Criticizes Morelock's (1996) attempt at differentiating giftedness from talent, in part because it chooses precocious development instead of outstanding human abilities as the essence of giftedness and endorses the "talent for all" ideology. Gagne's Differentiated Model of Giftedness and Talent is presented as a more logical approach. (Author/CR)

This response to a critique by Francoys Gagne defends the Columbus Group definition of differentiating giftedness and talent. Concepts addressed include qualitative versus quantitative differences, generalizability of the gifted definition, intensity, precocious development, vulnerability of the moderately gifted, moral superiority, and gifted…

This rejoinder to Morelock's response to criticism of the Columbus Group definition of giftedness and talent addresses continuing concerns and defends the Differentiated Model of Giftedness and Talent. Giftedness is described as encompassing natural abilities and is distinct from the "talent potential" definition that is offered by Morelock. (CR)

Almost every institution of higher education advertises its ability to "produce" or "train" leaders for the community and world. Indeed, most institutions, if asked, would freely report that leadership development is a large part of their overall mission of educating students. The purpose of this research is to determine…

Several definitions of giftedness have been used to identify culturally different gifted children. Traditional notions of giftedness have focused on high degrees of intellectual ability, special talent, or innate ability in a particular area. A more liberal definition would include any children identified by professionally qualified persons who,…

Citing reports issued by the National Academy of Sciences on ability testing, testing of handicapped people, and placing children in special education, this paper reviews the role of psychological tests in assessments, bias in test scores, factors affecting test scores, placement considerations, effective instruction, and guidelines for assessment…

Report by the Education Advocates Coalition which compiles information regarding the practice of assigning minority students to classes for educable mentally retarded children. Discusses the refusal of the Bureau of Education for the Handicapped to remedy this situation. (MK)

Standardized test instruments inherently and systematically impose limitations on experiential-cognitive relevance, especially in reinforcing the convenient separation of individual aptitudes from the total development and socialization of a child. (Author/IRT)

Describes a system of categories to subdivide the gifted and talented population into the following more homogeneous subgroups: mild, moderate, high, exceptional, and extreme. Based on the metric system, each of the five levels, including the minimum threshold, selects the top 10% of the previous level. (Author/CR)

The Hartnett, Nelson, and Rinn 2004 study indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that…

ASPECTS OF PROGRAMS FOR GIFTED CHILDREN ARE DISCUSSED, INCLUDING FACTORS IN IDENTIFYING PUPILS WITH SPECIAL ABILITIES, TYPES OF PROGRAMS WHICH PROVIDE FOR THE NEEDS OF SPECIAL STUDENTS, AND PRACTICES USED TO CHALLENGE GIFTED PUPILS. SEVEN CASE STUDIES OF STUDENTS WITH SPECIAL ABILITIES WHO PROFITED FROM THE EDUCATIONAL PROGRAMS OFFERED THEM ARE…

Proposed is a project on the classification of exceptional children with the objectives of increasing public awareness of labeling problems, providing a rationale for public policy, and improving the professional practice of educators and others who work with exceptional children. The study is to be guided by an advisory committee and will result…

Legislation in Ontario to encourage early identification in school of those who will become future scientists, mathematicians, sculptors, composers, painters, dancers, etc. leads to the question of whether artistic and scientific achievement can be distinguished at an early age. Further investigation is needed, putting into question the…

The research of psychologist and educator Leta Hollingworth (1886-1939) in the areas of psychology of women, mental retardation, and intellectual talent is summarized. Topics include the variability hypothesis of male/female differences, the seeming greater incidence of mental retardation among males, identification of the gifted, and myths about…

Explores use of tests with more- vs. less-precise age norms to identify disabilities in preschool children. Standard scores associated with the same raw score shifted gradually across age groups on tests with more precise norms, and shifted more dramatically on tests with less precise norms. Indicates that many preschool tests have norm tables…