Forty-three students (ages 16-17) gifted in physics/mathematics were compared with 34 typical students to investigate the cognitive experience of gifted individuals. Results found the gifted students had different representations of reality and the future, more complex and rich conceptual representations, and more developed intellectual control.…

Elementary school students (N=29) with a mean age of 7.96 years who were referred for gifted evaluation in an affluent suburban school district in Western Pennsylvania were administered the Kaufman Brief Intelligence Test and the WISC-III. Discusses findings, limitations and implications of the study. (KW)

The relationship between higher order reasoning and sex bias was investigated among children 7, 9 and 11 years old. Children read arguments enhancing their own or other gender, then rated argument intelligence, judged other children based on observations, and justified their arguments. Findings showed that own-gender reasoning biases declined with…

Asserts that the systematic de-emphasis of print (as opposed to electronic) media and the unique habits of mind they alone inculcate suppresses the spirit of inquiry because it foreshortens the horizon of ideas to which a student may be exposed and narrows the cognitive options for developing and exploring alternative ways of thinking. (EV)

An unfolding model was selected for the scores on the Scale of Intellectual Development to take into account that, for stage-based instruments, agreement with a statement first increases as the student approaches the stage represented by the statement, then decreases as the student progresses beyond that stage. (Contains 21 references.) (Author)

Discusses children's play in conjunction with intellectual development, language, and social benefits. Suggests that play develops personality, encourages personal relations, stimulates creativity, adds to happiness, and advances learning. Encourages parents and teachers to provide children with richly varied play experiences to promote cognition,…

The article reviews the literature on two questions: what is the normal course of creative development, and do peak periods exist during which people are most open to efforts to foster creative abilities. Six specific periods are identified as peak periods of creative growth. (DB)

Summarizes womens' five basic ways of knowing: silence; received knowledge; subjective knowledge; procedural knowledge; and connected knowledge. Traces the change and growth of one writer as she moved through the five stages of intellectual development. (RS)

Mental test data cited by H. T. Epstein as supporting his theory that new concepts should be taught during periodic spurts in childhood intellectual development (at 3-10 months; and 2-4, 6-8, 10-12 or 13, and 14-16 or 17 years) are reanalyzed. It is found that the data do not substantiate Epstein's conclusions. (TJH)

Links the works of William Perry and of Carol Gilligan in a discussion of the need to consider differences between men and women in their patterns of intellectual development. Considers the need to examine gender differences especially as they relate to career decision making. (NB)

Increased demand for accountability and management in higher education challenges the "unquantifiable" outcomes of liberal education. Proponents should not assert that the liberal arts are unmeasurable, but should take the opportunity to defend them as a different kind of learning and promote their contribution to individual and societal growth.…

Comments on the blending by Dean, in her article in this issue, of Loewald's instinctual-affective component with the developmental models of Piaget and Vygotsky, with internalization as the pivotal concept. Suggests that Dean's synthesis mirrors development itself, as it first differentiates and then integrates the work of the three theorists.…

Examined the relationship between maternal cigarette smoking during pregnancy and children's intellectual functioning through age four. Found that children whose mothers smoked 10 or more cigarettes per day during pregnancy had Stanford-Binet scores 4 points lower than those whose mothers did not smoke during pregnancy. (HTH)

Despite widespread consensus that children's social, ethical, and intellectual development are equally important, many school-improvement efforts still fail to grapple with all three facets. This article describes how an award-driven science fair was redesigned to challenge and motivate students, encourage cooperation and problem solving, and…

The African is confronted with a number of challenges to intellectual development: colonial nonrecognition of other cultures; establishment of a non-Western self in the context of Western ideas and schooling; Eurocentrism; explosion of knowledge; and personal commitment in the face of societal expectations. Accomplishments of several African…