With a dyadic interaction theory of human development and behavior as the framework, factor and multiple regression analyses were used to determine predictors and criteria of talent (socially or culturally valued behavior). Analyses covered grade point average and scores on standard academic achievement and scholastic aptitude tests; also covered were teacher, peer, and self ratings. Of the resulting 15 underlying criteria of talented behavior in 961 twelfth graders and nine predictors in 1,464 ninth graders, intercorrelations were found between the following (criterion appears first): academic performance and convergent thinking; reputed brain and peer evaluated brain; social poise and peer evaluated brain, also self rated conformist; and (negative) potential delinquent and social isolation. Findings supported the dyadic theory. Discussion are provided on the theory and on teacher evaluation of academic achievement; data, methodology, and dissertation abstracts by staff are appended. (JD)