The article contains a test to check the reader's knowledge of myths and realities about giftedness. Among the statements are: Everyone is gifted in some way; The more intelligent child is also the more creative one; and The gifted are healthy, popular, successful persons. An answer key discusses each statement. (SB)

The article discusses the physically gifted student, describing three students who exemplified a high degree of intuition and extrasensory perception of the world around them. Difficulties confronting such students are noted. (CL)

The existence of delinquent gifted and talented students is considered, and reasons for their turn to crime are pondered. (CL)

Characteristics of gifted underachievers are noted, and a successful program is described which features enrichment units and learning centers. Sample personal development activities are suggested which promote positive peer interaction, encourage new friendships, and bring about introspection. (CL)

The author describes the use of AIM (Achievement Identification Measure), a parent report, to identify gifted students' underachievement characteristics. AIM examines five dimensions: competition, responsibility, self-control, achievement communication, and respect. (CL)

A training exercise is presented to help teachers become familiar with key concepts in the Scales for Rating Behavioral Characteristics of Superior Students. Activities suggested include matching concepts with items from the scales and categorizing children's behaviors according to the scales. (CL)

Characteristics of gifted students are noted and explained to match the characteristics of the Montessori approach to education. Montessori's emphasis on individualism, multi-age grouping, and independence are seen to be particularly valuable in developing both leadership and intellectual skills. (CL)

The article discusses the identification of gifted and talented students and describes a group of slides that were developed to illustrate various learning and behavioral characteristics of such students. Examples of eight of the slides are presented, along with the traits they exemplify. (DLS)

The author stresses the importance of providing time for gifted students to explore their own interests, while at the same time providing a firm foundation in the academic basics. The goal is that the gifted student should be fully capable of fulfilling him/herself. (PHR)

Procedures for devising objectives for gifted and talented students are examined based on analysis of learners' characteristics and environmental factors. Behavioral, expressive, and emergent objectives are discussed and the role of expressive and emergent objectives as complements to specific objectives is explained. (CL)

The classroom log, which presents the anecdotal account of a typical day in an elementary class, provides teachers practice in identifying gifted and talented students based on student behavior. An answer key is provided, although divergent responses which can be substantiated are encouraged. (CL)

A procedure for identifying gifted students relies on multiple criteria in three cluster areas: intelligence, task commitment or intrinsic motivation, and creativity. The editor questions J. Renzulli's conclusions (upon which the identification system is based) and Renzulli answers the criticism. (CL)

Popular myths about gifted and talented children are identified and refuted. (DB)

The general and creative characteristics of scientifically prone gifted youth are outlined and the importance of self concept and fostering scientific behaviors is stressed. Among characteristics identified are curiosity about what makes things work and fluency of thought. (PHR)

The authors offer examples of situations that can be used to allow for the display of traits often associated with the gifted. (SW)