Four nomination forms were used to identify 15 intellectually gifted, hearing-impaired students, aged 5-20. Compared to controls, the nominated group had a higher mean intelligence quotient percentile and a higher mean score on the nomination forms. Each of the forms was capable of distinguishing between subjects and controls. (Author/JDD)

This paper describes world perspectives on gifted education, focusing on definitions, identification procedures, and attitudes. It then examines key areas in gifted education that require further clarification and rigorous examination. (Author/JDD)

Gifted, average, and learning-disabled children (total n=660) in grades four and seven were assessed on measures of achievement, ability, perceived competence in cognitive ability, self-concept, and locus of control over a two-year period. In general, perceived competence and self-concept were higher for gifted students and were stable for all…

Comparison of differences between the top 5% of ninth- (n=1942) and twelfth-grade (n=2277) students in science achievement and remaining students found that far more high achievers were male, typically came from small families, and had parents with more formal education (often in the sciences). High achievers typically preferred questioning over…

This study compared learning style preferences among gifted African-American (n=54), Mexican-American (n=61), and American-born Chinese (n=40) middle grade students attending Chicago, Illinois, public schools. Significant ethnic, gender, and grade differences were found. All three groups preferred studying in the afternoon and bright light and did…

A group of nine Filipino children (ages five to nine) from disadvantaged backgrounds received training in higher level cognitive thinking skills and was compared to a control group that received no training. The training program was based on Benjamin Bloom's cognitive levels of thinking. Students receiving the training showed better performance on…

Evaluation of an instrumental enrichment program with 80 gifted children (ages 10-12) from culturally disadvantaged backgrounds and a follow-up study 4 years later showed: (1) generalization effects on verbal and nonverbal thinking tasks, and (2) durability of effects on thinking tasks and broad generalization in school achievement. (Author/DB)

The effects of various gifted programs on the self-concepts and depressive symptoms of 82 gifted and talented fifth- and sixth-grade students were evaluated. Sixth-grade gifted groups (pull-out and self-contained) scored higher on self-concept than did nongifted groups. No effects on depressive symptoms were found. (DB)

This study compared the use by 6 gifted and 6 nongifted students (ages 10 and 11) of a software package designed to develop cognitive control strategies. Bright students more often used a plan in their strategy, offered suggestions for improving the software, and monitored their own performance. (Author/DB)

This paper reports selected findings from a study on Maori children with special abilities to illustrate principles of educating gifted children from minority cultures. Seven suggestions for improving educational services to these children are offered; six are specifically teacher related and the seventh addresses the need for research and the…

Eighty-five adolescent boys studying at an Israeli school for the academically talented and 27 adolescent boys studying at a regular school filled out ego identity questionnaires and cognitive complexity questionnaires. Talented boys scored higher on cognitive complexity and on two dimensions of ego identity: (1) meaningfulness versus alienation…