 6 to 16 years old. The factor structure was remarkably similar to that reported for previously studied groups, thus supporting the test's validity. (Author/GDC)

This article describes typical activities in a Gifted Bilingual Class, part of the state-funded Union City (New Jersey) Bilingual Program for students who are academically gifted in their native language, but limited in English proficiency. Some student identification and instructional procedures are noted. (SJL)

A study to develop a short form of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for the intellectually gifted showed the Vocabulary and Block Design comprise the best two-subtest short form. The Similarities, Vocabulary, Block Design, and Object Assembly tetrad could be most useful in time and reliability. (Author)

Described is the Akron, Ohio science and mathematics program for gifted and talented students. Procedures for identifying gifted pupils are described as are program goals and activities. (DS)

Suggestions for designing a mathematics curriculum for academically gifted students are presented. The ideas for program design are divided into three areas: content, process, and acceleration. (MP)

Described is a high school astronomy course developed by gifted students. Students are asked to apply contemporary astronomical principles in designing a consistent and scientifically plausible world in orbit around a nearby star. The course can be used in traditional high school settings and with students not initially favorably inclined toward…

Two supplementary calculus classes for high school students are described. Both classes were projects sponsored by the Study of Mathematically Precocious Youth (SMPY) of Johns Hopkins University. (MP)

An alternative to PSI courses in general chemistry for advanced students is described. It retains some of the better features of PSI, but increases student-teacher contact. (BB)

The effects of graded and nongreded curricula on the cognitive and affective development of 246 academically talented elementary students were investigated. (DLS)

Several models of learning contracts designed to match the process-rather than product-oriented learning patterns of gifted students are presented. (RW)

The Brief Symptom Inventory was administered to 274 mathematically gifted secondary students identified by a national talent search and enrolled in a summer precalculus program. Results indicated that these students were significantly better adjusted than the adolescent normative group. Gender, age, achievement level, and verbal ability were…

Intellectually gifted children (N=20) and a comparison group (N=79) were administered the Children's Academic Intrinsic Motivation Inventory at ages 9, 10, and 13. At all three ages, the gifted children had significantly higher academic intrinsic motivation across all subject areas and in school in general. Assessment of intrinsic motivation is…