This article describes the theory of successful intelligence and how it can be applied to gifted education. It discusses the inadequacy of notions of IQ or general ability for fully characterizing intellectual giftedness and presents evidence in favor of the statistical validity and usefulness of the successful intelligence theory. (Contains…

This article illustrates the use of confirmatory factor analysis (CFA) to explicate constructs underlying performance assessment tasks based on Gardner's (1993) theory of multiple intelligences. Data from Plucker, Callahan, and Tomchin (1996) were reanalyzed using CFA. A model with three factors that combined linguistic and interpersonal…

Reported the regrets of intellectually gifted subjects to determine if the nature of their regrets mirrored those reported by the general population. Analysis of survey responses of subjects (mean age=74) revealed that, like the population as a whole, they harbored more regrets of inaction than regrets of action. (RJM)

Presents a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. The statements are grouped into three sections: the nature of human abilities, individual differences and their origins, and the specific case of gifts and talents. (Author/CR)

Responds to the previous article, which proposed a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Takes issue with the distinction made between natural abilities and systematically developed abilities, and thus the distinction between giftedness and talent. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests a more comprehensive theory of elite performance composed of three components: general intelligence, domain-specific skills, and practice. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 statements on the nature and origin of human abilities, gifts, and talents. Argues that a comprehensive rationale is missing, particularly an explanation of developmental mechanisms, of learning processes, and of the dynamics of gene/environment interaction. (Author/CR)

This rejoinder to articles responding to a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents presented in this issue's initial article, defends the validity and usefulness of the distinction between high natural abilities (gifts) and high systematically developed ones (talents) as compared…

This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness and includes: the Analyzer, the Creator, the Practitioner, the Analytical Creator, the Analytical Practitioners, the Creative Practitioner, and the Consummate Balancer.…

Results are reported of an analysis of Wechsler IQ scores of 37 children (ages 3-14) with Asperger syndrome. Data revealed cognitive patterns dissimilar to those of children with other autism related disorders and similar to many typically developing and achieving individuals.. Findings are discussed in reference to identification and intervention…

Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Offers an alternative psychometric, quantitative perspective that sees gifts as broad, general analytic capabilities, and talents as specific, content-bound capabilities. (CR)

Responds to this issue's initial article that presents 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests putting aside the terms "gifted" and "talented," creating a hierarchical or categorical list of abilities, and downplaying the dichotomous conceptualization of nature and nurture.…

Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children's theories of their peers as a function of their own age, sex and verbal intelligence. (Author)

Young adults with (n=34) and without (n=41) mental retardation completed a sequence-learning and identification task. For some, sequences were constructed following an artificial grammar. Explicit learning was determined by ability to learn and identify random sequences, implicit learning by the tendency to identify incorrectly new grammatical…

Fifty-six children (ages 43 to 83 months) participated in an event conducted by two undergraduates dressed as clowns. Ten days later, interviews found metamemory ability, intellectual functioning, and temperament were helpful in determining a child's capacity to accurately recall information, although for the most part age was the best predictor.…