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EC 091 221

Identification of the Gifted. A SelectiveBibliography. Exceptional Child Bibliography SeriesNo. 668.Council for Exceptional Children, Reston, Va.Information Services and Publications.National Inst. of Education (DHEW) , Washington,D.C.7617p.; For related document, see ED 109 867CEC Information Services and Publicatiohs, TheCouncil for Exceptional Children, 1920 AssociationDrive, Reston, .'irginia 22091 (54.00)

MF-$0.83 HC-$1.67 Plus Postage.*Abstracts; *Annotated Bibliographies; ElementarySecondary Education; Exceptional Child Education;Exceptional Child Research; *Gifted; *Identification;*Talent Identification

The annotated bibliography on Identification of theGifted contains approximately 60 abstracts and associated indexinginformation for documents or journal articles published from 1959 to1975 and selected from the computer files of the Council forExceptional Children's Informa-Aon Services and the EducationResources Information Center (ERIC) . It is explained that titles werechosen in response to user requests and analysis of current trends inthe field. Abstracts include bibliographic data (identification ororder number, publication date, author, title, source or publisher,and availability) ; descriptors indicating the subject matter covered;and a summary of the document's contents. Also provided areinstructions for using the bibliography, a list of journals fromwhich articles were abstracted, and an order form for orderingmicrofiche or paper copies of the documents through the ERIC DocumentReproduction Service. (JM)

ents acquired by ERIC include many informal unpublished* mate. not available from other sources. ERIC makes every effort ** to obLn the best copy available. Nevertheless, items of marginal* reproducibility are often encountered and this affects the quality* of the microfiche and hardcopy reproductions ERIC makes available* via the ERIC Document Reproduction Service (EDRS) . EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best th,Lt_ can be made from the original.*********************************************************************

U S DEPARTMENT OF HEALTH.EDUCATION & WELF AR ENATIDNAL INSTITUTE OF

EDUCATION

1,-;IS DOCUMENT HAS alEEN REPRO.DUCE D EXACT!.Y AS RECENED I'ROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT PEWITS OF VIEW OR OPINIONS'STATED 'JO 1. UT NECESSARILY REPRE-SENT OFVICtAL NATIONAL INSTITUTE orEDUCATION POSITION OR POLICY

Identification of the Gifted

A Selective Bibliography

CEC Information Services and PublicationsAn ERIC Clearinghouse

The Council for Exceptional Children1920 Association DriveReston, Virginia 22091

Exceptional Child Bibliography Series No. 668

The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.SDepartment of Health. Education and Welfare. Contractors undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional and technical matters Prior to publication, themanuscript was submitted to The Council for Exceptional Children for critical review and determination of profes-sional competence. This publication has met such standards. PoMts of view or opinions, however, do not necessarilyrepresent the official view or opinions of either The Council for Exceptional Children or the National Institute of

Education.

HOW TO USE THIS DOCUMENT

Each abstract contains three sections; bibliographic data, descriptors, and asummary of the document.

The

a.

b.

c.

d.

e.

f.

g.

bibliographic section provides:

document identification number (EC)document order number if available (ED)

Documents with a six digit number after the designation ED are ERICdocuments. These documents may be purchased from EDRS (see last pageof bibliography for order form) if the EDRS availability listing(EDRS mf and/or hc) appears in the bibliographic section. Documentswith N.A. after the designation ED are journal articles or documentsfrom commercial publishers. They must be obtained directly from thejournal editor, commerical publisher or source.

titleauthorpublication datesource or publisherEDRS availability

Descriptors indicate the subject matter of the document.

3. The summary provides a comprehensive overview of document contents and, insome cases, availability is announced here.

( learingh mise:Icces,o)n

nu mber08 ref:rs to solume:0056 refers ttind is idua! abstract.

EC 080056Publication date Daze Oct 75

Wolf. Lucille C.Author(s) Wh;tehead, Paui 2.

The Decision to Institutionalize Re-Title tarded Children: Comparison of Indi-

vidually Matched Groups.Mental Roardation; VI3 N5 P3-7 3ct

Bibliographic citatior1975(journal, publisher. Descriptors: Mentally Handicapped*:institute, etc.) Pbcement; Institutions*: Exceptional

Child Research; Family Influence; Deci-sion Making;

ABSTRACT 56

Nam( and address herendicat availability of A group of 24 institutionalizes: :etardedie the

document from thk sour children was individually matched on thece

basis of sex. socio economic status, IQand American Association on MentalDeficiency diagnostic category, with agoup of 24 retarded children who re-mained at home. Results indicated thatthe sex of the child and the amount ofdisruption perceived by the family ascaused by the child. are significant fac-tors in determining the course of institu-tionalization. (Author)

Abstract

(abstract rnatcrtal Oiledhere /or camphv

No ERIC accession number

not available through ERIC Portion of accession numberused to reference abstract in/indexes

ABSTRACT 34EC 080034 ED 112 610PubL Date 75 172p.Brown, Jerome D., Ed.Handbook for Hearing ConservationServices and Educational Program-ming for Waring Impaired Pupils.Iowa State Dept. of Public Instaiction,Des Moines.EDRS mf,hc

Descriptors: Aurally Handicapped*;Guidelines": Educational Programs*:State Programs; Hearing Conservatinn;Exceptioral Child Education; Elementa-ry Secondary Education; Administration;State Departments of Education;

Identifier: Iowa*:

Presented by the Iowa Department ofPublic Instruction are recommendationsfor comprehensive hearing conservationserv; -11,1 educational programing forhear mpaired (FID pupils. Part I cons-ists of Iowa's Rules of Special Educationwhich are arranged under 10 divisions:authority, scope, general principles and

regarding audiometric symbols, iden-t ification audiometry, and audiologyprograms in educational settings for HIchildren. (LS)

3

ERIC accession numberUse when ordering fromEDRS.*

Numbcr of pagFsUse when computing cost ofEDRS tv.-).1 copy order.

Institution(s) and/or sponsor(s)of activity described

ERIC Document ReproductionService availability listing*

Descriptors and IdentifietSubject terms which char-acterize contentTerms marked * are majorterms and appear asheadings in the subjectindex.

Abstractor's initials

CEC Information Center Journal Collection

Ihe a(' ( cuter re.,rularly mote I hail 2)1) ,,riial i hisli are mined tor material CU1Icer1:111y. \ it:1)(6413i hildren.rticles lud:ed to meet cstalskhed ,rocria publkhed itt /..vccplumal Child Iducemni -1hqracts Some

ot these artistes are nide \ed find subruityd ak l.o am:off:Lenient in Currctif indcs. To .1,firn:-:h in hhication /(1/1 an I ducation.a:

Resources Int ormatron C:nter II RIC) pubhs futon. I he tdlou list is:orient Ma 19761 Is rcon ccntalNe Wurnak (mewl% reo..it.ed.

'Academic Therapy. 15.0 1 onrfli Stre-..! . SanRafael. California 94901ACTA Symbolica.Akron, Oluo 4431)4Adolescence. PO Box 165. 391 WilleisRoad. Roslyn lleivlits,Ne w York 1157'.

"American Ann Ms of the Deaf, 5034sin Avenue NW , Washington DC 200I(,

American Education, 400 Maryland Aven ueSW, W'ashingtor DC 20202

American Educational Research Journal.1126 16th St., et NW, Washington DC20036American Jourm ! of Art Therapy, 6010Broad Branch Road, Washington DC 20015American Foundx:ion for the Blind Re-

search Bulletin, 15 West 16th Street, NewYork. New York 0(111

' American Journal 14 Disease,. of Children,535 North Dearborn Street. Chic:112o. Illinok60610

Ameriean Journal of Mental Deficiency. 49"'Sheridan .Avenue, Aljfany. New York 12210

American Journal of .',:irsing. 10 Colutolm,!Circle. New York, New York 10019

**American Journal of ecupational Therapy.64101) I Welltiye Butdev:t:'.1. Suite 200. Rttek-\ilk:. Maryland 20852

'American Journal of Orthopsychiatry, 1790' *Broadway, Nett' York. N;w York 10019

Archives of Otalaryngologls . 535 NorthDearborn Streyt. Chleao. Illinssis 60610.Arithmetic 'reaAer. 1201 16thi Street NWWashinFton DC 20036

ASHA. 9030 Old Dcor,..vrown Road Wach-in!non DC 20014Audecibel. 24261 Grand River Aveinie.Detroit, Michigan 48219Auditory & Hearing Education. 15300 Ven-tura Boulevard, Suite 301, Sherman Oaks.California 91403Audiovisual Instruction. 1201 16th StreetNW, Washington. DC 20036Australian Children Lim;ted, Bios 91.Brighton 5048. South Australia

Australian Journal of Mental Retardation,"P.O. Box 255. Carlton, South Victoria

3053, AustraliaAVISO, Newark State College, Union. NewJersey 07083

*Behavior Therapy. I 1 1 Fifth Avenue,York, New York 10003

Behavior Today, Ziff-Davis Publishing Co1156 15th Street NW, Washington DC20036

Bhavioral Disorders, Council for Childrenwith Behavior Disorders, Indiana University,Bloomington, Indiana 47401

British Journal of Disorders of Communica-tion, 4345 Annandale Street, Edinburgh1417 4 AT, Scotland

British Journal of Mental Subnormality,Monyhull Hospital. Birmingham B30 3QB,England

*denotes journals monitored for CIJE.**denotes copyrighted journals for which ECEA has been granted permission to use author abstracts,

British Journal tit' Physical Education. I10 Nottingham Plate, 1 ondon

4 AN, I mdandIttdletin of the Orton Society. 5415 Itcls

.na Lane, Suite 204, 1 ossson. !Maryland20402

Bulletin of Prosthetics Research. CS Gov-ernint:ilt Prin tine Mice. Washimlion211402

'Bureau Memorandum. I 26 Langdon Street,Madison, Wis,.onsin 53707

CSMR Bulletin, 345 Campw; lowers.monton, Alberta, CanadaCanada's Mental Health. Information 1 an-ada. Ottawa K IA 059. CanadaCEDR Quarterly. Phi Delta Kappa. PO Box789, Bloomington. Indiana 47401Child Care Quarterly. 2852 BroadwasMorningside Heights. New York

Child Development. :1750 1 Nis Avenue.ChierIS!0, Illinok 60637

*Child Psychiatry & Human Development.2252 Broadway. Morninnsidc NeuYork 10025Child Welfare. 67 Irvimf Ness York\ew York 11"Childhood Education. 3615 V. iss onsinAvenue NW. Washimfton DC 2010 6

Children Today. LS GovernmentOt fice, Wklun,tfton 2IJI(12

Children's !lousy. Bo \ 111. C aldssell, NestJersey 07006

Colorado Journal of Educational Research.University ot Northern Cs)lorado, celetC,Aorado 50631

Communication Education ( for merlSpeech Teacher) SpeeLli CoininunicitionAssocon. Statler Hilton lintel. NewYork. New York 10001Compact, 300 Lincoln Tower, 1860 LincolnStreet. Denver. Colorado 80203

Day Care & Early Educatic-. 2852 Iimad-way, New York, New York 10025Deaf American, 5125 Radnor Road, Indian-apolis, Indiana 46226Deficience Mentale/Mental Retardation,York University, 4700 Keele Street, Downs-view, Ontario M3J 1P3, CanadaDevelopmental Medicine and Child Neurol-ogy, Spastic International Medical Publica-tions, 20-22 Mortimer Street. London WI N7RD. EnglandDevereux Forum, 19 South Waterloo Road,Devon Pennsylvania 19333DSH Abstracts, Gallaudet College, Washing-ton, DC 20002Dyslexia Review, The Dyslexia Institute,133 Gresham Road, Staines, TW18 2AJ,England

*Education and Training of the Mentally**Retarded. 1920 Association Drive, Reston,

Vir4dnia 22091Education Digest, PO Box 623, 416 Long-sho re Drive, Ann Arbor, Michigan 48107

4

Iducat ion of the Visually llandicapped. 9191.lalont Sr Lsuirth floor, Ifluladelphia,l'enns Banta 191117

