To illustrate what a young, self-taught computer enthusiast can accomplish, 11-year-old Safi Bahcall presents two BASIC computer programs he developed. The first converts numbers from one mathematical base to another. The second monitors commodity investments. In his introduction, Harold Nelson notes some of Safi's other computer achievements.…

Higher mean IQ scores were obtained on the Wechsler Intelligence Scale for Children (WISC) compared to the revised version (WISC-R). The WISC-R had a facilitative effect on the WISC that did not appear when the WISC was administered first. Differences in instructions may have enhanced the practice effect. (Author/JAC)

Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

The article describes Potentials Unlimited, a summer camp program for gifted intermediate grade students in Cincinnati, Ohio. Aspects covered include priorities in selecting curricular activities and some of the camp activities themselves. (DLS)

Two major aspects of counseling for gifted students through the junior and senior high school years and into college are (1) early identification of those students who require special educational opportunities and (2) careful matching of gifted students to alternative educational pathways. (LRA)

This literature review reveals that gifted and talented students, especially females, are frequently denied access to vocational education. Little attention has also been directed to the needs and performance of the gifted in vocational education. (SK)

At the North Carolina School of Science and Mathematics, microcomputers and minicomputers are being integrated into all aspects of the high school program. This report describes the rationale behind and some of the features of this school's computer program. (SJL)

Kellogg Elementary School in Hickory Corners, Michigan has developed a special program for gifted students which emphasizes a conceptual, or problem-solving, approach to art. This article outlines the program's objectives, activities, and its five teaching units. Part of a theme issue on art for special needs students. (SJL)

The development of formal operations in normal adolescents is briefly examined, and a discussion of the development of exceptional adolescents focuses on the following exceptionalities: retardation, blindness, deafness, and giftedness. Some directions for future research are considered. (DLS)

The factors of age, self-esteem, peer status, creativity, and attitudes toward school were examined in a study of the effects of an affective education intervention (the "Magic Circle") with 111 gifted and nongifted kindergarten through fourth-grade students. (PHR)

The article reviews the literature on sex differences among the gifted and talented. Studies have shown that there do not appear to be any differences in how the sexes learn, and that before age 10 or 11 girls and boys do equally well in verbal performance tests, quantitative tests, and spatial ability measures. (PHR)

Investigates the relationships between social acceptance, measured by sociometry, and membership in one of three academic groups: gifted, high achievers, and average. Changes in the peer acceptance of the gifted students in a special program were also examined. Subjects were 66 fourth graders. (MP)

The project is based on a general systems approach. Developmental stage theory is employed as a starting point, and the developmental "minitasks" which act as stair risers from one developmental level to another are carried through with the use of Bloom's cognitive taxonomy. (Author/DLS)

Describes programs in four of Milwaukee's specialty schools--a school for the gifted and talented, one for the creative arts, one for foreign languages, and one emphasizing the basics. (IRT)

The need for career awareness programs for gifted girls is discussed, a career awareness and exploration program model for mathematically gifted students (10-13 years old) is described, and the roles of teachers, parents, and guidance counselors are considered. (SBH)