Reviewed are centering techniques to help gifted and talented students stimulate and further develop the ability to incubate, or to pay attention to the imagery continuously going on in the brain's right hemisphere. (CL)

Discussed are sources of creative inspiration noted by composers such as Wagner, Strauss, and Puccini; and charted are discrete steps in creativity common to composers seen as producing works of genius. (IM)

In reorganizing for desegration Milwaukee set aside the Fourth Street Elementary School for children nominated by teachers as talented or gifted in some respect. Selection was on the basis of grade, sex, and race, not solely on academic performance, so there is a range of ability in each class. Curriculum follows the basic public school guidelines…

Briefly described with anecdotes by a mother and camp counselor is the Appel Farm Arts and Music Center, a summer residential camp program for children with talents and interests in these areas. (DB)

Two major issues in gifted education are addressed: (1) egalitarianism vs. excellence, and (2) the determination of talent fields, standards, and criteria in defining and assessing giftedness. Assessment considerations involved include single or multiple standards and the concept of predicted potential or actual achievement. (CL)

The article discusses the physically gifted student, describing three students who exemplified a high degree of intuition and extrasensory perception of the world around them. Difficulties confronting such students are noted. (CL)

The article reviews the underlying principle of gifted education in the German Democratic Republic: to create a learning environment in which all children can develop to their maximum potential. The paper continues with a description of research into differentiated educational processes and suggests guidelines for successful curriculum extension…

The article presents a step by step refutation of criticisms made by Hans Jellen in a presentation critical of J. Renzulli's conception of the gifted, of the Enrichment Triad Model, and the Revolving Door Identification Model. (Author/CL)

The paper examines several common definitions of giftedness and talent, with particular emphasis on the models proposed by J. Renzulli and S. Cohn. A differentiation between giftedness and talent is suggested, and several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly…

Examination of 13 college textbooks on education of the gifted and talented revealed a wide range of difficulty and interest levels. A wide variety of subject topics was found, with little agreement among authors concerning appropriate subject matter. Some important topics, such as career educational planning, received surprisingly little…

Since its inception in 1971, the Study of Mathematically Precocious Youth has expanded from a local program serving 19 mostly seventh graders to a national program with an enrollment of 1,600. This article discusses trends experienced during the 13-year period and their implications for the program's future. (Author/CL)

The paper describes four ways of conceptualizing gifted-disadvantaged students' and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students. (Author/CL)

The author briefly examines theories of creativity, describes problems in its identification, and cites implications for gifted education of creativity training research done over the last 20 years. (CL)

The triarchic theory of intellectual giftedness asserts that intelligence must be understood in terms of three aspects: the internal world of the individual, the external world of the individual, and the interface between these two as it unfolds through experience. The theory is explained through the profiles of three graduate students. (Author/CL)