Educational & Nychological Measurement.Box 6907, Collece Station. Durham. North

(1:d :cl"nattion2a7:1 11-::r um, 343 ArmooLnivcrsv of Illinois. Champah..a. Illinois61820Educational Horizons. 2000 l'ast Ath Street.Bloomington. Indiana 47401Educational Leadership. 1201 16th StreetNW, V. aThington DC 20036

Educational Researcher. 1126 16th StreetNW, Washington DC 20036Educational Technology. 140 S Ivan Ave-nue, I nglewood Oils, New .L.I.Sey 07632

Elementary School Journal, 5801 Ellis Ave-nue, Chicago. Illinois 60637English Journal. 1111 Kenyon Road, Ur-bana, IlLnois 61801Exceptional Children. 1920 A.sociali,nInisc. Iteton, Virginia 22091

'Fxceptional Parent. 264 Beacon Street,ton. \ bassaL huse0 s 02116

Family Involvement. Canadian I &Ica'Pr,vantN, 41 Madison AverIll,',Ontario M5R 252. CanadaFocus on Exceptional Children. 663; LaVillanova DOIlver. Colrado 60222

'Gifted Child Quarttrly, Springvalle,Drise. Cult. ilttt,lrI, 011.0 45236

Harvard Educational Review. 23 South MainStreet. Uxbridge, Massachusetts 02136Hearing. 105 Gower Street, Lop-on WCIF()AIL England

' Hearing & Speech Action. 814 Mayer Ave-nue, Silver Spring, Maryland 20910Hearing Rehabilitation Quarterly. New YorkLeague for the Hard of Hearing. 71 W. 23rdStreet, Ness. York, New York 10010Human Behavior, PO Box 2810, Boulder.Colorado 80302Humanist. 923 Kensington Buffalo.Ness. York 14215

Illinois Schools Journal, 6800 South Stew-art Avenue, Chicago, Illinois 60621Indiana Speech & Hearing Journal, BallState University, Muncie, Indiana 47306Instructor, PO Box 6099, Duluth, Minne-sota 55806Inter-Clinic Information Bulletin, 317 East34th Street, New York, New York 10016International Child Welfare Review, I RueDe Varembe, 1211 Geneva 20, SwitzerlandInternational Journal of Child Psychiatry,Verlag 10, Basel I 3, Switzerland

International Rehabilitation Review, 219East 44th Street, New York, New York10017Involvement, PO Box 460, Oak Ridges,Ontario, Canada

Journal for Six '11 Educators of the Men-tally Retarded, I /I, Center Conway, NewHampshire 03813

*Journal of Abnormal Child Psychology,"Plenum Publishing Corp., 227 W. 17th

Street, New York. New York 10011Journal of Abnormal Psychology, 120(1

17th Street NW, Washington DC :20036Journal of Applied Rehavior Analysis. Uni-

**versify of Kansas, L'tvrence, Kansas 66044Journal of Applied itchabilitation Counsel-ing, 1522 K Street NW, Washington DC20005

Journal of Association for Study of Percep-tion. PO Box 744, De Kalb, Illinok 60115

Journal of Autism & Childhood Schizophre-*nia, Plenum Publishing Corp., 227 W. 17thStreet, New York, New York 10011

Journal of Child Psychology & Psychiatry,Pergamon Press, Elmsford, New York 10523Journal of Clinical Child Psychology, Ill

uh Mersmec Avenue, No. 208, St. L)uis.Missouri 63105Journal of Communication Disorders, Amer-ican Elsevier Publishing Co., 52 Vanderbilt.A.enue, New York, New York 10014Journal of Community Health. Human Sci-ences Press, 72 Fifth Avenue, New York,New York 10014

"Journal of Consulting & Clinical Psychol-ogy, 1200 17th Street NW, Washington DC20036

Journal of Creative Behavior, 1300 Elm-wood Avenue, Buffalo, New York 14222Journal of Developmental Disabilities, POBON 3470, Gcntilly Station, New Orleans.Louisiana 701 82

Journal of Education, Department of Edu-cation. Halifax. Nova Scotia

"Journal of Educational Psychology, 120017th Street NW, Washington DC 20036

Journal of Educational Research. Box 1605,Madison, Wisconsin 53701

Journal of General Education, 215 WagnerLrniversity Park, Pennsylvania

16802

Journal of Learning Disabilities, 5 NorthWabash Avenue, Chicago, Illinois 60602

Journal of Marriage & the Family, 1219University Avenue SE, Minneapolis, Minne-sota 55414

Joutnal of Mental Deficiency Research, 86Newman Street. London WIP 4 AR, Eng-land

Joutnal of Music Therapy. Box 610, Law-rence, Kansas 66044

Journal of Negro Education, Howard Uni-versity, Washington DC 20001

**Journal of Nervous & Mental Disease, 428East Preston Street, Baltimore, Maryland21201

*Journal of Pediatrics, 11830 Westline Indus-trial Drive, St, Louis, Missouri 63141

"Journal of Personality Assessment, 1070East Angeleno Avenue, Burbank, California91501

Journal of Reading, 6 Tyre Avenue, New-. ark, Delaware 19711

Journal of Rehabilitation, 1522 K StreetNW, Washington DC 20005

Journal of Rehabilitation of the Deaf, 814ti,er Avenue, Silver Spring, Maryland20910

Journal of School Health, American SchoolHealth Association. Kent, Ohio 44 240

"Journal of School Psychology, 51 RivershleAvenue, Westport. Connecticut 06880

"Journal of Special Education, Grune and"Stratton, I I 1 Eifth Avenue, New York,

NOA: York 10003

Journal of 'Speech & Hearing Disorders,9030 Old Georgetown Road, Washington,DC 20014

*Journal of Speech & Hearing Rmarch,"9030 Old Georgetown Road, Washington

DC 20014Journal of Teacher Education, One Dupont

Washingwn DC 20936

Language Speech & Hearing Services inSchools, 9030 Old Georgetown Road, Wash-ington DC 20014Lantern, Perkins School for the Blind,Watertown, Massachusetts 02172

LearMng. 530 University Avenue. Palo Alto.California 94301

'Mathematics Teacher, 1906 AssociationDrive, Reston. Virginia 22091

*Mental Retardation, 5201 Connecticut Ave-" nue NW, Washington DC 20015

Merrill Palmer Quarterly. 71 East FerryAvenue, Detroit, Michigan 41202Momentum, 350, One Dupont Circle, Wath-ington DC 20036

Music Educators Journal, I a02 .AssociationDrive, Reston, Virginf 22091

NASS; Bulletin, 1904 Assodation Drive.Reston, Virljnia 22091

National Elementary Principal. IL'Ol Nor7.1Moore Street, Arlington, Virginia 22209The New Beacon. 224 Gem PortlandStreet. London WIN/AA, England

*New Outlook for the Blind, 15 WeA 16thStreet, New York, Nev- York 10011Nott.e Dame Journal of Education. PO Box686, Notre Dame, Indiana 46556Nursing Outlook, 10 Columbus Circle, NewYcrk, New York 10019

Optometric Weekly. 5 North Wabash Ave-nue, Chicago, Illinois 60602Panyus Voice, Journal of the NetionalSociety of Mentally Handicapped Children,Pombridge Square, London W2 4EP, Eng-land

Peabody Journal of Education, George Pea-body College for Teachers, Nashville, Tin-nessee 37 203

*Pediatrics, PO Box 1034 Evanston, Illinois*60204"Personnel & Guidance Journal, 1607 New

Hampshire Ave' NW, Washington DC20009

Phi Delta Kappan, 8th & Union Streets,Bloomington, Indiana 47401

**Physical Therapy, 1156 15th Street NW.Washington DC 22005

Pointer, PO Box 131, University Station.Syracuse, New York 13210Psychology in the Schools, 4 Conant Square,Brandon, Vermont 05733

5

Psychology Today, PO Box 2990, Boulder,Colorado 80302

Quarterly Journal of ,xch, Speech Coml.munication Associaw i. Stade!. HiltonHotel, New York, New York 10001

"Reading Research Quarterly, 6 Tyre Ave-nue, Newark, Delaware 19711Reading Teacher, 6 Tyre Avenue. Newark,Delaware 19711

Rehabilitation Digest, One Yonge Street,Suite 2110, Toronto Ontario M5E 1E13,Canada

Rehabilitation Gazette, 4502 Maryland Ave-nue, St. Louis, Missouri 63108

*Rehabilitation I terature, 2023 West Ogden*Avenue, Chicago. Illinois 60612

Rehabilitation Teacher, 88 St. StephenStreet, Boston, Massachusetts 02115Remedial Education, 5 Netherlee Street,Glen Iris. Victoria 3146, AustraliaReview of Educational Research, 1126 16thStreet NW, Washington, DC 20036

**Scandinavian Journal of Rehabilitation Med-icine, Gamla Brogatan 26. Box 62, S-101 20Stockholm 1, Sweden

Schizophrenia Bulletin, 5600 Ekhers I ane,Rockville, Maryland 20852Schcol Media Quarterly. 1201-1205 BluffStreet, Fulton, Missouri 65251

Sight Saving Review. 79 Madison Avenue,New York, New York 10016Sign Language Studies, Linstoek Press, 9306Mint wood St.. Silver Spring, Maryland20901

*Siow Learning Child, St. Lucia, Brisbane4067. Australia

**Social Work, 49 Sheridan Avenue, Albany,New York 12210Southern Journal of Educational Research,Box I 07, Southern Station, Hattiesburg.Mississippi 39401

Special Children, American Assodation ofSixcial Educators. 107-20 125th Street,New York, New York 11419

*Special Education: Forward Trends, Na-tional Council for Special Education, 12Hollycroft Avenue, London NW3 7QL, Eng-land

Special Education in Canada, Parkway V S,I Danforth Avenue, Toronto, On tazio,Canada

Speech Monographs, Speech Communica-tion Association, Statler Hilton Hotel, NewYork, N"..tw York 10001

Teacher, 22 West Putnam Avenue, Green-wich, Connecticut 06830Teacher of the Blind, Royal School for theBhnd, Church Road North, Wavertree, Liv-erpool L156TQ, EnglandTeacher of the Deaf, 50 Topshatn RoadExeter EX2 4NF, EnglandTeachers College Record, 525 West 120thStreet, New York, New York 10027

**TEACHING Exceptional Children, 1920Association Drive, Reston, Virginia 22091

*Volta Review, 3417 Volta Place NW, Wash-**ington. DC 20007

Young Children, 1384 Connecticut AvenueNW, Washington, DC 20009

ABSTRACT 54EC 000 088 El) 01 I 417Publ. Date Jun 65 47p.Bateman, BarbaraThe Illinois Test of Psycho linguisticAbilities in Current Research. Sum.marks of Studies. .

