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Abstract Previous research has demonstrated that individuals with higher intelligence are more likely to have larger gray matter volume in brain areas predominantly located in parieto-frontal regions. These findings were usually interpreted to mean that individuals with more cortical brain volume possess more neurons and thus exhibit more computational capacity during reasoning. In addition, neuroimaging studies have shown that intelligent individuals, despite their larger brains, tend to exhibit lower rates of brain activity during reasoning. However, the microstructural architecture underlying both observations remains unclear. By combining advanced multi-shell diffusion tensor imaging with a culture-fair matrix-reasoning test, we found that higher intelligence in healthy individuals is related to lower values of dendritic density and arborization. These results suggest that the neuronal circuitry associated with higher intelligence is organized in a sparse and efficient manner, fostering more directed information processing and less cortical activity during reasoning.

In this study, we used an action research approach and quantitative and qualitative data to investigate the need for, implementation of, and outcomes of a mindfulness curriculum with 52 fourth-grade students identified as having gifts and talents. We gathered data throughout the 15-week semester of implementing a mindfulness curriculum. Regular check-ins, journaling with the four participating teacher-researchers, and creative responses from student participants were also used as data. Coming from an action research background, we were open to discovering new questions as they arose. Still, our primary question was: Will we see any measurable change in the behaviors and indicators of stress, emotional regulation, and mindfulness in our classrooms after implementing a mindfulness curriculum with our fourth-grade students? We discuss the results and the implications of our findings for future research and practice.

We live in a society in which people are subjected to an explosion of information, with the emergence of social problems, this justifies the need for a response from the world of education where there is a deep gap between the thinking of the schools and thinking required to make decisions in the real world. In our research, we wanted to measure the intellectual capacity, and the different skills of critical thinking in students of 5th and 6th elemental education (induction, deduction, observation and assumptions) as well as to analyze a possible relationship between the intellectual capacity and the overall capacity of critical thinking. The sample consisted of 86 students and the instruments were the Test Badig E3· and the Cornell Test of critical thinking X. We found that there are significant differences in the overall capacity of critical thinking, within a threshold of intelligence, it is, we have not found significant differences between students with high IQ and students with average IQ, but there are significant differences between students with high IQ and students with low IQ, and there are significant differences between students with average IQ and students with low IQ.

The higher than expected incidence of giftedness among Jewish students by several research workers is linked to the high valuation of learning within the culture. Unlike in other cultures, the gifted individual is held in high esteem. (19 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Data were obtained from 130 adolescents. "The IQ means on the WAIS were 138 Verbal, 125 Performance, and 135 Full Scale. The WAIS profile presented indicated that the group tended to be two SDs above the mean on all the Verbal Scales except Digit Span which was one SD above. The Performance Scale was uniformly one SD above the mean except Block Design which was nearer two SDs above the mean… . Correlation between the performance IQ of the WAIS and the Binet was nonsignificant… . The Verbal subscales correlated significantly with each other as did the Performance subscales. There was little correlation between Verbal and Performance subscales though they both contributed equally to the Full Scale IQ." (PsycInfo Database Record (c) 2025 APA, all rights reserved)

The coded MMPI profiles of 1078 prisoners were sorted into IQ classification groups in accordance with their scores on the Revised Beta Examination. 6 of the diagnostic scales shifted significantly in code rank with increase in IQ. The profiles of the 2 most intelligent groups were indicative of behavioral characteristics associated with the character disorders; whereas the profiles of the average and below average IQ groups were found to be dominated by configurations usually associated with indices of neuroticism and anxiety. The probability of receiving benefit from psychotherapy appeared greater among the lower IQ groups due to the dominance in their group profiles of those scales that have been found more susceptible to change as a result of therapy. Intellectually superior persons tend toward greater degrees of feminine interest. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Several studies of the gifted child published since 1950 are reviewed. The author discusses various definitions of giftedness, the attitude of the gifted child toward school, his academic achievement, his reading tastes, his physical development, his personal adjustment, and his social status. Differentiations within the gifted group are also made. (33 ref.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Data from Rorschachs, exploratory psychiatric interviews, paper-pencil tests, teacher interviews, peer attitudes, and solitary play. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Extensional and intensional definitions of giftedness are presented. The operational validity of the IQ is assessed, and problems experienced and adjustments made in school are identified. Some suggestions are made for guiding the gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

As part of a 7-year study, 76 gifted 3rd grade pupils from highly favored homes were given tests of intelligence, personality, and achievement. The interrelations are reported. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

On the basis of interviews of gifted students (ninety-seventh percentile or above on the Dominion Intelligence Test) and administrators and analysis of school records and a questionnaire sent to teachers, a description is given of present practices in identification, organization, motivation, enrichment, co-ordination of school and community resources, and supervision. Current practices in these areas are evaluated in terms of an ideal gleaned from the literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Women aged 19-29, 40-49, 50-59, and 60 yrs. and over who made 112 or more weighted score points on the Wechsler-Bellevue Scale were compared with respect to subtest pattern. Mean education for all age groups was about 14 yrs. The pattern was significantly different between young and elderly groups. Scores of verbal tests increased with age but those of performance tests decreased. DQ declined with age. The data were discussed in the context of IQ level of S, and the method of investigation, i.e., cross sectional or longitudinal. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Tests of short-term learning and memory were administered to matched sample of intellectually superior Ss at 3 age levels; 17-35, 36-55, and 56-74. In general, test scores declined differentially with age. The effect of age on decline of incidental or latent learning was discussed in terms of "a loss in surplus intellectual resources." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Pupil appraisals of a 6-week summer school enrichment program are presented. 20 gifted 5th graders participated. Student comments tended to be favorable. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The reading background of 50 superior readers among college freshmen were studied. Approximately half of them reported that they were able to read before entering the first grade; of these, two thirds had been taught to read by some member of their families. Half of the students reported that they became interested in reading because they were curious about the content of the books. The family played a more important role in fostering interest in books in early years than the school did. No definite answer was given to the question if giftedness in reading could be identified early in the life of the child. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Abstract thought consists of varying degrees of decathexis of objects in order to deal with nonrepresentational aspects of their attributes such as class, quantity, and physical spatial relationships. The psychotic keeps the intermediate stages of concept formation close to the primary process, while the gifted individual keeps the results of the intermediate steps available to the secondary process. Under the impact of the transference the controlled regressive aspects of abstract thinking may be disturbed and thus bear a closer resemblance to the thought process of the psychotic. 46-item bibliography. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Questions are raised concerning problems of identifying talent for social science in childhood and cultivating such talent in educational programs. Suggestions for ways of meeting the questions are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A study of 32 children having Hennon-Nelson IQs of 130 or more, half of whom were superior students, and half of whom were poor students, indicates that the patterns of underachievement and high achievement are apparent by Grade V, and continue into the secondary school. A number of other conclusions are briefly mentioned. (PsycInfo Database Record (c) 2022 APA, all rights reserved)