Reports study of college biology laboratory course where 604 students were placed in pairs based on their scientific reasoning ability (intuitive, transitional, reflective). Results indicate no significant difference between type of partner and laboratory score or posttest reasoning score. Survey results indicate reflective partner was viewed as…

Guidelines are offered for the differential identification of children who have attention deficit hyperactivity disorder (ADHD), giftedness, or both. Careful evaluation of the situation and setting in which behavior or attentional problems occur is recommended, as is individual evaluation for children who may be gifted and ADHD. (DB)

This article summarizes Renzulli's Revolving Door Identification Model, an approach to the identification of gifted and talented students. It then investigates reasons for its popularity, addresses criticisms leveled against the model, and assesses its validity and utility for identifying and serving gifted students. (Author/JDD)

This interview with Joseph Bates, a computer scientist at Carnegie Mellon University (Pennsylvania), recounts his development as a highly gifted child who entered Johns Hopkins University (Maryland) after the seventh grade. Doctor Bates describes his family background, his reaction to radical acceleration, his attitudes toward heterogeneous…

The mother of an extremely gifted boy relates her emotional response upon learning of his giftedness, especially her excitement at his potential and her fear that his uniqueness harbors hidden pitfalls. (JDD)

Describes the Family Advocacy Program's social services, including its focus on clients' strengths. Lists the program's guiding principles, which stress the caregivers' role. Establishes the framework of values in which the program operates and discusses practice implications of the services for social service practice. (BC)

Despite problems encountered by the characteristics of rural education districts, successful and appropriate programs to teach gifted students can thrive by utilization of nontraditional techniques for student identification and by delivery of services through acceleration, technology, advanced placement classes, mentors, community resources, and…

Using an infinite item test framework, it is argued that the usual assumption of local independence should be replaced by a weaker assumption--essential independence. The usual assumption of unidimensionality is replaced by a weaker and more appropriate statistically testable assumption of essential unidimensionality. (TJH)

Discusses the trend toward identifying all children as gifted and the stripping of quality from gifted-child education. Argues that well-intentioned efforts to reform schools by introducing gifted-child education strategies for all students have watered down the offerings for many of the most gifted students. (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…

States and then rebuts the major criticisms of special education for gifted students. These include the idea that education of the gifted is elitist and that testing for gifted identification is prejudicial. Discusses contemporary movements in the sciences, arts, and letters that often discourage the development of excellence. (Author/DB)

Discusses gifted identification and the potentially harmful effects of labeling a child "gifted" and making premature assumptions. Parents are urged to allow children to develop their gifts unencumbered by expectations and observe, watch, listen, prompt, affirm, and enjoy as the child engages with the world. (CR)