Illinois LIMY' . Urbana. Inst. Res. Ex-cept. ChildrenEDRS Price 0.25;1.96

Descriptors: exceptional child research.tests; language handicaps; language re-search: psycholinguistics; research pro-jects: bibliographies; statistical studies:trainable mentally handicapped: educa-ble mentally handicapped: gifted; read-ing; visually handicapped; aphasia; deaf.aurally handicapped; cerebral palsy,speech handicaps: learning difficulties;cultural disadvantagement: language de-velopment: measurement; research re-views (publications); Illinois Test of Psy-cholinguistic Abilities: Urbana; ITPA

Research generated hy the experimen-tal edition of the Illinois Test of Psy-cholinguistic Abilities is revieyed.Nenty-five statistical, remedial, andlanguage disorder stud:es are summa-rized according to purpose, t.ttl-lects,procedure, results and comments. Sevenadditional studies are included in anannotated bibliography. Eifty-four otherreferences are also included. (MK)

ABSTRACT 283EC 000 546 ED 017 090Publ. Date May 64 15Ip.Yamamoto. KaoruExperimental Scoring Manuals forMinnesota Tests of Creative Thinkingand Writing.Kent State University, Ohio. Bur. OfF.duc. ResearchEDRS Price 0..! 5;6. I 2

Descriptors: exceptional child rescarch:gifted: tests; creative thinking: test in-terpretation; children; creative writing;creativity research; elementary grades;group tests: scoring: test reliability; testvalidity; Minnesota Tests of CreativeThinking and Writing

Proposed scoring procedures for theMinnesota Test of Creative Thinkingand Writing are described. Test formsfor six verbal tasks and three nonverbaltasks are presented. For most tasks, thisscoring manual has extracted from thetest protocols four scores to representfour abilities of creative thinkingfluen-cy, flexibility, originality, and elabora-tion. The detailed scoring instructionsinclude explanations of scoring proce-dures and sco,ted sample responses. Dataon interscorer reliabilities, test-retest re-liability. intercorrelations among scores.validity, notrns, and correlations withscores from earlier m,:asures. are basedon subjects in grade 5. grade 10. andcollege, and are presented in 20 tables.A first revised edition of a scoringmanual for imaginative stories, grades 3through 6, is presented. For each of twoforms, subjects write a story on onetopic chosen from the list of 10 topics.The scoring scheme employs five subdi-visions under the categories, organiza-tion, sensitivity, originality, imagina-

tion, psychological insight, and richness.A supplementary scoring guide evalu-ates originality (nine subdivisions) andinterest (nine subdivisions). For bothscoring schemes on imaginative stories,scoring procedures are described andexamples of scored responses are includ-ed. Preliminary norms and some data onreliability of scoring are presented. Areference list of 17 items is included,(JAI

ABSTRACT 1572EC (10 I 552 El) N.A.Puhl. ! ate Jun 67 6p.Welsh. George S.Verbal Interests and Intelligence;Comparison of Strong NAB, TermanC7111% and 1)48 Seou's of Gifted Ad(I--leseents.North Carolina University.. Chapel HillEDRS not availableEducational And Psychological Meas-urement: V27 N2 P349-52 Ju 3 (17Paper Presented At The SoutheasternPsychological Meeting (New Orleans,Louisiana. March 31, 1966).

Descriptors: exceptional child research;tests; gifted; language; cognitive process-es: intelligyncel occupational tests, inol-ligence factors; intelligence tests; verbalability, verbal tests: psychological pat-terns: cognitive ahility; nonver-hal hility: D-48 fests; Strong Vocation-al Interest Scale; Terman Concept Mas-tery -Fest

The -Ferman Concept Mastery Test andthe D-48. a nonverbal test. were given tothe two groups of gifted adolescentsattending an 8-week residential summerprogram in the academic and arts areas.Students in the academic area scoredrelatively higher on both tests than thosein the art.s areas tr equals .50.. Duty]ences hera een the sets of scores indicat-ed that students who did relatively betteron the verhal tests had higher verhalinterests than those who did hetter onthe nonverbal tests. This hypothesis wastested hy giving the Strong VocationalInterest Blank to three groups of 60students each, selected from the 773students attending during both summersof the program; one which did relativelyhetter on the Terman. one on the D-48,and the third relatively well on hoth.The three groups were equated for intel-ligence. The group high on the verbaltest of intelligence did significantly bet-ter than the groun high on the nonverbaltest tp less than .051. with the groupsdoing equally well on both in between.A converse approach also supported thehypothesis. (SN )

ABSTRACT 70El) N.A.EC 003 868

Publ. Date Feb 67 10p.Ringness. Thomasidentifieati FFF Patterns. 11,thation.and School Achievement of BrightJunior High Sch(1ol Boys.FDRS not availahleJournal Of Educational Psychology:V58 N2 P93-102 Feb 1967

Descriptors: exceptional child research:identification (psychological); motiva-tion: values; junior high school students;low achievers, high achievers; success

factors; peer acceptance, peer groups:conformity; parent child relationship;social adjustment; gified; student am-tudes

Interviekk and card sort data kk ere ob-tained on 261 high-. average-, and boyachieving hright 8th-grade hoys iii anattempt to confirm or :tefute earlierindings concerning identification pat-terns. motivation, arid values. Continua-ion kkas generally found, the main ex-

ception being that in the present studymost subjects identified kkith fatherskkhereas in the previous study highachievers acre Most likely to do so.Socioeconomic status hias may haveinfluenced earlier data. Lokk achieverskkere found more motivated academical-ly. Lim achievers ky ere more noncom-forming, kkhereas high achievers kk ere

more indepeni' nt. School kkas seen hymost soh, ,:manding conformity.and soh this role model.Scholar.- shinAn to have littlerelationsho :r popolarit!._ and theperceised n, ;or school achiesementiiIs that of mediocrity. Authori

ABSTRACT 228FC 002 712 FD N.A.Publ. Date Dec 00Kirk. Winifred D.A Tentative Screening Procedure forSt-It-cling Bright and Slol. Childrem inkindergarten.Illinois University. Urbana, InstituteFor Researtch lt.a.eptional ( hildrenFDKS not as:iikkhleFsceptional Children: V33 N4 P235-41Dec !966

Descriptors: exceptional child research:Fatted: sloY learners: idyntillcation:tests: screening tests: ratini. pred-ictive measurement: student evaluation;age differences; cognitive processes; kin-dergarten children: teacher attitudes

In order to determine hoky well kinder-garten teachers can select bright andslim children in their classes when ad-jusunents are made for chronologicalage (CA ) differences. 112 k mdergartenchildren (CA 5-0 to 6-1 I were used assuhjects. Three teachers rated the child-ren acco ding to a live-point scale onreasoning, speed of learning. abilits todeal kkith abstract Meal, pciceptualcrimination. psychomotor abilities. er-hal comprehension. lerH1 expression,number and space relation. and creat ivity, and gave a molar estimate on kkhoh-er the child would he a sloky. ayerage, orrapid learner. .Stanford-Binet IQ's ky ereohtained on all the clUldren. Resultsindicated that teachers tended to selectolder children :IN bright and youngerones as sloky, and that the 1(,) did notdifferentiate between children correctliidentified and those overlooked by theteachers. 'Hie composite score kkas

better estimate of mental age I MA) thanof IQ and a better estimate of NIA thanthe adjusted score (compusite scoreequalized for CA differences ). loky ever.the adjusted score kkas a better estimateof 1(,) (correlation of .01 to .73) thaneither the motor or composite scoresand teachers had an interrater reliahilityof .88 in using it; the adjusted score kkasalso more effective and efficient than the

teacher's molar estimate in seL:tingbright and slim children. titii

ABSTRACT 371EC 004 140 ED N.A.Publ. Date Sp 69 hpTorrance. E. PaolOriginalk, of Imagery in Identif:>ingCreative Talent in

EDRS itot availableGifted Child Quarterly: V13 NI P3-8Spr 1969

Descriptors: exceptional child research:creative ability: music; identification;origniality; imagination; questionnaries:talented students: testing. Sounds andImages

The instrument. Sounds and Ini:iges,was uied to C ['lore the role of imageryin the accomplishments of creativeyoung people in the field of music. andto e \Plot e the a!-,ing ameasure of originality imaery as oneapproach in identify Mg creatixe talentin music. A criterion questionnaire re-quested informatkm from 137 students

Westminster Choi College concern-ing their :nusical training, interests. .indcomposition,. Validity coefficients 'Acreiagnitiairt at the 1'1 level of eontidenceor Netter for Forrns I and II of the testinstrument. Implications ac that stu-dents gifted in music tend to hayeimaginatix c. original imagery. and that

ills in producing imagery should beile,clopc, among young children show-ing promise in inusic composition. In-Iidcl are two table, showing statistical

data, :old sugeestion, for material ft);eloping skills in producing imagery.

EB:

ABSTRACT 1143EC 005 03 ED N.A.Publ. Date 69 6p.Granzin. Kent Granzin, Wilma J.Peer Group Choice M. a Device forScreening intellectually Gifted Child-ren.EDRS not availableGifted ('hild Quarterly V31 N3 PI 89-94 Fall 1969

Descriptors: exceptional child research:gifted: screening tests; peer relationship;socioeconomic techniques; teacher atti-tudes; ability identification; self concept

A test consisting of 30 randomly orderedcharacteristics describing both averageand gifted childrm was administered to88 fourth grade students, and adminis-tered again I month later. Pupils wereranked on the basis of tcacher judgment,group IQ score, number of times :nen-tioned by gifted classroom peers. andnumb-r of mention, by all classroompeers. Results r,howed that both giftedand nongifted pupils were able to distin-guish traits of giftedness, with the giftedperforming significantly better, and thatpeer-group choice of gifted pupils agreedsignificantly with teacher rankings. (RD)

ABSTRACT 2103Ek 005 906 ED 035 700Publ. Date Sep 69 14p.Keogh. Barbara K.: Smith. C'arol E.

Early identification of EducationallyHigh Potential and High Risk Child-ren.EDRS ruf.hePaper Presented At rh, .Annwil Con.vention Of The .American Pschological..\,;ocr;ttion I Washington. 13. C., Sep-tember 1969),

Descripto-s: dill t identification; aca-demic achievement: achievement tests:elementary s,:hool students: high achiev-ers, identification; kindergarten codd-ren; lois achievers; student evaluation;prediction; Bender Gestalt 'rest

Earl identification edip:ationallyhieh potential and hr in risk ehildrenwas investigated by following the same49 children from kindergarten entrancethrough grade 5 of a regular schoolprogram. Kindergarten predietise mea-sures --).ere the Bender Gestalt 'rest andteachers' evaluations; follow-up mea-sures %ken/ yearly standard achievementtest results. :Analyses revealed consist-ently high and significant relationshipsbetween teachers' ratings and subse-quent school achievement. Teacherswere surprisingly accurate in early iden-tification of both high risk and highpotential children. The Bender-Ciestaltrest was more accurate tor identifica-tion of high potential than high riskchildren. Findings support the dse ofthese measure, for initial screening of

children entering formal school pro-grams. Spccitication of (fimensions ofteachers' eYaluations may provide cluesto understanding the complexitie,school readiness.

ABSTRACT 89EC 03 0089 ED N,A.Publ, Date 70 Sp,Torrance. E. Paul: Khatena..loeWhat Kind of Person are You? ABricf screening Device for Identify-ing Creatively Gifted Adolescents andAdults.EDRS not availableGifted Child Quarterly: V14 N2 P7I-5Sum 1970

Descriptors: exceptional child research;gifted; identification; creative ability;talent identificat:on; test validity; adolescents: adults; screening tests

,-he brief screening test described cons-ists of 50 paired characteristics in aforced choice format, one of each pairbeing more central or essential to crea-tive functioning. Test-retest reliabilityand validity studies arc reported. Thevalidity evidence appears to justify thcuse of the tcst as a coarse screeningdevice for identifying creative adoles-cents and adults and for use in teachingand experimental group situations.1KW)

ABSTRACT 728EC 03 (1728 ED N.A.Publ. Date Aug 70 4p,Domino, GeorgeIdentification of Potentially CreativePersons From the Adjective CheckList.EDRS not availableJournal Of Consulting And Clinical Psy-chology; V35 NI Part I P48-51 Aug1970

2 7

Descriptors: exceptional child research;testing: test validity; longitudinal stud-ies; creative ability; creativity; identifi-cation; college students: check fists:Adjective Cheek List

The initial development and cross-sali-dation of a Creativity (Cr) scale for theAdjective Check List (AC1.) was pre-sented, ACL teacher ratings for 59 crea-tive college students, who had beennominated and observed over a three-year period, were compared with thoseof a control group, individually matchedon age, intelligence, adjustment ratings,and academic major. A Cr scale of 59items more frequently ascribed to et-ea-tives was developed, and then cross-vali-dated on 400 adolescents creative inscience, art, or literature and 400 appro-priate controls. ('he Cr scale significant-ly different.ated creatives from contiolsin every flAd of endeavor, but was notinfluenced by sex or type of creativity. Itwas noted 'hat the Cr scatc appeared ripossess both ',-ational and empirical va-lidity, was applicable to both sexes, andwas not influenced by specificity ofcreative achievement. 1 APA)

ABSTRACT 14(:16EC 03 1496 FD N.A,Publ. Date 70 6p.Keogh. Barbara K.: Smith, Carol F.Early Identification of EducationallyHigh Potential and High HiA child-ren.EDRS not availableJournal Of School Psychology; V8 N4P285.90 Win 1970

Descriptors: exceptional child research:gifted; learning difficulties; academicachieverneut; prediction; identific:uion;academic aptitude; screening tests; pre-dictive ability (testing): followup studies:)-,tudent evaluation; elementary schoolstudents; Bender Gestalt 'rest

Early identification of educationallyhigh potential and high risk childrenwas investigated by following 49 child-ren from kindergarten entrance throughgrades 5 of a regular school program.Kindergarten predictive measures werethe Bender Gestalt and teachers' evalua-tions, Follow-up measures were yearlystandard achievement test results. Ana-lyses revealed consistently high and sig-nificant relationships between teachers'ratings and subsequent school achieve-ment. Teachers were surprisingly accur-ate in early identification of both highrisk and high potential children. ThePender was more accurate for identifica-tion of high potential than high riskchildren. Findings support the use ofthese measures for initial screening ofchildren entering formal school pro-grams. Specification of dimensions ofteachers" evaluations may provide cluesto understanding the complexities ofschool readiness. tAuthorl

ABSTRACT 2341EC 03 2341 ED N.A.Publ. Date Apr 71 3p.Jacobs, Jon C.Effectiveness of Teacher and ParentIdentification of Gifted Child-en as aFunction of School Level.

