This study evaluated a college level Introductory Psychology course taken by 23 precocious adolescents during a three-week summer residential program. This evaluation measured not only knowledge gain, but also understanding, generalization, and application of that knowledge. Immediate post measures of participants' knowledge, understanding, and value orientation were compared to similar measures from two same-age gifted comparison groups. Remote post measures, including a survey on level and type of applications of material, were obtained from recent Psychology course students and the previous year's Psychology course students. Results indicated knowledge gain from course participation was substantial and long-lived. Furthermore, exposure to course materials dramatically affected both the level of understanding and the ability to generalize from and apply psychological concepts to real world situations. While there was decay of specific informational content over time, level of understanding and ability to generalize from and apply material remained relatively constant. Value orientation was also affected: students just completing the course were quite "humanistic" in their outlook; after six months, they had become much more "behavioral/empirical". In addition, large proportions of students reported that the course had affected educational plans (50.0%) and career plans (36.7%). (Author/JGL)