Compared choices of college majors, extracurricular plans, and service desires of high school students, including highly talented (N=1,272), moderately talented (N=31,668), and high average students (N=44,011). Found academically talented students narrow in choices of majors but broad in extracurricular interests. Contends talented students are…

Students (n=63) who entered college by age 14 supplied data on the number and ages of friends, time spent together, and degree of shared intimacy. By junior year, early entrants appeared to have established relations with older students of breadth and depth equivalent to those already existing with agemates. (Author/JDD)

The self-actualization and self-concept of 368 intellectually gifted students in grades 4 through 12 were investigated using the Reflections of Self by Youth (ROSY), the Maslowian Scale, and the Piers-Harris Children's Self-Concept Scale. On the ROSY, the mean for high-school students was higher than for the elementary or junior-high students, and…

Comparison of male and female gifted seventh- and eighth-grade students (n=543) found that teachers consistently rated females higher than males on effort and quality but did not give them higher grades; females believed they had higher ability than males in language arts; and males believed they had higher ability in mathematics, science, and…

This report details results of providing gifted and talented middle school and early high school students with computer-based advanced placement courses in mathematics and physics. Three such groups in the Education Program for Gifted Youth at Stanford University (California) were followed. Results support acceleration for such students and the…

Investigated perceptions of university counselors relative to social, cultural, and psychological barriers to achievement among gifted black and gifted white students. Results indicated counselors disagreed with or were undecided about gifted learners' special dilemmas. Most counselors believed that gifted students experience social, cultural, and…

Discusses a program in New Zealand to assist high school students who have an aptitude for mathematics. Uses the philosophy of extension and enrichment rather than acceleration and has a teaching emphasis of problem solving and the methodology of the research mathematician. (MKR)

A survey of 227 academically talented elementary students and 236 not so identified found that gifted students often begin with positive attitudes toward school but fail to maintain these attitudes because of the lack of appropriate challenge. There was no difference between the groups in level of boredom. (Author/JDD)

This paper summarizes and critiques the empirical research of the 1970s and 1980s on identification processes and descriptions of mathematically gifted students, both precocious students who score well on tests and overlooked students with unique ways of doing mathematics. The paper describes students' family backgrounds, behaviors, cognitive…

Presents an insider's view of the judging process at science fairs from a former student participant who has performed as a judge at many science fairs. Discusses who the judges are, on what judges tend to focus, parental involvement, gifted students and outside help, the interview process, and the formal rules of judging. (JJK)

Analyzed data tape for all students scoring in 95th percentile and above on American College Test (ACT) composite scores in spring of 1988. From this data, profiled approximately 3,545 minority students. Examined relationship of specific minority group membership and gender, postsecondary educational plans, career interests, needs for services,…

The relationship of intelligence to strategy training, maintenance, and transfer was studied for six intellectually gifted, six average, and six mentally retarded children taught a balance-scale problem strategy. Implications of the finding that the mentally retarded needed more training and were poorer at maintenance and transfer are discussed.…

This paper examines possibilities in allowing accelerated progression of talented students in the New South Wales (Australia) education system. The concept of acceleration is supported by a review of the research evidence showing that accelerated students have usually been more successful than nonaccelerated peers. (DB)

A variety of accelerative options for gifted high school students is described, including part-time college programs and full-time early entrance programs. The University of Washington's Transition School and Early Entrance Program is presented as an option for teenagers to enter university without attending high school at all. (DB)

Two experiments compared the working memory performance of 77 highly gifted seventh and eighth graders (13 and 14 Years ole) with verbal or mathematical precocity, or both. Different types of intellectual talent correlate with different working memory characteristics and differences in how digit and word stimuli are represented in memory. (SLD)