FDRS not availablePsychology in the Schools: VS N2 P1-10-2Apr 1971

Descriptors: exceptional child research:gifted; early childhood: identification:teacher role: parent role: evaluation cri-teria: student evaluation: kindergartenchildren

Teacher nomination of the gifted. %%filchwas noted as beiii6 51r'i effective al thesecondary level. v.as investigated to seeif it was equally effective at earlier gradelevels. Of the 654 kindergarten studentsevaluated. 19 were considered to be gift-ed. After i months of school the kinder-garten teachers were asked to nominatethose children in their classes vs ho mightpossibly be gifled. A total of 46 students.none of whom vvere the previously locat-ed 19 gifted children. were nominated bythe teachers. The parents nomniatedtotal of 26 children, 16 of whom werefrom the original 19 children identified aseifted. Results indicated that teacher,,:entification effectiveness dropped from50r7; at the secondary level to In'T at thekindergarten level. It was felt that at theearly school level, parents were betterable to accurately identify their childrenas gifted than were teachers. Individualassessment of the children was recom-mended as more just and possibly moreeconomical than inaccurate identificationin the classroom. ICD)

ABSTRACT 2639EC Ii3 7639 ED N.A.Publ. D:.te 69 14p.Saunders. Robert J.Identifying the Artistically Gifted inthe Classroom.Connecticut State Department of Edoca-tion, Hartford, Bureau of Elementary.and Secondary EducationEDRS not availableConnecticut State Department of Educa-tion, 165 Capitol Avenue. Hartford.Conned lcut 06106.Prepared for the Creativity: Its Educa-tional Implications Workshop (NorthHaven. Connecticut. December 3. 1969).

Descriptors: gifted; creative art: identifi-cation; art education; talent identification

To familiarize the general classroom andart teacher with essential art educationliterature dealing with the creative stu-dent in art, a brief review of researchstudies on this topic made in art educa-tion as a discipline (as opposed to theo-retical and philosophical statements onthe nature of the creative process) ispresented. The meanings of the termstalented, gifted, and creative in art arediscussed and criteria for creativity enu-merated. Suggestions are made as to howartistically gifted students can be identi-fied within the limitations of the averageart lesson or art activity at the elementa-ry and secondary levels, (KW)

ABSTRACT 2926EC 03 2926 ED N.A.

Publ. Date Aug 71 lp.Ruschival. M. Lena; Way. John GilbertThe WPPSI e.nd the Stanford-Binet: AValidity and Reliability Study UsingGifted Pre-School Children.

EDRS not availableJournal of Consulting and Clinical Psy-chology: V37 NI PI63 Aug 1971

Descriptors: exceptional child researeh;gifted; preschool children; intelligencetests: test reliability; test validity':Wechsler Preschool and Primary Scale ofIntelligence; Stanford Binet IntelligenceTest

To determine if the Wechsler Preschooland Primary Scale of Intelligence(WPPSI) and the Stanford-Binet. FormI.-M. yield comparable test results in in-telligence measurement of gifted child-ren. 30 white male and female students(age range 47 to 68 months) attending apr; :ate school were given the two tests.The results indicated only a moderaterelationship between the WPPSI FullScale and the Stanford-Binet. and it waseoncluded that the two scores were notinterchangeable for the students. (CB)

ABSTRACT 230FC 04 0230 El) N.A.Publ. Date Nov 71 4p.Reim, Ili. Joseph S. and OthersTeacher Identification of SuperiorStudents.EDRS not a vialableExceptional Children: V38 N3 0211-4Nos 1971

Descriptor, eseeptional idd education.gifted. identification. teaeher role: behas.ior ratMg scales: evaluation methods

-lhe need for a inore structured approachto te:..eher judgment in the screening andidentification of superior students is dis-eussed, and a systematic procedure foreonstructing and using an instrument toguide subjective observation is de-scrthed. The instrument. the Scale forRating Behavioral Characteristics ofSuperior Students, focuses on behavioralcharacteristics in the areas of learning.motivation. creativity. and leadershipand is offered as a supplementary meth-od that can be used in conjunction withother identification procedures. Studiesdealine with the reliability and validity ofthe instrument .ire described. (Author)

ABSTRACT 231EC 04 0231 ED N.A.Publ. Date Nov 71 6p,Renzulli. Joseph S.: Hartman, Robert K.Out of the Classroom: Scale for RatingBehavioral Characteristics of SuperiorStudents.EDRS not availableExceptional Children: V38 N3 P243-8Nov 1971

Descriptors: exceptional child education:gifted; identification: behavior ratingscales; records (forms)

The document consists of the Scale forRating Behavioral Characteristics ofSuperio. Students, an instrument de-signeu guide subjective teacher oh-servations As a supplementary methodto he used in identifying gifted students.it focuses on behavioral characteristics inthe areas of learning, motivation, creativ-ity. and leadership. Procedures used inconstructing and validating the instru-ment are discussed in a companion arti-cle (EC 040 230). (KW)

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ABSTRACT 455N .EC 04 0455 A

Publ. Date 71 6p.Jacobs. John C.Rorschach Studies Reveal PossibleMisinterpretations of PersonalityTraits of the Gifted.E DR S not availableGifted Child Quarterly: V IS N1 PIOS.200Fall 1971Paper Piepared for the ISth AnnualMeeting of the National Association forGifted Children, Chicago. Illinois, May6, 1"71.

Deseriptors: eseeptional child research:gifted: creative ahility: personality as-ses:.ment: student teacher relationship:ereative des elopment; eicativity research

Possible misinterpretations of personalitytraits of gifted children were studied hy,Mministering the Rorschach inkblot testto 20 e!uldren both during the preschooltesting period and at the end of the kin-dergarten year. By comparison of pres-cnool tests results with those of 211 nongifted children, the gifted childrenshossed greater moral reliance on self,less reliance on adult approval. greaterprobahility for emotional reaction to en-:ironmen t. greater sensitiv ity to indis idual env ironment relationship, and greatersensitivity to emotional pressures of en-vironment. Posttest results indicated thatthe gifted ski:re no longer differentiatedfront the contiol group. It was suggestedthat the original differentiating personali-ty tr:dts might have been possible c.iiisesfor :1 negative interaction bemeen teaeh-er and student. due to the teacher's lackof understanding of the nature of thechild's behavior. The teacher might havefelt that the gifted child was stubborn;int] immature, which ultimately harmedthe child's creative development. (('B)

ABSTRACT 509EC 04 (1509 ED N..%.PuN. Date 71 9p.Davis. Gary A.: Belcher. 1...rence I.How Shall Creativity Be Measured?Torrance Tests. RAT, Alpha Bio-graphical, and IQ.EDRS not availableJournal of Creative Behavior: V5 N3P153-61 Third Quarter 1971

Descriptors: exceptional child research:creative ability; testing; test interpreta-tion: creativity research: creativity, mea-surement: secondary school students:Alpha Biographical Inventory: RemoteAssociates Test; Torrance Tests of Crea-tive Thinking

The study compared interrelationshipamong scores and subscores on the Al-pha Biographical Inventory (ABI). theRemote Associates Test (RAT). the ver-bal Torrance Tests of Creative Thinking.and the Henmon-Nelson intelligence test.The subjects were 22 males and 29 fem-ales in a senior class of high school. Thestudents were administered the first threetests using standardized instructions.while IQ scores from school recordswere used. Findings indicated string re-lationships among scores cm the RAT. IQtest, and ABI for both male and femalestudents. For male students, neither the

RAT, IQ test nor the ABI was found tocorrelate significantly with AOl creativityor Torrance creativity. Correlation be-tween AB1 creativity and Torrance crea-tivity for males was a near zero. Forfemales. ome intelligence scores corre-lated with creativity scores; the ABIcreativity was found to correlate signifi-cantly with Torrance originality and crea-tivity. It was concluded that for malesand females, the strongest predictor ofthe Validating Criterion score w as the

B I Creativ ity (C B)

ABSTRACT 2364EC 04 2364

Publ. Late 72Karlins, MarvinA Note on a New Test of Creativity,EDRS not availableJournal of Creative Behavior: V6 N2P95-101 Second Quarter 1972

ED N.A.7p.

Descriptors: exceptional child education;gifted; creativity; creative thinking: testconstruction; verbal tests; humor

In an attempt to use wit as a means ofassessing overall creative potential, anew creativity test measures individualdifferences in one type of humor: theability to pun. The PUN test, in whichsubjects attempt to make up a pun toeach of the 50 one-word test items, re-quires the subject to manipulate wordsand give a verbal response where noanswers are provided. Examples areprovided to explain the scoring rationale.Answers are scored according to unique-ness (statistical frequency of occurrence)and type (how the subject manipulatesthe stimulus word to arm at the pun).Three types of manipulation, in ascend-ing order of difficulty, are explained:syllable redefinition, syllable restructur-ing. and modified syllable pronunciation.(KW)

ABSTRACT 2696EC 04 2696 El) N..A.Pahl. Date Sep 72 3p.Seagoe. May V.Terman and the Gifted.EDRS not availableEducation Digest: V38 NI P5I-3 Sep1972

Descriptors: exceptional child education:gifted: educational needs; testing; biogra-phies: Terman (Lewis Madison)

The article surveys Lewis Madison Ter-man's life and work in identifying, test-ing and educating the gifted. Terman'sStanford Revision of the Pinet, said tomark the beginning of the modern testingmovement, and his study of the giftedthrough analysis of biographies of histor-ical geniuses and through studies of theliving gifted from childhood throughmaturity are discussed. Recounted aresome of Terman's suggestions for theeducation of gifted persons such as prov-iding a minimum of drill and structuring.and a maximum of problem solving, initi-ative. and independent planning. (GW)

ABSTRACT 74EC 05 0074 ED N.A.Publ. Date 72 235p.Gowan. John Curtis

The Guidance and Measurement ofIntelligence. Development and Crea-tivity.EDRS not availableJohn Curtis Gowan. San Fernando Val-ley State College. Northridge, California91324.

