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In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential to excel in school and life. For many of these students, the public education system fosters their growth and achievement. For other gifted children, underachievement and selective consumerism tendencies surface as they progress through school. Since giftedness does not guarantee achievement in the school setting, early identification of gifted students with the potential for academic difficulties is essential. Could the WISC-IV (Wechsler, 2004), commonly used for gifted identification, hold the key to the gifted child's academic success or difficulties? This exploratory study of 32 eighth grade students in a suburban public school investigated if a correlation existed between the students' WISC-IV Discrepancies and three variables: Performance measured by English classroom data, Academic Competence measured by the ACES-Student (DiPerna & Elliot, 2000), and Academic Attitude measured by the SAAS-R (McCoach, 2002). Based on previous research, the study initially sought to establish the prevalence of students with ≥23-point WISC-IV Discrepancies ( n=56.3%). The students' WISC-IV Discrepancies were then correlated with each variable (Performance, Academic Competence, and Academic Attitude). Analyses were performed and reported for the entire group ( N= 32), the >23-point WISCIV Discrepancy subgroup ( n=18), and for a subgroup without a participant whose data characterized him/her as an outlier ( n=31). Significant correlations were noted for the entire group for Verbal Comprehension—Processing Speed and Motivation/Self-Regulation ( p<.05), the ≥23-point subgroup for Verbal Comprehension—Perceptual Reasoning and Academic Skills ( p<.05), and the subgroup excluding the outlier for Verbal Comprehension—Processing Speed and Motivation/Self-Regulation ( p<.01). Using the information from the measures, students were characterized as potential underachievers, potential selective consumers, and achievers. Individual case studies for select students are presented and discussed. KEY WORDS: Gifted, Underachievement, Selective Consumerism, WISC-IV Discrepancy, Performance, Academic Competence, Academic Attitude, ACES-Student, SAAS-R. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study addresses the question “what is it like to be a gifted early college entrant?” Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others’ experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The problem addressed in this research was to understand the cultural schema(s) that are utilized in meaning-making as people identify and interpret life experiences related to call. The population studied is adult students in a Pentecostal/charismatic university in Los Angeles, California. This research utilizes a triangulation of methods approach (Tashakkori and Teddlie 1998) and draws from two theories in cognitive anthropology, cultural schema theory (D'Andrade 1987; Quinn 2005b; Strauss and Quinn 1997) and cultural consensus theory (Romney, Batchelder, and Weller 1987; Romney, Weller, and Batchelder 1986; Weller and Romney 1988). Data elicitation tools are based on strategies developed early in cognitive anthropology for the investigation of cognitive domains along with a vignette exercise. Data analysis took place in two stages with data functioning both as a context of discovery and a context of verification (D'Andrade 2005, 85). People in the research context demonstrate a cultural schema of call that includes four core items: God as caller, the individual as called, the role or task as calling, and knowing as the essential link. Once these four core items were present, a second level of common items was demonstrated; the common elements were confirmation, giftedness, time or duration, and experience. This cultural schema of call was utilized by the population in relation to additional schemas including pastor, leader, family, church, ministry, and work. Indications of underlying foundational cultural schemas were also present including self, success, and status. Findings of this research are discussed in terms of the implications for call as a process of meaning-making and the limitations of biblical/theological material for making sense of experiences related to call. Implications for leadership research and cognitive anthropology research are discussed along with suggestions for the leader formation practitioner's engagement with cultural schemas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Highly capable and intelligent individuals identified as gifted and talented (GATE) in educational settings require support for their unique needs associated with their giftedness. Unique needs for gifted girls include high emotional sensitivities including anxiety, depression, and frustration. These needs can impede the positive development of career self-efficacy and emotional well-being among gifted individuals, which can negatively affect their ability to transition into the workforce. Most significantly, as gifted females mature, studies reveal this population working far below their potential. This phenomenological study addresses the problem of unfulfilled potential as well as the gaps in the existing research regarding gifted females by exploring the career self-efficacy and emotional well-being of 10 gifted women as it relates to their transition from school to work. Results from this qualitative study revealed five core themes: (a) Fulfillment - a sense of feeling, (b) Achievement & Responsibility - a sense of doing, (c) Identity - a sense of becoming, (d) Approval - a sense of searching, and (e) Growth - a sense of embracing. Furthermore, themes were explored through the theoretical constructs of Fredrickson's Broaden-and-Build Theory of Positive Emotions as well as Dabrowski's Theory of Positive Disintegration. Ultimately, findings from textural and structural descriptions reveal that as participants transitioned from school to work, it was the ability of participants to design new paradigms and shift old paradigms, which increased overall career self-efficacy and emotional well-being. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed by teachers and peers as unruly, disrespectful and underachieving. Resources available to parent advocates include legal and medical resources regarding ADHD which are regularly resourced to advocates by advocacy organizations and clinicians. Topics include medical diagnosis, treatment and educational rights and planning for ADHD students. In addition, a set of more diverse ADHD resources exists in the literature that discusses various influences on student behavior and achievement that parent advocates can consider in combination or in place of medical and educational ADHD resources. Diverse ADHD resources present a breadth of information ranging from misdiagnosis of ADHD to conditions that contribute to inattentive student behavior such as giftedness, physiology (including the impact of brain maturation, dietary omega-3, ferratin levels, pediatric sensory issues, and eye conditions), environment and exercise. This study uses a phenomenological research method to further understand the experience of parent advocates, specifically by interviewing parent advocates of students with ADHD in school. Findings include several themes organized in the following four categories: 1) Identifying and Treating ADHD in the School Context, 2) ADHD Advocates Need more Support from Schools, 3) Advocate Experience with the School is a Swinging Pendulum and 4) Advocates Struggle to Pave a Path for Success. Recommendations for further research include qualitative research to further understand parent advocate experience in identifying and treating ADHD in the school context, specifically to understand the impact on advocate interpretation of ADHD-type behaviors after being presented with a list of non-ADHD conditions the precipitate ADHD-type behaviors. In addition, quantitative research is recommended to gather data regarding what advocates need in support from schools as they work to pave a path for success for their children. The work presented in this thesis explores the experience of parent advocates of students with ADHD in school in an effort to understand and improve parent advocate experience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to investigate the relationship of creativity and intelligence. The current study was interested in testing gifted children's divergent thinking. For the purposes of this study, creativity was defined as the cognitive process of divergent thinking, the ability to generate as many possible solutions to a problem. Thirty-four children (ages 11 to 13) were tested in an afterschool program on the Alternative Uses Test (AUT), which asks the child to think of all of the uses for common, ordinary objects. The children were deemed gifted according to their California Standards Test (CST) scores in English and Math (350 or higher). The results of this study found that that gifted children had higher scores on the AUT, than their nongifted peers, thereby rejecting the threshold theory. Although there was a relationship between giftedness and divergent thinking, future research should focus on IQ testing and creativity test batteries. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This qualitative, retrospective study investigated suicidal ideation among 32 young adult men. Participants were asked to report their experiences as adolescents. The primary focus of the study was to discover how gay gifted adolescents dealt with issues of suicide and suicidal ideation. Participants were selected using a purposive sampling technique. Four groups of participants were chosen with eight males in each group. The groups were: gay (i.e., homosexual) gifted, gay nongifted, straight (i.e., heterosexual) gifted and straight nongifted. Forty-one percent of participants were Hispanic/Latino, 31% were Caucasian, 22% were biracial, and 6% were African American. Data were collected using an initial questionnaire followed by in-depth individual interviews with all participants. Grounded Theory methodology was employed during the analysis phase of the study. The voices of participants were conveyed within a series of narrative vignettes. Specific categories of risk and resiliency were revealed using coding and constant comparative analysis. Results indicated that resiliency played a predominant role in how the participants dealt with suicidal issues. All of the eight gay gifted males had considered attempting suicide at least once. This group did not the lowest rate of overall suicidal ideation across the groups. Also, the gay gifted group had one of the highest number of resiliency factors. Additionally, the gifted adolescents appeared to rely on their giftedness as a safeguard that protected them from suicide. Based on the study's outcome, a theory of suicidal ideation was proposed, and an