Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…

Addresses the importance of integrating the intellectual and moral education of gifted students. A framework synthesized from the works of Dewey and Guilford explicates basic structural components of the intellectual and moral dimensions of development. Suggestions for facilitating complex learning through complex teaching and the complex…