The articles in this journal issue examine three different aspects of gifted adulthood. In "Self-Appraisal, Life Satisfaction, and Retrospective Life Choices across One and Three Decades" (Carole K. Holahan and others), 383 children who were part of Terman's original study of the gifted in 1921 were revisited at various points in their lives. Participants who reported living up to their intellectual abilities were higher in overall life satisfaction and were less likely to report that they would make different choices in work or family life three decades later. "Consequences of How We Define and Assess Intelligence" (Wendy J. Williams), considers some of the consequences of how intelligence is defined and assessed in young adults. In particular, it discusses the Graduate Record Examination and its usefulness in predicting success in graduate school. The use of intelligence tests in general is based on a certain definition of intelligence, and the article argues that such a definition is not necessarily what is needed to determine success in school. The last article, "The Locus of Adult Intelligence: Knowledge, Abilities, and Nonability Traits" (Phillip L. Ackerman and Eric L. Rolfhus), draws the distinction between general intelligence and knowledge, and studies the relationship of both to the aging process. (Articles include references.) (CR)