Descriptors: gifted: creative develop-ment; intellectual development; develop-mental psychology; creativity; psychological characteristics: counseling

The 31 readings on giftedne,s, creativity,and human development r,.,Jreserit thecollected papers of the author and covera 20-year period. Seven papers in the

section on intelligence focus on the rela-tionship between various aspects of intel-ligence and psychological personalityvariables, and are based on data involv-ing large numbers of university students.The second section. Measurement andGuidance, contains eight readings reflect-ing the author's interest in the guidanceof exceptional children, the enhancementof self-concept, and the organization ofguidance along a devclopmental basis.Eight readings on giftedmess and creativi-ty cover such topics as cost of programsfor the gifted, reading improvement inthe gifted. cognitive and affective stimu-lation. amateur theatrical experiences forthe gifted, methods and programs forstimulating creativity, and relation be-tween creativity and giftedness. In thefinal section. eight articles Concern hu-man development and. finally, the syn-thesis of developmental stage theory.Representative topics include develop-mental problems of early maturity, de-velopment of vocational choice in thegifted, development of the creative indi-vidual, levels of development and ac-complishment in superior male adults,and significance of decalages betweenthe affective and cognitive developmentalstages. (KW)

ABSTRACT 667EC 05 0667 ED N.A.PuN. Date Fall 72 15p.Guilford, J. P.Intellect and the Gifted.EDRS not availableGifted Child Quarterly: V16 N3 PI75-84.239-43 Fall 1972

Descriptors: exceptional child education:gifted: taxonomy; intelligence- level:models; classification; intellectual devel-opment

Discussed is a taxonomy of intellectualabilities, the structure of intellect (SI)model, which presents a multivariateview of intelligence having both opera-tional and informational dimensions. Themodel represents an intellectual ability asa unique combination of one kind ofoperation (evaluation, convergent pro-duction, divergent production. memoryor cognition), one kind of content (figur-al. symbolic. semantic, or behavioral).and one kind of product (units, classes.relations, systems. transformations, orimplications). It is noted that 98 of the120 projected intellectual abilities havebeen investigated by factor analysis.Evidence for the model's multivariateview of intelligence is gathered from

4 9

general observations, observations of SIbilities in school learning. and front SI

abilities in different popuhitions. The SImodel is compared with the taxonomiesof B. Bloom and J. Piaget. Applicationsof the SI model are discussed in relationto development of individual abilities.transfer of learning. individualized in-struction. intelligence testing, self con-cept in children, growth in social intellig-ence, creativity. and teacher training.

ABSTRACT 1261EC 05 1261 El) N.A.Publ. Date 72 572p.Matarazzo, Joseph D.Wechsler's Measurement and Ap-praisal of Adult Intelligence. 5th Edi-tion.EDRS not availableWilliams and Wilkins CompanY. 428 EastPreston Street. Baltimore. Maryland21102 (515.75).

Descriptors: exceptional child education;mentally handicapped: gifted: youngadults; adults; intelligence tests: psycho-logical esaluation; psyehological tests:rating scales, intelligence quotient: mea-surement: test validity: test interpreta-tion: textbooks

Presented is the fifth edition of the textin clinical psychology originally authoredby David Wechs(er v.hich considers thenature. history. variety'. and salidity ofadult intelligence scales. Among the top-ics discussed in Part I are the nature ofassessment and intelligence: the defini-tion of intelligence; mental age. IQ. de-viation scores. and IQ changes with age;and the classification of intelligence.Early and modern approaches to valida-tion are considered in Part II which dis-cusses the concepts of mental retarda-tion. average. and superior intelligence.Compared are the subtests of the Wcchs-ler-Bellevue and the Wechsler Adult In-telligence Scales in Part 111 in terms of adesciivtion of the tests, a discussion ofthe populations used in the 1939 and1955 standardizations. and basic data andtest results. The final part presents thefollowing additional approaches to vali-dation and applications: factorial struc-ture of the Wechsler-Bellevue and theWechsler Adult Intelligence Scale; validi-ty indexes exemplars, and correlates ofintelligence test scores: brain-behaviorrelationships as expressed in the Wechs-ler scales; personality and related corre-lates of the Wechsler scales: and qualita-tive, diagnostic, and clinical features ofthe Wechsler scales. Appendixes includespecial statistical methods, efficiencyquotients, and difficulty values of indi-vidual subtest items. (DB)

ABSTRACT 1776EC 05 1776 ED 075 971,PuN. Date (73) 11 p.

Keating, Daniel P.; Stanley. Julian C.Discovering Quantitative Precocity.EDRS mf,hc

Descriptors: exceptional child education;gifted; mathematics: identification; testinterpretation; junior high school stu-dents; testing; standardized tests

Differentiation among gilled Minor highstudents ssho score at the 98th or uujhpercentile on in-grade ;wines einem testsof quantitative abilities ciii be accom-phshed by administering a test normallygiven to older students such :is the Col-lege Entrance ExaMination Board'sScholastic Aptitude Test-Mothernatical

sAT-N1 scores of 396 7th. Nth,and accelerated 9th grade students shossa tside range of abilities among studentsscoring at the ceiling of in-grade tests.The rationale for discrimination ,unonggifted students should be individtiuliiededucational planning which may includecollege courses and earl s. college admis-sion for the gifted junior high studentv.ho also scures high on the SAT-NI.Because younger students rnay have tomake greater use of reasoning abilities tosolve problems to which older students;ipply learned formulas . this reasoningability' can he predictive of success inadvanced courses of nos material.Gifted junior high students has e beenplaced in college courses a. i:h unbrokensuccess, (See EC (151 774 for d relateddocument). (DB)

ABSTRACT 1921EC (15 1()21 11) 002 836

Publ. Date 30 Jun 59 218p,

Alberty. Elsie J. and OthersThe Identification and Development ofTalent in Heterogeneously-GroupedStudents in a General Education Pro-gram at the Secondary School Level.Final Report.Ohio State University. ColumbusOffice of Education IDHEW), Wa4,hing-ton. I). C. Cooperative Research Pro-gramMRS mf.hcDescriptors: exceptional child research;gifted; talent identification; talent utiliza-tion; heterogeneous grouping: models:

An investigation was made to develop aconceptual model of talent in adoles-cence and to identify behavioral 'indicesof talent' to aid in the identification anddevelopment of individual talent withinthe heterogeneously groupei1 secondaryschool program. Project Ss were approx-imately 175 students enrolled in a labora-tory school on a university campus. Apreliminary talent model was developedby means of exploratory interviews withuniversity faculty, interdisciplinary dis-cussion group meetings, and records ofunusually talented students. Steps takento validate and revise the model includedsoliciation and analysis of professionalfaculty opinions, actual classroom ob-servations, and a review of the literature,Explored individually was talent in thefollowing areas: general academics, sci-ence. mathematics, language arts, socialscience, art, music, dramatics, dance,mechanical arts, athletics, and leader-ship. The model of talent and the talentindex were based upon a definition oftalent defined as the emergence in actionof a product growing out of the individu-al's interaction with his external environ-ment. The model describes in behavioralterms 14 characteristics of the unusuallytalented individual such as sensitivituintellectual curiosity, open-mindedness.originality, and personal integrity. (DB)

ABSTRACT 2222EL 05 2222 11) N.A.

Publ. Date Spr 73 7p.Torrance, E. PaulNon-Test Indicators of Creatix e TalentAmong Disadvantaged Children.Gifted Child Quarterly: V17 NI P3-9 Spr73

Descriptors: exceptional child education;gifted', creative ability; identification;disadvantaged youth; creative thinking:culture free tests; testing problems; Torr.duce IE.Paull

Recent criticism has been leveled againstthe cultural biases present in most tests.but creativity aniong disadvantaged chil-dren can he assessed by culturally freetest and non-test indicators. The Torr-ance Tests of Creative Thinking havebeen shown to be free of racial or so-cioeconomic bias due to their openendednature, Other tests such as the AlphaBiographical Inventory have been or arebeing developed that are free of bias orare biased toward black, disadvantagedchildren. Eighteen creative positiveshave been identified to aid the teacher inthe recognition of creative behavioramong disadvantaged youth. Among thecreative positives are ability to expressfeelings and emotions, ability to impro-vise with commonplace materials. articu-lateness in role playing and story telling.responsivieness to the kinesthetic, andhumor. (DB)

ABSTRACT 2252EC 05 25' ED N.A.Publ. Date Feb 72 8p.

Thompson, MargeryIdentifying the Gifted.EDRS not availableNational Elementary l'rincipal: V51 N5P37-44 Feb 1972

Descriptors: exceptional child ethication;gifted: high achievers; creative ability:identification; achievement; psychologi-cal characteris:ics; developmental psy-chology

Discussed are issues in the identificationof the gifted and talented. An introduc-tion notes that the gifted should includeindividuals with generally high intellec-tual abilities, high creative abilities, abili-ties in the visual or performing arts, orhigh academic ability. The report of apresidential task force considers thesearch for statistical criteria of giftednessunproductive and suggests. instead, thatgiftedness results from the interaction ofsuitable fields of attainment, personalattributes. and the stages of individualdevelopment. Fields of attainment areseen to include scholarly inquiry, artisticactivity, professional service, and spiritu-al leadership. The gifted individual is

'llought to have a combination of person-attributes (physical, intellectual, moti-

vational, and attitudinal) which find ex-pression in an available field of attain-ment. S:ages of individual developmentare said to interrelate with both personalattributes and available fields of attain-ment, and are analyzed in terms of de-velopmental tasks, psychosocial develop-ment, and cognitive development. (DB)

1 0 5

ABSTRACT 10970(r 1097 11) N..A.

Publ. Date 73 8p.Torrance, E. PaulAssessment of Disadvantaged MinorityGroup Children.FDRS not availableSchool Psychology Digest; 1/2 N4 P1-10F 1973

Descriptors: exceptional child education;disadvantaged youth: minority groups;gifted; culture free tests; lesting: schoolpsychologists; test validity; testing prob-lems; examiners

Discussed are approaches to assessmentof disadvantaged minority children thatschool psychologists can use to improveservices. Cited among tests .hat seem tohave no racial or socioeconomic biasesare the Torrance Tests of ('reativeThinking and the Alpha BiographicalInventory. Noted is the research of S.Houston on Black English. It is main-tained that students should be assessedon the basis of abilities valued in theirsubculture. Described as two approachesto development of culturally biased testsare item purging, seen in a reeent revi-sion of the Stanford-Binet (ABDA), andconstructing tests such as the Black In-telligence Test of ('ultural Homogeneity'MITCH-11X)) that favor disadvantagedminority groups. Given to show neededexaminer skills are examples of usingLibservational skills. looking for abilitiesrather disabilities, and discovering thesuperior performance of disadvantagedHack children over white gifted childrenin producing ideas such as the use ofjunk automobiles. It is suggested thatschool psychologists make valid assess-int nts of nontest situation behavior.(MC)

ABSTRACT 1189EC 06 1189 ED N.A.Publ. Date 73 30p.Moonan, William J.Charosel: A Computer ProgramWhich Selects Qualitative Predictorsfor Qualitative Criterion PredictionProblems.EDRS mf.he

Descriptors: exceptional child research:gifted; identification; statistical analysis:computer programs: kindergarten chil-dren; factor analysis; theories

Described is the theory and computerprogram of a new statistical procedure tofind a parsimonious subset of predictorvariables which have high predictiveefficiency for a given criterion variable.and explained is application of the proce-dure to problems such as the identifica-tion of gifted kindergarten children, Theprocedure is seen to be most appropriatefor Type D prediction problems, forwhich the criterion variable is represent-ed by a set of categories and the predic-tor variables are represented by a set ofqualitative variables, It is explained thatthe technique is based on a formula forcalculating a posteriori probabilities anda simple decision function, and thatmodels are evaluated by computing deci-sion tables and an associative objectivefunction for each predictor variableavailable. The program is thought to be

applicable to prediction problems oi thernilitar v. education, and medicine.lkscribed is application of the proced 11 reto the telection of questionnaire itemsmost ,tredictive of giftedness in kindergarten children. (DO)

ABSTRACT 1222EC 06 1222 ED 087 183Pohl. Date 32p.Finding Kids with Special Needs: theBackground. Development. Field Testand Validation.Resource Manag,fluent Systems, Inc..Carmel. Ga.EDRS mf.hc

