This article presents a unified model for cognitive processing, WICS, which is an acronym for wisdom, intelligence, and creativity, synthesized. The model can be applied to identification/admissions, diagnosis, instruction, and assessment. I discuss why there is a need for such a model. Then I describe traditional models, after which I describe…

A study examined domain specificity and domain generality of creativity in 109 second-graders. Children exhibited a range of creative abilities across different domains, rather than a uniform creative ability in diverse domains. Divergent thinking measures did not predict creative performance in at least two of three domains assessed in the study.…

In the Creative and Academic Thinking Skills (CATS) Program, teachers who have been trained in developing higher-order and creative thinking skills go into early elementary classrooms to present lessons and provide followup activities. CATS integrates "gifted" materials and strategies into normal classroom activities. CATS lessons and…

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.…

Describes the creativity classification system, a taxonomy of creativity that integrates nine dimensions of creative activity (contact, conscience, interest, fantasy, incubation, creative contact, inspiration, production, and verification). The system is used to categorize measures of creativity to help practitioners apply test results to a…

This article discusses using the Cognitive Assessment System based on the PASS theory, which centers on Planning, Attention, Simultaneous, and Successive cognitive processes, for identifying gifted children. It is argued that this more extensive and inclusive measure of intelligences could identify gifted children who would not traditionally be…

A reanalysis of data from three previously published studies on whether creativity is content general or content specific suggest that, contrary to the results of recent research, a content-general factor may explain 40-50% of the variance in creativity checklist scores. Results are analyzed in light of other studies. (Author/CR)

Middle school students (n=267) were designated as gifted, honors, or average; divided into problem-solving treatment or comparison groups; and assessed on creative problem-solving ability and potential giftedness. Treatment students showed significant gains in problem-solving ability compared with comparison groups, with no significant differences…

Recent theorists have begun to re-conceptualize the construct of "intelligence." This paper reviews recent theories of intelligence and indicates implications for practitioners, educators, and individuals. Theories and theorists discussed include the following: (1) Robert Sternberg has advanced the "triarchic theory" of…