Describes activities and courses designed to help gifted secondary school students develop their skills in critical analysis and verbal expression. (FL)

Guidelines are given for an enrichment program that uses preservice teachers as mentors to provide experiences for gifted and talented pupils in grades five through seven. Ratings of the program by 31 students are also included. (MLF)

Intellectually superior students were praised verbally after their responses to the WISC-R questions, or were given neutral comments. The verbal praise procedure generally was associated with weaker predictive power. Findings were discussed in light of academic functioning under normal classroom conditions and potential behavior in an optimal…

Colleges faced with declining enrollments are cultivating a new crop of students--7-to-14-year-olds--who attend college after school, on Saturday mornings, and during the summer. Some programs are described, including College for Kids at the College of Marin and Cornell University. (MLW)

The Future Problem Solving Program is intended to help gifted students (grades 4 through 12) develop richer images of the future and increase creativity, communication, teamwork, research, and problem-solving skills. Procedures for participating in the program and securing materials are explained. (CL)

A study involving 33 academically talented, 25 regular education, and 20 special education junior high school students was conducted to investigate students' career attitudes and knowledge about jobs. (SB)

Results of a three-year study of development of talent are presented, with emphasis on the special qualities of Olympic swimmers, pianists, and research mathematicians who attained "world class" status in their fields prior to the age of 35. (Author)

Describes a survey instrument developed to study the behavioral characteristics of gifted and talented foreign language learners. The survey was sent to selected teachers of French, German, and Spanish to determine how they perceived the characteristics of these students. The lists of characteristics obtained were rank-ordered by knowledgeable…

Practices which have been proven to effectively increase cognitive and affective growth for the gifted elementary school child are discussed. These practices involve empathetic teachers, early identification, and diverse programing in programs. (Author/RH)

Explores current thinking on ways to improve the identification and education of intellectually talented youth. Discusses the problems of meeting the needs of individuals with many different abilities and describes a model program at Johns Hopkins University for mathematically precocious youth. (GC)

Discusses the failure of reading educators to recognize potential in students from culturally diverse groups. Offers suggestions for dealing with such students. (FL)

Activities used with gifted elementary students as part of a Title IV project are presented. The project was viewed to sharpen the analytical and investigative skills of participants, with both deductive and inductive critical thinking modes improved. It is felt everyone can reap tremendous benefits working with Soma. (MP)

Analyzed summed scores of the Wechsler Intelligence Scale for Children (Revised) dyad, vocabulary, and Block Design, cross-tabulated with full scale scores of children (N=249) referred to a gifted program. Results indicated the Vocabulary-Block Design dyad could be useful in predicting full scale IQ for some children. (Author/JAC)

A mathematics course using programmable calculators, which was part of a summer enrichment program for upper elementary and junior high students, is described. (MK)

Four articles consider brain hemisphere functioning of gifted students as it relates to gifted programs; alternation of education methodologies; spatial ability as an element of intellectual gifted functioning; and the interaction between hemisphere specialization, imagery, creative imagination, and sex differentiation. (SB)