Descriptors: exceptional child research:learning disabilities: screening tests; testconstruction: test validity; gifted: identi-fication: teacher role; computers: Finding

with Special Needs

Described are the development of 'Find-ing Kids with Special Needs IFKSNI,an instrumern to identify children'slearning problems and gifted students.results of field testing with 24,825 chil-dren kindergarten through grade 8, in110 schools: and validation procedures.Discussed is test construction. includingincorporation of 12 criteria such as loy,use of teacher time, and 39 vignettes(developed by 19 special educators1ss hich describe 18 subcategories of needthat can he grouped into the 10 majorliondicapping areas. The following is anexam7fe of a vignette: 'Jane can readmaterial which is about five grade levelsabove hcr class. hoss ever her handwrit-ing is poor and she is about avera-ge-to-above in most other subjects'.Results of field testing in five midwesternstates are given to show that 6.448 chil-dren had one or more areas of specialneed, that there were a total of 10,351combined special needs (9% were se.vere ). and that 993 teachers spent a mini-mum of 25 and a maximum of 55 min-utes per class checking vignettes againststudent behaviors. School personnel re-quests for ;:onfidentiality are said to havebeen honored in computer assisted devel-opment of a student profile, buildingprofile, and a master 11.: of students forlocal school use. Discussed are results ofvalidation procedures, such as studiesinvolving 24 special school children and2.151 regular class children, which showthat the FKSN accurately identifiesschool children with learning problems.The FKSN is recommended to fill thegap between children already referreaand children in need of special services.and to free special education staff frompsychometric duties for more support toregular class teachers. (MCI

ABSTRACT 1318EC 06 1318 ED N.A.Publ. Date Win 73 7p.Sullivan, Allen R.The Identification of Gif led and Aca-demically Talented Black Students: AHidden Exceptionality.Journal of Special Education; V7 N4P373-9 Win 1973

Descriptors: exceptional child education;gifted; negroes: racial attitudes; identifi-cation; disadvantaged youth; teacher atti-

tildes; educationa) needs: discriminatoryattitudes (social): teacher education

The identification and education of giftediind academically talented Black studentsrequires that teacher-training programsmake sure that trainees are :mare of andcan handle their racial attitudes and he.haviors. feat:hers must riot he permittedto teach students about whom they havenegative attitudes. Educators must call ahalt to administering and interpretingtests which are structurally designed toe sclude the Black life style; seores fromsuch tests often are the basis for relegat-ing Black children to classes which re-tard their psychological, social, and aca-demic development. The school, family .

and community should engage in precesses which will help to gain the infor-mation and knowledge needed to estab-lish sound educational programs for theidentification and development of talent-ed Black students. (Author)

ABSTRACT 1332EC 06 1332Puhl. Date Win 73Graves. William D.How Misleading the Fifty Years? AReply to Jacobs.Gifted Child Quarterly; V17 N4 P268-71Win 1973

Descriptors: exceptional child research;gifted: identification: intelligence tests:teacher role

Reviewed critically is the research designof a study of J. Jacobs on IQ drop in 19gifted kindergarten students who initiallyscored 125 IQ points or more. Explainedis need for numerous tests coupled withteacher nominations and pupil/parentvolunteering for student candidacy inintensive enrichment programs. (For re-lated information see EC 061 333.) (MC)

ED N.,.s, .

4n

ABSTRACT 1438EC 06 1438 El) N,A.Publ. Date 4th Quart 73 6p.Guilford, J. P.: Christensen. Paul R.The One-Way Relation Between Crea-tive Potential and IQ.EDRS not availableJournal of Creative Behavior; V7 N4P247-52 4th Quarter 1973

Descriptors: exceptional child research;gifted; creative ability: elementary schoolstudents; creative thinking; intelligencelevel; correlation; divergent thinking

The scores of children in gyades 4

through 0 (in two schools) on severaltests of divergent-production (DP) abili-ties were analyzed in relation to availableIQ assessments to determine the relation-ship between creative potential and intel-ligence. The prediction that correlationalscatter plots with semantic-DP testswould tend to be triangular (no high-DPscores at low !Qs but somc low-DPscores at high IQs) and that scatter plotswith visual figural-DP tests would tend tobe of the more customary elliptical formwere generally upheld. All coefficients ofcorrelation were low. Results did notsupport the threshold hypothesis (thatbelow an IQ of 120 there is some corre-lation between IQ and creative potential,and above 120 there is no correlation).(MC)

1 16

AMITRACT 1848la- 06 1848 EDnun 7,1Publ. Date Mar 74 93p,Bernal, Ernest M.: Reyna, JosephineAnalysis of Giftedness in NlexiennAmerican Children and Design of aPrototype Identificnr Inst nt.Southwest Educational DevelopmentLab.. Austin, Tex.Office of Education (MEW). Washing-ton , 0, C, Office of Gifted and Talented.

EDRS nif,hc

Descriptors: exceptional child research;gifted: mexican americans; ability identi-fication; behavior rating scales: disadvan-taged youth; minority groups; kindergar-ten; ptimary grades; talent identification;test construction; surveys; communityattitudes; cultural factois

Cultural community based definitions ofgiftedness were obtained in survey inter.views with 3(8) Mexican Americans inthree 'Texas cities and iocorporated intoa behavior rating scale and an adjectivalscale (for parents) to identify the giftedand talented among 108 bilingual Mexi-can American children in kindergartenthrough grade 3. The children were nom-inated hy teachers and administered theWechsler Intelligence Scale for Children;the Torrance Tests of Creative Thinking,Verbal and Figural Form A; and the DeAvila Cartoon Conservation Scales. Fif-ty-four children wer.: rated on :he behav-ior and adjectival scales by parents.'Thirty-four children were judged giftedaccording to results on at least one ofthe five tests. Parentally rated scaleswere availahle for 22 of the 34 giftedstudents. Sonic of the results from inter-views revealed that Mexican Americansbelieve giftedness requires verve andstyle as well as intelligence; and that thegifted display traits such as using imagi-nation freely, being more active andaware, and associating more with adults.Multivariate discriminate analysis of the43-item behavioral rating scale indicatedsignificant differentiation between thegifted and nongifted groups. Individualitems on the behavior rating and adjecti-val scales also discriminated between thetwo groups. (Included arc original andrevised versions of the behavior ratingscale and the adjectival s les, a summa-ry of techniques for idefying g,' edminority children, and t'.e communitysurvey in English and Span;.':.) (MC)

ABSTRACT 1851EC 06 1851 ED N.A.Publ. Date 72 154p.

Sharp, EvelynThe I.Q. Cult.Coward. McCann, and Geoghegan. Inc.390 Murray Hill Parkway. East Ruther-ford. New Jersey 07073 ($5.95)-

Descriptors: exceptional child education;intelligence tests; intelligence quotient:intelligence level; trend analysis: atti-tudes; cognitive measurement: creativeability; Piaget (Jean)

The author reviews the development ofconventional intelligence tests and pro-poses alternative types of mental meas-urement based on a broadened view ofintelligence. Examined is the history of

attitudes toward IQ testing from awe fol-lowing the original work of Alfred Binetto strong current feelings that the testsarc unacceptably discriminatory. Theorigins of intelligence tests are looked at.and it is concluded that the lack of a

universal scale results in significantlydifferent ratings depending on which testhp.. been given. The two most cormnonindividually administered tests. the Stan-ford-Binet and the Wechsler IntelligenceScale for Children, are compared. It is

stressed that both tests were valid pre-dictors of success in schoolwork as theschools were when the tests were origi-nally constructed. Focused on in thechapter on fg oup testing is the develop-ment of mental ability tests by the Army.The use of group tests in school and in-dustry is reviewed with special emphasison the examples from the Otis-Lennontest and the Scholastic Aptitude Test.Contrasted arc the approaches of AlfredBinet and Jean Piaget to mental develop-ment. Reported are efforts to develop amental scale based on Piagetian develop-mental stages. Discussed in the finalchapter are a broadened view of intellig-ence which would include cognitivestyles, and creativity. (DB)

ABSTRACT 2061EC 06 2061 ED N.A.Publ. Date Jun 74 4p.Willerman, Lee: Fiedler, Miriam ForsterInfant Performance and IntellectualPrecocity.Child Development: V45 N2 P481-6 Jun1974

Descriptors: exceptional child research;gifted: infancy: early childhood; abilityidentification; intelligence tests; intelli,genee quotient; followup studies; sex dif-ferences: Bayley Scaies of Mental andMotor Development

A retrospective check of Boston partici-pants in the Collaborative PerinatalStudy identified 100 white children with1Qs of 140 or more at 4 years of age whohad been administered the research ver-sion of the Bayley Scales of Mental andMotor Development at 8 months. Theresults indicated that this superior groupof children were not generally advancedas infants and could m)t have beentinguished from the total population ofinfants at 8 mcnths. Among these ,ntel-lectually precocious children, parentaleducation and the child's IQ at 4 yearswere significantly correlated for boys butnot for girls. (Author)

ABSTRACT 2192EC 06 2192 ED 0. , 11

Publ. Date 74 29p.Behavioral Descriptors of the Gifted_Pittsburgh Univ., Pa. Office of Researchand Field Services.EDRS mf,he

Descriptors: exceptional chi:d research;gifted: identification: behavior ratingscales; questionnaires; behavior patterns:psychological characteristics

Provided is a questionnaire in the formof a rating scale to determine the degreeto which teachers believe 316 character-

istics (called behavioral descriptors) aretypical of gifted children. Given is a

delinitioa of giftedness which inclodescapability of high performance in areassuch as gorral intellectual abiiity andcreative thinking, and need for differen-tiated educational programs beyond nor-mal prosisions of the regular school pro-gram. Instructions tire given for ratingbedavior according to seven levels rang-ing from very uncharacteristic to verycharacteristic. The following are typicalexamples of the descriptors provided:

child uses logic in arriving at a deci-sion, the student displays unusual abilityto select and arrange colors, and the stu-dent quickly analyzes mechanical prob-lems (MC)

ABSTRACT 2208EC 06 2208 ED (}9.1 119Pub), Date Jun 74 1.44p.

White, Alan J.. Ed.: Lanza, Leonard 0.,

Identification of the Gifted and Talent-ed: Report of the Connecticut TaskForce on Identification. WorkingDraft,Connecticut State Dept. of Education,Hartford. Bureau of Pupil Personnel andSpecial Education Services.EDRS mf.hcFor Related Reports See EC062206 andEC062207

Descriptors: exceptional child education;gifted; disadvantaged youth; identifica-tion: ability identificatien; talent identifi-cation; testing, state programs; annotatedbibliographies: screening tests: Connecti-cut; Artistically Talented

The report (in working draft form) of theConnecticut Task Force on ldehtificationof the Gifted and Talented discussesgeneral systems and instruments of iden-tification, identifying the academicallygifted, identifying the disadvantaged gift-ed, and identifying special types of gift-edness. Excerpts horn Connecticut StateDepartment of Education publicationsare provided to show the broadened con-ception of giftedness tue including a

wide spectrum of intellectual aptitudesand abilities such as creativity and talentin the graphic and performing arts. Thesection on general systems and instru-ments describes possible screening andselection sequences. gives samples ofrating scales and checklists which can beincorporated into identification systems,and summarizes the results of a study onthe development of an evaluation proce-dure to identify jef:ed children in oneConnecticut district. Definitions andcharacteristics of the academically giftedchild are discussed. Reviewed is the lit-erature on the identification of giftedchildren from disadvantaged back-pounds, and included are two papers onevaluating talent potential in the disad-vantaged. Offered are suggestions foridentification procedures in the specialareas of the performing arts, creativethinking abilities, and independent study.Final sections include an annotated bibli-ography of approximately 50 standard-ized identification instruments and a bib-liography on identification of approxi-mately 50 items. (DB)

12

ABSTRACT 2220EC 06 2220 ED N.A.PuN. Date Spr 74 2p.Malone, Charlotte E.Ikhavioral Identification of Giftednessusing CHAROSEL.TAG, Association for the Gifted News-letter; VI6 N3 P5-6 Spr 1974

Descriptors: exceptional child research:gifted; kindergarten children; identifica-tion; stii:istical analysis; behavior pat-terns; student evaluation; Charosel

A new statistical device known as Charo-sel may be useful in the behavioral iden-Wication of gifted children. Charosel is aselection teehnique for predicting catego-ry of membership irom a large set ofother qualitative variables. Data may beobtained by questionnaires concernedwith biographical, behavioral, and lifehistory items. Responses of a trainingsample of individuals known to fit !ticdesired definition are then compared bythe technique with the iesponses of thepersons being screened. Items with highpredictive efficiency can be assembledinto a shortened que5tionnaire. Charoselhas been used in military applicationsand with gifted and non-gifted kindergar-ten children. (DB)

