This study sought to extend previous research by investigating performance of intellectucally gifted children on the Mental Processing Composite of the Kaufman Assessment Battery for Children (K-ABC). A sample of 54 children (aged 6-12) referred for possible gifted placement were administered the Sequential and Simultaneous scales. Average scores…

Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science 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.…

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…

This study compared two teachers' levels of implementation of the DISCOVER approach to gifted education and the resulting effects on number of students identified as gifted and on problem-solving behaviors. Significant relationships were found between level of implementation and positive changes in mathematics problem solving and numbers of…

This study administered a cognitive battery of 9 tasks to 400 regular kindergarten children and 31 children identified as gifted. The upper 2% of the regular sample outperformed 81% of the gifted sample, with minority group students achieving most of the top scores. Results support the use of such batteries in identifying previously unidentified…

This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that…

This article argues that decisions regarding identification, instruction, and programming for gifted students need to take into account not only their abilities but their styles of thinking. The article discusses the theory of mental self-government; data gathered from testing the theory; and relevance of thinking styles to decisions regarding…

A triarchic model for identifying, teaching, and assessing children who are gifted is presented. The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual. Results are presented of the Yale Summer Psychology pilot project that is based on this model. Expanding the model to other fields beyond psychology is…

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)

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.…

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…

Elementary students (N=160, grades 2-3 and 5-6) were evaluated in a battery of four information-processing tasks, including: Inspection Time, Reaction Time, Coincidence Timing, and Mental Counters (Working Memory). Half of the children were certified as gifted in a case study analysis; the other half were selected from non-gifted programs of the…

This book is designed to help teachers turn research on the brain function of intellectually and artistically advanced students into practical classroom activities and strategies. Following an introduction that discuses the myths and realities about giftedness, chapter 1 discusses basic brain structures and their functions. Chapter 2 looks at…