This research report tends to say that gifted students will make more effective teachers than non-gifted students. (Editor)

Paper contains research from author's doctoral thesis. (JM)

This paper discusses problems arising from prevailing definitions of intelligence that are based on a rational paradigm, the typical form of acquiring knowledge in the modern world. Argues that perceptions of "being intelligent" are formed by the requirements of traditional scientific method. Suggestions are outlined for understanding…

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF HUMAN INTELLECT. APPROXIMATELY 50 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1955 TO 1966. BOOKS, REPORTS, JOURNAL MATERIALS, AND SOME UNPUBLISHED TITLES ARE LISTED. SUBJECT AREAS INCLUDED ARE (1) INTELLECTUAL DEVELOPMENT, (2) ABILITY DIFFERENCES BETWEEN INDIVIDUALS, RACES,…

Reported the regrets of intellectually gifted subjects to determine if the nature of their regrets mirrored those reported by the general population. Analysis of survey responses of subjects (mean age=74) revealed that, like the population as a whole, they harbored more regrets of inaction than regrets of action. (RJM)

This article explores what the concept of intellectual character offers that traditional views of intelligence based on abilities do not. The origins of the concept of thinking dispositions are traced and various views regarding the dispositions that might comprise and define one's intellectual character are investigated. Educational implications…

This paper considers the role of intelligence in lifetime achievement, noting the importance not only of general cognitive ability but also abilities not measured by standardized intelligence tests. It urges educators of the gifted to utilize their knowledge of intelligence and talent development to challenge the one-dimensional conception of…

This introductory article examines how intelligence theory influences the way we identify and assess students, our attitudes toward giftedness and gifted students, the models upon which we base our programs and interventions, and many other aspects of gifted education. Past, present, and emerging intelligence theories are discussed. (Contains…

This study attempted to determine whether attendance at a traditional preschool resulted in significant cognitive gains for young children over a 3-year period. The experimental group consisted of 59 children at four preschools. Each was matched with a nonattender on such variables as age, sex, intelligence, and family characteristics. The mean…

Findings showed an almost even percentage of boys and girls, that more girls had fathers with doctorate degrees, that girls' arithmetic and spatial abilities were not significantly different from boys', that girls increased or decreased in IQ more than boys in high school, and that boys' IQs and grade point averages were significantly correlated…

Important work of Daniel Goleman, Peter Salovey and John Mayer on emotional intelligence (EI) is discussed to illustrate recent theorizing on EI. The article discusses conceptual and measurement problems that presently challenge the usefulness of the EI construct and urges further research. (Author/CR)

Eighty-three gifted children, aged 7-11, and their parents completed self-report instruments on personality adjustment. Intelligence was positively related to adjustment. Compared to the group as a whole, the children with higher IQs were less anxious and nervous and less likely to evidence problems in physical development, cognitive development,…

The effects of age and intelligence levels upon word associations were studied in 96 intellectually retarded, normal, and superior children with IQ's of 65 to 80, 91 to 110, and 117 to 158 respectively. A word association and a word usage task (reliability coefficients of .91 and .98) called for homogeneous responses to six form classes--count…