Presents a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. The statements are grouped into three sections: the nature of human abilities, individual differences and their origins, and the specific case of gifts and talents. (Author/CR)

Responds to the previous article, which proposed a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Takes issue with the distinction made between natural abilities and systematically developed abilities, and thus the distinction between giftedness and talent. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests a more comprehensive theory of elite performance composed of three components: general intelligence, domain-specific skills, and practice. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 statements on the nature and origin of human abilities, gifts, and talents. Argues that a comprehensive rationale is missing, particularly an explanation of developmental mechanisms, of learning processes, and of the dynamics of gene/environment interaction. (Author/CR)

This rejoinder to articles responding to a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents presented in this issue's initial article, defends the validity and usefulness of the distinction between high natural abilities (gifts) and high systematically developed ones (talents) as compared…

States and then rebuts the major criticisms of special education for gifted students. These include the idea that education of the gifted is elitist and that testing for gifted identification is prejudicial. Discusses contemporary movements in the sciences, arts, and letters that often discourage the development of excellence. (Author/DB)

A review of the literature and research on the academic and social self-concepts of gifted adolescents reveals the importance of considering the unique talents of the individual rather than considering gifted students as a homogeneous group. Implications of the research for encouraging positive self-concepts in these students are drawn. (Author/DB)

Programs for academically gifted students are being sacrificed to address elitism charges and budget crunches, at the same time that funding for students with other exceptional education needs is expanding. Gifted students can be reenfranchised by preparing teachers appropriately, differentiating course content, and improving pacing and grouping…

Authentic learning consists of applying relevant knowledge, thinking skills, and interpersonal skills to solving real-world problems. Students assume roles of firsthand investigators, writers, artists, or other practitioners committed to producing a product or a service. A Connecticut high school's video-production company embodies a successful…

Discusses learning-style differences in students and the need for teachers to present opportunities for children to develop their stronger gifts and to strengthen their weaker areas. Alternate ways of teaching writing to children are highlighted, including providing multisensory stimuli, role-playing, and storytelling. (CR)

Discusses gifted identification and the potentially harmful effects of labeling a child "gifted" and making premature assumptions. Parents are urged to allow children to develop their gifts unencumbered by expectations and observe, watch, listen, prompt, affirm, and enjoy as the child engages with the world. (CR)

Discusses the social and emotional problems of unrecognized gifted children whose talents exist in domains distinct from the intellectual, academic, and athletic realms. Two case studies are presented of two gifted elementary students, along with interventions for enhancing effective growth among such students. (CR)

Two studies pursued theory that knowledge of addition combinations facilitates learning of subtraction combinations. Study 1 involved 25 kindergartners and 15 first graders in a gifted program; study 2 involved 21 first graders in a regular program. Participants responded to two pairs of problems. Findings revealed that the complementary…

Describes a study in which two groups of high-ability eighth-grade male students explored different kinds of functions independently using computer graphing technology. Reports that students in the treatment group scored higher than did students in the text-based typical control group. Contains 14 references. (Author/ASK)

Describes strategies used by one middle school to successfully challenge gifted students in the context of the regular classroom, satisfy their parents, and preserve the best of the middle school concept for all students. Strategies include block scheduling, regular schoolwide recognition programs, a school climate characterized by academic rigor…