This article illustrates the use of confirmatory factor analysis (CFA) to explicate constructs underlying performance assessment tasks based on Gardner's (1993) theory of multiple intelligences. Data from Plucker, Callahan, and Tomchin (1996) were reanalyzed using CFA. A model with three factors that combined linguistic and interpersonal…

Criticizes claims in "The Bell Curve" that a high value for heritability of intelligence constrains the extent to which environmental changes can increase intelligence. Cites adoption studies and the increasing intelligence of successive cohorts of U.S. children as evidence that intelligence can increase substantially without heroic…

Criticizes Herrnstein and Murray for their lack of respect for the truth, displayed throughout "The Bell Curve"; their willingness to encourage disharmony between groups they identify as cognitively different and to foment fear and distrust of an alleged underclass portrayed as dangerous and beyond help; and their lack of interest in…

Reported the regrets of intellectually gifted subjects to determine if the nature of their regrets mirrored those reported by the general population. Analysis of survey responses of subjects (mean age=74) revealed that, like the population as a whole, they harbored more regrets of inaction than regrets of action. (RJM)

Robert J. Sternberg's research on cognitive style and model of "mental self-government" at all educational levels have led to a pilot elementary/secondary curriculum to help students develop common sense and practical judgment as well as intellect. The interinstitutional effort between Yale and Harvard universities includes Howard…

The question as to whether males and females have different kinds of intellectual abilities is addressed. The evidence that there are some differences in cognition and perception between men and women is reviewed. (KR)

Analysis of the essays of 3,514 Minnesota secondary students indicated that the majority (53.8%) would choose to be the smartest student in their class rather than the best-looking or the most athletic. Content analysis data, however, suggested significant awareness of an anti-intellectual stigma advanced by peers. (Author/CR)

The theory of multiple intelligences (MI) says that everyone has certain ways that they learn best. The eight intelligences are verbal/linguistic, musical/rhythmic, bodily/kinesthetic, logical/mathematical, visual/spatial, interpersonal, intrapersonal, and naturalist. This paper explains how to start teaching the MI way, presents a survey to…

Presents a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. The statements are grouped into three sections: the nature of human abilities, individual differences and their origins, and the specific case of gifts and talents. (Author/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…

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.…

A study involving 75 elementary students, 51 with high-incidence disabilities, investigated variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy. Preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were…