assessment was designed for future studies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The potential traits and talents of giftedness in students are multidimensional; yet, some school districts in Georgia perpetuate barriers for students from minority and low socioeconomic backgrounds by relying solely on standardized test scores for gifted identification. The purpose of this case study was to explore the multidimensionality of student talent portfolios grounded in Sternberg, Renzulli, and Gardner's gifted theories. This exploration was important to community and school stakeholders for the support of positive community growth. This study examined the effect of an alternative identification system, one based on Renzulli's Total Talent Portfolio, in identifying potential traits and talents of giftedness in minority and low socioeconomic 4th grade students. Student talent portfolios and the effects of teacher perceptions about giftedness were examined for the identification of potential traits and talents of giftedness in these populations of 4th grade students in one Title 1 elementary school. Data were gathered from 16 teacher interviews, reflection logs, and portfolio artifacts. Member-checking, peer debriefing, and an audit trail bolstered the trustworthiness of the findings. A coding system was developed and applied to identify common themes. According to study findings, talent portfolios are justified as a viable alternative to standardized test scores and with professional learning experiences, teachers can incorporate the portfolios. The implications for positive social change include providing educators and administrators with information on the success of utilizing student talent portfolios as a means of identifying potential traits and talents of giftedness in minority and low socioeconomic students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A resurgence of interest in gifted students and gifted education highlights the importance of examining attitudes of school psychologists related to the identification and programming for gifted students. This study explored the relationships between professional experiences, personal experiences, demographics, and previous training and the attitudes of school psychologists toward gifted students and gifted education. A sample of 125 state-certified school psychologists in Michigan participated in a two-part, web-based survey, which provided descriptive data and measured attitudes toward gifted students and their education. Data were analyzed using a combination of descriptive and inferential statistics. Seven findings were notable in this study: 1) Respondents to this study are generally supportive of gifted students and their education, although they held a neutral or slightly negative view of accelerating gifted students. 2) Male school psychologists, more than female, consider gifted education to be elitist. 3) Demographic factors, including age, ethnicity, years of service, and education level are not statistically significant in relation to participating school psychologists' attitudes toward gifted education. 4) School psychologists who report themselves or those close to them as gifted are also likely to have had more training in gifted education in graduate school, and 5) school psychologists who work with regular education students show a greater likelihood of reporting themselves or those around them as gifted. 6) school psychologists who work with regular education students tend to have a more negative view towards the gifted population than those who do not work with regular education students, and 7) school psychologists who feel that their training in special education was less than adequate, also tend to view gifted students more negatively. The findings in this study suggested that positive attitudes about the gifted and thus, behavior leading toward increased interest in working with all children with special needs, would improve if more graduate school training about giftedness and one-on-one experiences with gifted students were available. Acting upon changes suggested in the literature and the findings of this study, schools could improve the attitudes of school psychologists and better ensure that gifted students are properly identified and engaged in programming well-suited to their needs. These changes would benefit this often-underserved special population that has unlimited potential to serve this nation and mankind. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study represents part of more extensive research aimed at a multidimensional examination of mathematical giftedness. This study aimed to:1. Examine the link between cognitive abilities and General giftedness (G), Excellence in Mathematics (EM) and gender. The cognitive abilities that were examined include: memory, attention, speed of information processing and visual perception.2. Examine differences and similarities in cognitive abilities of excelling in mathematics students who vary in their degree of general giftedness (S-MG, G-EM, and NG-EM), as reflected in memory, speed of information processing, attention and visual perception.3. Examine the cognitive profiles of students from four study groups according to memory, speed of information processing, attention and visual perception traits.4. Identify cognitive components that can predict General giftedness (G) and Excellence in mathematics (EM). The cognitive components (determined after factor analysis) that