ABSTRACT 2547EC 06 2547 ED N.A.Publ. Date Sep 74 IlpDeVries, RhetaRelationships Among Piagetian, 10,and Achievement As.sessments.Child Development; V45 N3 V746-56 Sep1974

Descriptors: exceptional child research:gifted; mentally handicapped (educablementally handicapped); childhood; test-ing; testing problems; cognitive measure-ment; intelligence tests; achievementtests; comparative analysis; correlation,Jean Piaget: Stanford Binet IntelligenceTest

Examined were the empirical relation-ships among Piagetian tasks. psychome-tric assessments of intelligence. andschool achievement with 143 bright. iiv-erage, and retarded children, 5 to 12

years old. Ss' scores were obtained fromthe California Test of Mental Maturity(CTMM). the Metropolitan AchievementTest (MAD, the Stanford-Binet Intelli-gence Scale, and 15 Piagetian tasks, insuch areas as conservation of mass.left-right perspective, conservation oflength, and object sorting. Comparisonsindicated that the Stanford Binet is a

poor predictor of performance on mostof the Piagetian tasks, and that the theo-retical differences between Piagetian andpsychometric intelligence do seem tocorrespond to real differences in cogni-tive measurement. Additional analysesamong all tests indicated that no overlapexists between knowledge on Piagetiantasks and school achievement knowledgeas measured by the MAT. Results sup-ported previous research findings whichstate that Piagetian tasks do appear tomeasure different aspects of cognitivefunctioning than do psychometric tests,and that there exist specific differencesbetween the two in general perspectiveand method of assessment. (Author/BA)

ABSTRACT 333EC 07 0333 ED N.A.Publ. Date Sum 74 ilp.Sheverhush. RohertAn Analysis of Subtests Periormanceby Gifted Students on the Stan-ford-Binet Intelligence Scale (1960Form L-NI).Gifted Child Quarterly: V la N2 Pa7-107Ill 115 SUM 1974

Deseriptors: esceptional ehild re,earch;gifted; stanctudiaed tests: intelligencetests: test interpretation; st,itistieal analy-sis, elementary education; sea differ-ences: ,tudents: socioeconomic status:Stanford Binet Intelligence Seale;

The subiest performanac of 192 fourtheiAders recommended tor elaes for thegifted on the Stanford-Binet IntelligenceSeale iaas compared with that of 192

fourth araders vho seiaed in the :oerageIQ range. the gifted group M, ;1S subdivid-ed in term, of sea. soem-econonlie statusof the famil y. and suecessfulne,s inela,ses for the gifted Data supportedsuah eonchisions as the following: that.computed to the average group, a greaterper,:t2nLige of the gifted group passed .1

proportionally higher number of stilsteoscla,siticd ono the lanaaage and so,..ilai

,a cies: that gifted student, !akadunsucos,sful h their teachers did ',tier

highest leyekftosst rated ;is su,.:,..e-Akit did 'a iter

on sal-lest, in '1,e middle ranee: and thatne gifted iiiiv group had a higher rank

iofferenee ii ubtests jomtiLil ItIt ihcrea.olung c:ttegont and the fern..de grouphad a Hither rank 1ILrL,lc ii ul-ts.ts

.ts \ CI at s. acTilhi. h 1/11,'

,Aas rc,p.i.con the i:ttci 1 !,c Si.intord-limetinto roo.rwrthil r:ttc:n..

ABSTRACT 635Et (r NI ;5 11) ml -4S8falba Date Oet 73 t-Rp.Keatine. Daniel PPrecocious Cognitive Development atthe Lev vi I. ormal Operations.National ti,:ience Foundation. Wa.hington. D. ('FDRS mi.hi

De.,,rapor, gifted; intelligerwe tevts;development:11 ra.yehology; task pe.rform-

,:,,mp.irative analysis, exceptionalchild tesear_h, intermediate gardes; jun-ior high schools; students; Piaget (lean):

One hundred and nine fifth and seventhgraders. classified as either bright or av-erage, were n sted to determine the rela-tionship of iraelligenee (as defined hyscores on psychometrically derivedtasks) and developmental precocity (de-fined in terms of Piagetian theory).Specific measures used were: the IowaTests of Basic Skills. Raven'a StandardProgressive Matrices, and Piagetian taskstconservation of volume, displacement,the balance, and the period of a pendu-lum). The major finding was that stu-dents who scored higher on psychome-arc measures of intelligence were alsodevelopmentally advanced in J. Piaget'ssequence of cognitive developmentalstages. The finding did not contradictPiagetian theory since out-of-sequence

successes were not observed.(Author/6W)

ABSTRACT 1441EC (17 1441 EL .02 773Publ. Date 74 20p.Watson, Odell A., Comp.Suggestions for Identification of Giftedand Talented Students.North Carolina State Dept. of Public In-struction, Raleigh.

For Related Documents See EC 07 1438.07 1439 and 07 1440EDRS mf,hc

Descriptors: gifted: ability identification:talent identification; check lists; behaviorrating seales; exceptional child educa-tion: creative ability; high achievers;identificatiorg student evaluation; studentbehavior; student characteristics; StateDepartments of Education: North Caroli-na;

l'resented by the North Carolina StateDepartment of Public Instruction aretechniques to be used by local adminis-trative units for identification of giftedand talented students. Suggestions aregiven for use of a teacher-observationand recommendation sheet and for con-struction of teacher made observationalchecklists. A scale for rating behavioralcharacteristics of superior students (inthe areas of learning, motivation, creativ-ity, and leadership). and checklists forstudent-peer nominations and for evalua-tions by teaehers of students in kindergarten. first grade, and grades 2 throughh are provided. Also included are a

aheeklist of characteristics of talentedpupils (for ase it anv gade level) and aahecklist for recommending gifted andcreative students (in middle grades andabove). Various cognitive and affectiveta,ts, and tests of cultural differenceswhich could be part of a screening pro-gram are listed. (LS)

ABSTRACT 1443EC 07 1443 ED 104 039Pull. Date 74 76p.The Identification of Academic, Crea-the and Leadership Talent from Bio-graphical Data. Final Report.Institute for Behavioral Research inCreativity. Salt Lake City, Utan,Z. Smith Reynolds Foundation.EDRS mf,hc

Descriptors: gifted; identification:behavior patterns; case studies (educa-tion): cultural factors; exceptional childresearch: high achievers: creative ability:leadership; academic achievement; racialfactors;

Biographical data were collected on 665students (in grades 11 and 12) previouslyidentified as gifted and 421 other (con-:trol) students in an effort to improveidentification procedures of students gift-ed in academic, leadership. or artisticareas; and to reduce racial and otherbiases when selecting students for spe-cialized training. Ss were given a versionof the Biographical Inventory (BI), FormR, (which consists of 300 multiple choiceitems that allow the individual to de-

8 1 3

scribe his past behavior and experiences)as well as a traditional IQ test. Resultsindicated that the BI scores were effec-tive prediL tors of membership in eitherleadership, academic, or artistic highability groups. BI scores had a signifi-cantly lower relationship to membershipin various ethnic groups than did IQscores. (DB)

ABSTRACT 1911LC' 07 1911 ED N.A.Publ, Date Mar 75 2p.Keating. Daniel P.Testing Those in the Top Percentiles.Exceptional Children: V41 N6 1'435-6Mar 1975

Desermtorsi exceptional child education;gifted; junior high schools: mathematics;,atence: advanced placement; testingproblems; standardized tests; Mathernati.cally Scientifically Precocious Youth;

Recommended is the use of tests +tan-dardiaed on a higher grade population todiscriminate among highly gifted stu-dent, Evidence is given from the Studyof Mathematically and Scientifieally Pre-eoeioia Youth to indicate the wide rangeof ditierenecs among students. abil0differences among students seoringequally on in-grade tests ;is well zis thes ucce slid performa;:ce in college Com se,hr high .coring Ono high sehool iota

ABSTRACT 2039EC 07 2039 ED 104 094Publ. Date Jun 74 I54p.Martinson, Ruth A.The Identification of the Gifted andTalented.Ventura County Superintendent ofSchools. Calif.Office of Education (DHEW), Washing-ton, D. C'.National Inst. of Education (DEIEW),Washington. D. C.EDRSAn Instractional Syllabus for the Nation-al Summer Leadership Training Instituteon the Education of the Gifted and theTalented.

Descriptors; gifted; disadvantaged youth:identification; guidelines: screening tests;exceptional child education: high achiev-ers: creative ahility; inteaigence tests;definitions; student evaluation:

Provided in the instructional syllabusdeveloped by the National/State Leader-ship Training Institute on the Gifted andTali:tiled re a rationale for the ieantifi-e. ion of gifted students, suggested iden-Nitration procedures. and examples ofmaterials used by various school dis-tricts. !I is noted that the Stanford-Binetappears to lac the best sirgle identifica-tion instrument currently available, thatidentification of the disadvantaged giftedrequires special emphasis, and that anabsolute criterion for denoting gifted-ness is not only legitimate but necessaryto identify those so advanced that theyrequire special attention beyond theusual school provisions. Given are a

definition of giftedness and a rationalefor identification which includes groupscreening and individual identification

and case study. Advantages and limita-tions of the following screening measuresare described: teacher nomination, groupintelligence and achievement tests, nomi-nation by others, nomination by peers,parent nomination, pupil products, stu-dent expressions of values and ideals.the autobiography, multiple screeningmeasures and abbreviated tests. creativi-ty tests, and judgments of creativity byexperts. Considered separately are stepsfor successful identification of the giftedand talented among the disadvantagedpopulation. A successful procedure with-in the total population is seen to includeearly identification, continuing search,and use of multiple resource materials.(DB)

ABSTRACT 2428FC 07 2428 ED N. A.Publ. Date 75 441p.Gallagher. James J.Teaching the Gifted Child. SecondEdition.Allyn and Bacon. Inc.. 4-0 AtlanticAvenue. Bost on. Atassachusett s 02210

Descriptors: esceptional child education.gifted: disadvantaged youth: definitions:minority groups: identification: curricu-lum design, creative thinking: discc:..erslearning: problem solving: Linguage ans.administration: teacher education: under-achievers: teaching methods; mathemat-ics, sciences, social studies;

-The education of gifted children is dis-cUssed with reference to the characteris-tics and identification of eified students.curriculum modifications. stimulation ofproductive thinking. administrator Andteacher training programs, and the spe-cial problems of gifted underachieversand culturalh, different gifted children.Esamined are the case,: of four giftedchildren %NI-10 ;ire used flsroughout thehook to ilhistrate specific points, theunique properties of various subgroupsof gifted children, and the issues con-fronting schools that adapt the curricu-lum to the needs of the gifted. Suggestedcurricular adaptations in the fields ofmathematics, science. social studies, andlanguage arts stress the importance ofteaching the most abstract and importantideas possible and of providing the op-portunity for gifted children to be activelearners, Teaching guidelines point Out--oblem solving strategies as welt asmeans by which teachers can enhancecreativity. The program designs of spe-cial classes, resource rooms, and acceler-ation programs are explained, as aretraining programs for teachers and ad-ministrators concerned with the educa-tion of thc gifted. Also consider -d areeducational strategies designed to im-prove the performance of gifted undera-chievers, and educational strategies espe-cially suited to minority-group children.After each chapter. major unresolvedissues are noted together with a list ofpertinent references. (GW)

ABSTRACT 2703EC 07 2703 ED N. A.Publ. Date 69 12p.

