This study comparing 70 gifted children (ages 5-14) with 2 control groups revealed that emotional problems were not the result of gifted ability per se but of other disturbing matters such as others' expectations or family conflict. Academic underachievement was related to self-concept; gifted children's greater sensitivity was usually…

The perception of emotions from facial expression was studied with 68 schizotypal individuals and a control group (n=40). The results did not support the hypotheses that the schizotypal group would display more restricted similarity range in judging emotions, judge emotions as less pleasant, and display less accuracy in labelling emotions. (SW)

Eighty-six female and 52 male college students completed surveys about sexual, emotional-bond, audience, and equality challenges present in their cross-sex friendships. Results indicate that these challenges do exist but that they are not perceived as salient for the majority. (SLD)

Examined nine infants' pretend play with mothers to determine pretend play's impact on children's emerging understanding of emotions so necessary to concepts of self. Found that the combination of talk and enactment characteristic of pretend play may facilitate communication about emotions--particularly fear and anger--that may be considered…

Assessments of temperament, emotion, cognition, and language acquisition were obtained for 200 pairs of 14-month-old twins. Comparisons between the assessment correlations for identical and fraternal twins indicated an influence of genetics on inhibition, activity, temperament, empathy, negative emotion, spatial memory, categorization skills, and…

A model for achieving harmony between work and personal lives involves balancing four components: employment (I am what I do), commitment (I am who I know), development (I am what I can be), and nourishment (I am what I feel). (SK)

Some gifted children react disproportionately to criticism even when it is presented in a constructive and caring manner. This intense negative reaction may rest on unrealistic views of what it means to be gifted, sensitivity, high expectations of self and others, and self-criticism. (JDD)

The developmental course of 9 temperament dimensions were documented in 104 children from ages 2 through 12. Overall, with the advancement of age, children's temperament showed less developmental change as indexed by mean ratings on the temperament dimensions and greater cross-time stability as assessed by the rank ordering of children across…

Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…

The article recounts the development of a gifted English girl as expressed in an interview at age 24. Revealed are problems, anxieties, and sensitivities of the gifted and their need for broad counseling and support. (DB)

Examined diurnal patterns of adolescents' stress, affect, and arousal. Found that gender, depression risk status, and day of week influenced mean levels of adolescent moods but were not associated with differences in mood patterns throughout the day. Suggested that adolescents' emotional states follow a diurnal cycle stemming from endogenous…

This study examined the relationships among emotional maturity, intelligence, and creativity in 221 gifted children at a special school in Israel. Emotional maturity was defined as the strength and courage to actualize individual abilities within the frame of social demands. Highly intelligent and emotionally mature children were more creative…

Study uses the consensual qualitative-research method to address questions about therapists' perceptions of transference in long-term therapy: How does transference operate? How is transference dealt with and resolved? What problems do therapists encounter with transference? Findings suggest that transference operated in a complex manner for…

Suggests that gifted students often face mixed messages based on others' beliefs about giftedness. Identifies patterns of coping behaviors against the backdrop of such messages along a continuum which ranges from not identifying with other gifted students, blending in with the general student population, or embracing the stereotypical gifted…

Examined relationship of regulatory control to preschoolers' peer interactions. Found that children high in effortful control were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relationship held only for moderate to high intense interactions. Socially competent responding was…