"Retraction Notice--Joseph Hilgard, postdoctoral fellow at the Annenberg Public Policy Center at the University of Pennsylvania, contacted the journal with questions regarding the pattern of results and conducted reanalyses of the data that called into question the credibility of the data. Unfortunately, the data collection procedures could not be verified because the author who collected the data (Cengiz Altay) could not be contacted following the attempted coup in Turkey. Therefore, as the integrity of the data could not be confirmed, the journal has determined, and the co-authors have agreed, to retract the study." Violent media immediately grab our attention. However, violent media also detract attention from other cues. A large body of research shows that violent media impair attention and memory, critical resources for academic performance, such as verbal tasks at school. The present study tested whether gifted children are more insulated or more vulnerable to these violent media effects. Gifted (n = 74) and general cohort (n = 80) 10-year-old children were randomly assigned to watch a 12-minute violent or nonviolent cartoon. A verbal task was completed before and after the video. Results showed that gifted children outperformed general cohort children on the verbal task after watching a nonviolent cartoon, but not after watching a violent cartoon. Thus, the violent video eliminated the typical advantage gifted children have on verbal tasks. These findings suggest that the harmful effects of violent media on verbal tasks are greater for gifted children than for general cohort children.