Elementary students (N=160, grades 2-3 and 5-6) were evaluated in a battery of four information-processing tasks, including: Inspection Time, Reaction Time, Coincidence Timing, and Mental Counters (Working Memory). Half of the children were certified as gifted in a case study analysis; the other half were selected from non-gifted programs of the same school district. For each of the two main factors (giftedness and grade), equal numbers of participants were drawn from four ethnic backgrounds: African-American, Latino, Filipino, and White. Large differences on all four information-processing tasks appeared as a function of grade and membership in the gifted program. The sole significant relationship involving ethnic background was that gifted African-Americans showed the fastest reaction times and nongifted African-Americans the slowest. Overall relationships between measures of processing and intelligence quotient were modest. (PB)