Sternberg's Theory of Successful Intelligence proposes a broader and more comprehensive view of intelligence beyond traditional measures like IQ. The theory consists of three main components: analytical, creative, and practical intelligence. The theory suggests that gifted individuals have more developed analytical, creative, and practical…

The Gifted and Talented program in New York City is one of the largest and longest running programs for gifted students in the nation. Yet little is known about its effects on student outcomes. Using student-level administrative data of New York City public school students between the 2010--2011 and 2018-2019 academic years, we studied the effects…

The current study investigated differences in metacognition between high school gifted (n = 44) and typical (n = 23) students and examined local calibration accuracy as a potential mechanism for partially explaining superior exam performance by gifted students. Metacognition was measured using student self-reports of metacognitive awareness,…

This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school…

Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by…

Competitions are used by many teachers at the grass roots level to develop the talents of their gifted students. Each year the top Math, Chemistry, and Physics Olympiad students are identified and assembled into national teams that compete against teams from around the world. This article summarizes findings from the American Olympiad study. Our…

The North Carolina Governor's School offers a six-week residential summer program for four hundred academically talented rising juniors. This article measures the school's impact on these students in four fundamental areas: cognitive maturity, moral reasoning, personal learning style, and projections for the future. The results showed that…

This paper explores gender differential performance in "gifted and talented" 9- and 13-year-olds in a mathematics assessment in England. Boys' and girls' attitudes to mathematics and their views about which gender is better at mathematics are also considered. The study employs the use of a matched sample of boys and girls so that school,…

Compared Wechsler Intelligence Scale for Children-Revised (WISC-R) and Stanford-Binet Intelligence Scale-Fourth Edition (SB:FE) in identification and assessment of 48 intellectually gifted students. Findings suggest that scores of SB:FE and WISC-R, while both measuring 'g' factor, produce varying scores for gifted; many children currently in…

The Kaufman Brief Intelligence Test and the Slosson Intelligence Test-Revised were administered in counterbalanced order to a sample of 32 school identified gifted and talented students (18 males and 14 females). Mean age was 11 years, 3 months. The K-BIT IQ Composite and SIT-R Total Standard Score produced a correlation of .61 (p < .001).…

Investigated use of revised Slosson Intelligence Test (SIT) for screening public school students (N=131) for giftedness. Found revised SIT intelligence quotient (IQ) mean to be significantly lower than old ratio SIT IQ mean, significantly higher than Wechsler Intelligence Scale for Children-Revised and Stanford-Binet means. Advises caution in…

Compared area scores from short-form version of Stanford-Binet Intelligence Test (Fourth) with those from long form for 33 gifted children. Found three of five mean difference contrasts were significantly different and correlation coefficients between corresponding area scores and Test Composite were statistically significant. Suggests that…

Forty-four male and 22 female students attending an early entrance to college program for talented students completed the Mathematics Anxiety Rating Scale. Results indicate that these talented students are less mathematically anxious than typical college students. Females are more mathematically anxious than males, although the finding is not…

Paper based on a doctoral dissertation submitted to the University of the Pacific.

Compared the Peabody Picture Vocabulary Test (PPVT) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) for 31 gifted children. The sample mean for the PPVT-R was significantly lower than for the PPVT. Additionally, the PPVT and PPVT-R correlated to a significant degree, yielding a standard score correlation coefficient of .83. (Author)