Doughty, EarlCharacteristic Differences BetweenPupils Identified as Gifted andNon-Gif ted.Dr. Earl Doughty. Assistant Professor,Department of Elementary and JuniorHigh Education, Eastern Illinois Univer.sity, Charleston. Illinois 61920Reprint From Illinois S..hool Research,Volume 5, Number Page 49-54

Descriptors: exceptional child education:gifted; intermediate grades: i. ntifica-lion talent identificat ion ; evaluationmethods: peer groups:

Es aluated were 161 fourth to sixth grad-er, to determine characteristic differ-ences between gifted and nongifted chil-dren. Ss were administered I() evalua-tions. including the California ShortForm Test of Mental Maturity,Peer-Perception as Gifted Students Ques-tionnaire. and Teacher Identification ofGifted Children Checklist. Teacher iden-tification of gifted children (IQ 120 andabos-e) was found to be better than re-ported in previous studies, but not signif-icant. One group of Ss representing 22" ';.of the g:fted Ss in the study were notidentified by teachers or peers. Data indi-cated a low correlation between tests ofcreativity and the non-language subsec-tion test of the intelligence test. (CL)

ABSTRACT 2953EC 07 2953 ED N.Publ. Date Sum 75 3p,

Malone, Charlotte E.Potential Abilities: To Preserve and toEnhance.Gifted Child Quarterly ; VI9 N2 P161-3

Descriptors: gifted: talent identification:predictive measurement: behavior pat-terns; questionnaires; exceptional childeducation; elementary education; statisti-cal analysis; Behavioral Identification ofGiftedness; CHAROSEL:

The Behavioral Identification of Gifted-ness questionnaire, in conjunction withcomputerized statistical techniquesknown as CHAROSEL. has been used todistinguish the behavior of gifted andelementary school children and mayprove beneficial in predicting, preserving,and enhancing potential ability or devel-oping educational programs to reversedi, 'ility. (For related information. seeEC ,2220.) (LH)

ABSTRACT 3121EC 07 3121 ED N. A.Publ. Date Aut 74 lip.Lazow. Alfred; Nelson, Pearl AInstant Answers: Testing the GiftedChild in the Ekmentary School.Gifted Child Quarterly; VI8 N3 PI52-162Descriptors: gifted: talent identification:test interpretation; test reliability: testvalidity: exceptional child education:elementary eduoation: testing; undera-chievers;

Listed are 21 questions posed by teach-ers and parents about testing the giftedelementary school child. Brief answersare provided for ready reference; andlistings of achievement, intelligence.reading. and special aptitude (art. music.

1 4 9

and poetry) tests are given for nurseryschool through adult levels. Questionsand answers cover topics such as helpingthe gifted underachiever; talent identifi-cation; and test interpretation,and val:dity. (LH)

ABSTRACT 3284EC 07 3284 ED N. A.Publ. Date Sum 75 4p.Hecht. Kathryn A.Teacher Ratings of Potential Dropoutsand Academically Gifted Children:Are They Related?Journal of Teacher Education; V26 N2PI72-175

Deserip.ors: exceptional child research;disadvantaged youth; economically dis-advantaged; culturally disadvantaged:gifted; socioeconomic status; studentevaluation: teacher attitudes:

To determine whether teacher ratings ofchildren as potential dropouts (PD) or asacademically gifted (AG) were related tosimilar variables, data from the 1970Pupil Centered Instrument, a nationalsurvey of pupils in elementary schoolconducted by the US Office of Educa-tion, were studied. Pupils identified asPD t97- of all pupils) and pupils identi-fied as AG (8c1- of all pupils) were run asseparate variables against a series ofother variables. Data showed that theAG student was mccc likely to comefrom the majority culture, :Atend schoolregularly, have few problems. not re-quire special services, be progressingwell in school. and he expected to go tocollege. An opposite pattern was foundfor PD pupils. (GWi

ABSTRACT 3399F.0 07 3399 E D 109867Publ. Date 75 12pIdentification of the Gifted: Tests andMeasurements: A Selective Bibliogra-phy. Exceptional Child BibliographySeries No. 668.The Council for Exceptional Children,Reston, Va. CEC Information Servicesand Publications.National Institute of Education (Di IEW).Washington. D. C.The Council for Exceptional ChildrenInformation Center, 1920 AssociationDrive. Reston, Virginia 22091 ($4.(0)

Descriptors: gifted; identification:testing; measurement; bibliographies:exceptional child research: exceptionalchild education; test interpretation: testreliability; test validity; creativity; cul-ture free tests; predictive measurement:academic achievement; teacher role; par-ent role; psychological characteristics:program planning; abstracts:

The annotated bibliography on tests andmeasurements for identification of thegifted contains approximately 75 ab-stracts and associated indexing informa-tion for documents published from 1959to 1973 and selected from the computerfiles of The Council for Exceptional Chil-dren's Information Services and theEducation Resources Information Center(ERIC). It is explained that titles werechosen in response to user requests andanalysis of current trends in the field.Abstracts usually include bibliographic

data (identification or order number, pub-lication date, author, title, source or pub-lisher, and availability); descriptors indi-cating the subject matter covered: and asummary of the document's contents.References included treat aspects suchas student evaluation, test interpretation,test reliability, test validity, creativity,predictive measurement. academicachievement, teacher role, parent role.psychological characteristics, enrich-ment, program planning, and culture freetests. Also provided are a list of journakfrom which articles were abstracted andinstructions for ordering microfiche orpaper copies through the ERIC Docu-ment Reproduction Service. (LH)

ABSTRACT 3605F.0 07 360!!, ED H !!!,-Publ. Date 75\katson. Odell A., Comp.; Tongue. Cor-nelia. Comp.Suggestions for Identification of Giftedand Talented Students. Revised,North Carolin., State Dept. of Public In-struction. Raleigh. Division for E \cep-tional Children'r"DRS

Descriptor s. gifted: identification: checklists. student chara;tcristics: studente%aluation. e \ceptional child education,rrinr educanon: elementarv secondar

hehador: rating scales; stand-Ardlied tests:

Presented IN the re.. ked edition of 1974

sug,ccsnons for identifyinggifted and talented students The gifted.'i;ilented student is repotted to exhibitecebtmitilit in the reas of learning.motivanon. creativity. and leaderthip.althoueh few students are found to demonstrate All of these behaviors. Sugges-tions for identification are listed whichinclude the use of a teacher-made obser-vational check list. The following evalua-tion do,ices are ako pro,ided: Renzulh-Hartman Scale for Rating Lieha%ioralC'haracteristics of Superior Students.Checklist for Kindergarten. Checkhst for..irst Grade Pupils, Checklist for Grades

2-6. Characteristics of Talented RupikChecklist. Student's Ckissroorn ;ind Indi-vidual Talent Inventories, Checklist forRecommending Gifted and Creative Stu-dents, Student Evaluation Sheet, andComposite Student Evaluation Profile.Also noted are standardized tests %hichmay be ci ,sidered for identifying thegifted and talented. (SB)

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1-3 4.7 60 or less 61-120 121-180 181-240 241-300 301-360 361-420 EachMicrofiche MICrofIche MF or HC MF or HC MF or HC MF or HC MF or HC MF or HC MF or HC Additional 60

Only Only Pages Pages Pages Pages ParteS Pages Pages MF or HCPages

.13 .24 .21 .30 .39 .48 .57 .66 .75 .08

Costs For Priority Shipment Avallalbe upon Request. For Foreign Postage SEE REVERSE--

16ReviSed May 1976

GENERAL INFORMATION

1. PRICE LISTThe prices set forth herein may be changed without notice; how-ever, any price change will be subject to the approval of theNational Institute of Education Contracting Officer.

2. PAYMENTThe prices set forth herein do not include any sales, use, excise, orsimilar taxes which may apply to the sale of microfiche or hardcopy to the Customer. The cost of such taxes, if any, shall be borneby the Customer.

Payment shall be made net thirty (30) days from date ofinvoice. Payment shall be without expense to CMIC.

3. REPRODUCTIONExpress permission to reproduce a copyrighted document providedhereunder must be obtained in writing from the copyright holdernoted on the title page of such copyrighted document.

4. CONTINGENCIESCMIC shall not be liable to Customer or any other person for anyfailure or delay in the performance of any obligation if such failureof delay (a) is due to events beyond the control of CMIC including,but not limited to, fire, storm, flood, earthquake, explosion, acci-dent, act of the public enemy, strikes, lockouts, labor disputes,labor soortage, work stoppages, transportation embargoes or delays,failure or shortage of materials, supplies ur machinery, acts of God,or acts or regulations or priorities of the federal, state, or localgovernments; lb is due to failures of performance of subcontrac-tors beyond CMIC's control and without negligence on the partof CMIC; or (c) is due to erroneous or incomplete information fur-nished by Customer.

5. LIABILITYCMIC's liabihty, if am,, arising hereunder r:hall not exceed restitu-tion of charges.

In no event shall CMIC be liable for special, consequential, orliquidated damages arising from the provision of services hereunder.

6. WARRANTYCMIC MAKES NO WARRANTY, EXPRESS OR IMPLIED, ASTO ANY MATTER WHATSOEVER, INCLUDING ANY WAR-RANTY OF MERCHANTABILITY OR FITNESS FOR ANYPARTICULAR PURPOSE.

7. QUALITYCMIC will replace products returned because of reproductiondefects or incompleteness. The quality of the input document is notthe responsibility of CMIC. Best available copy wilt be supplied.

8. CHANGESNo waiver, alteration, or modification of any of the provisionshereof shall le binding unless in writing and signed by an officer ofCMIC.

9. DEFAULT AND WAll'EAa. If Customer fails with respect to this or any other agreement

with CMIC to pay any invoice when due or to accept any ship-ment as ordered, CMIC may without prejudice to other remediesdefer any further shipments until the default is corrected, orcancel this Purchase Order.

b. No course of conduct nor any delay ot CMIC in exercising anyright hereunder shall waive any rights of CMIC or modify thisAgreement.

10. GOVERNING LAWThis Agreement shall be construed to bo between merchants. Anyquestion concerning its validity, construrjon, or performance shallbe governed by the laws of the S;at. ur New York.

11. DEPOSIT ACCOUNTSCustomers who have a continuing need for ERIC documents mayopen a Deposit account by depositing a minimum of $200.00. Oncea deposit account is opened, ERIC documents will be sent uponrequest, and the account charged for the actual cost and postage. Amonthly statement of the account will be furnkhed.

12. STANDING ORDER ACCOUNTSCustomers who desire to receive microfiche copies of all ERICreports announced in each issue of Resources in Education may doso by depositing $2000.00 or submitting an executed purchaseorder. The cost of each issue and postage will be charged against theaccount. A monthly statement of the account will be furnished.

13. PAPER COPY (NC)A paper copy (NC) is xerographic reproduction, on paper, of theoriginal document. Each paper copy has a Vellum Bristol cover toidentify and protect the document.

14, FOREIGN POSTAGEPostage for all countries other than the United States is based on theinternational Postal Rates in effect at the time the order is shipped.To determine postage allow 60 microfiche or 60 (HC) pages perpound. Customers must specify the exact classification of maildesired, and include the postage for that classification with theirorder. Payment must be in United States funds.

OTHER ERIC COLLECTIONS AVAILABLE FROM EDRS

STANDING ORDERSSubscription orders of microfiche copies of all ERIC reports announced in each issue ofResources in Education average $160.00 per month at the rate of 8.7i per microfiche.Postage extra.

BACK COLLECTIONS (postage mxtra)Reports in Research in Education for 1966 and 1967 $ 385.06Reports in Research in Education for 1968 1,159.36Reports in Research in Education for 1969 1,383.21Reports in Research in Education for 1970 1,408.36Reports in Research in Education for 1971 1,643.69Reports in Research in Education for 1972 1,701.28Reports in Research in Education for 1973 1,481.70Reports in Research in Education for 1974 1,548.60Reports in Resources in Education for 1975 1,734.61Reports in Resources in Education Jan.Apr. 1976 545.92

Entire Collection $12,991.79

AIM/ARM MICROFICHE COLLECTIONS (postage extra) $0.158/fiche

CLEARINGHOUSE MICROFICHE COLLECTIONS (postage extra) $0.162/fiche

SPECIAL COLLECTIONS (postage extra)

Office of Education Research Reports 1956-65 $ 404.43Pacesetters in Innovation, Fiscal Year 1966 144.57Pacesetters in Innovation, Fiscal Year 1967 175.31Pacesetters in Innovation, Fiscal Year 1968 112.12Selected Documents on the Disadvantaged 334.28Selected Documents in Higher Education 153.48Manpower Research: Inventory for Fiscal Year 1966 and 1967 79.67Manpower Research: Inventory for Fiscal Year 1968 44.41Manpower Research: Inventory for Fiscal Year 1969 57.71

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