were examined include: STM_WM, Pattern-recall, Visual serial processing and Numeric processing. Population and sampling procedure: The sampling procedure included 1200 10th -11th grade students who undergo a battery of general intelligence (Raven's Advanced Progressive Matrix Test (RPMT)) and mathematical ability (Scholastic Assessment Test in Mathematics, (SAT-M)) tests. After completion of this procedure, a sample of 200 students was selected. These students were subdivided into four experimental groups, determining the research population by a combination of EM and G factors:G-EM group: students who are identified as generally gifted and excelling in mathematics;G-NEM group: students who are identified as generally gifted but do not excel in mathematics;NG-EM group: students excelling in mathematics who are not identified as generally gifted; NG-NEM group: students who are identified as being neither generally gifted nor excelling in mathematics.Students from G groups are mainly chosen from classes for gifted students (IQ>130) or with Raven score above 27. Students who are sampled as EM are those that study mathematics at high level (HL) with SAT-M scores higher than 26 and math score above 90.Another study group participated in this study are super-mathematically-gifted (S-MG). These students satisfied all criteria for the G-EM group and additionally displayed exceptional achievements in mathematics: membership in national Olympiad teams (in mathematics or computer sciences) or studying university mathematics courses parallel with their high school studies, and attaining scores above 95.The study findings are reported based on 190 students divided into four study groups and 7 S-MG students who fully completed the cognitive tasks. The cognitive abilities that were examined include: memory, speed of information processing (SIP), attention and visual perception. Data Analysis: In chapters 3.1-3.3 multivariate analysis of variance tests (MANOVA) were used to compare the cognitive abilities (memory, speed of information processing, attention and visual perception) of participants from the four study groups.In chapter 3.4 non-parametric tests were used for the analysis of the between-group in all cognitive tests between S-MG, G-EM and NG-EM students.In chapter 3.5 non-hierarchical K-means cluster analysis was conducted to identify the cognitive profile of participants'. Thereafter, a structural equation modeling (SEM) was used in order to determine which cognitive categories can predict general giftedness (G) and excellence in mathematics (EM). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Many scholars of gifted education have often argued and believed that gifted individuals are neurologically overexcitable while non-gifted persons are not (Chang & Kuo, 2013; Harrison & Haneghan, 2011; Piechowski, 1979, 2006; Silverman, 2000a; Siu, 2010; Tieso, 2007a). This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware. Some scholars have suggested that this significant degree of overexcitability may even mean that gifted persons are morally superior to non-gifted persons (Silverman, 1994). Over the past thirty years, this relationship between overexcitability (OE) and giftedness has become increasingly popular, as many websites, textbooks, and researchers have asserted it as true. These resources have also advocated a particular treatment and understanding of gifted persons due to their overexcitable nature.Recently, however, some scholars have questioned the validity of the giftedness overexcitability relationship (Mendaglio, 2002; Pyrt, 2008; Tillier, 2009a). So, while the past thirty years have seen a rise in the perception that gifted persons are overexcitable (Silverman, 2008), these scholars have contended that there is actually little empirical data demonstrating this relationship (Mendaglio; Pyrt; Tillier).Using a systematic review of studies that compared gifted and non-gifted samples' OE scores, this dissertation attempted to provide some clarity to this burgeoning debate. This process involved a research synthesis that used a priori established criteria to identify, describe, and evaluate the findings and methodologies of a body of literature's most rigorously conducted studies (Petticrew, 2001). The evaluation phase of the systematic review included both qualitative and quantitative techniques. These findings revealed that it is unclear that gifted individuals are significantly more overexcitable than non-gifted individuals. Consequently, researchers, practitioners, and gifted persons themselves should reconsider the relationship between giftedness and overexcitability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The paper argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. The author proposes that social context be used as a construct to help rethink how to study the benefits of special environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor’s Schools (Coleman & Cross, 1988). The questionnaire asked subjects to respond to six scenarios described as potentially stigmatizing events during the normal school day. Five common strategies noted during the interviews were provided as options in each of the scenarios. The data reported herein are based on the responses of 1,465 students over a two-year period. The patterns of responses suggested that gifted adolescents utilize the five strategies to differing degrees across situations. Situations most closely associated with test performance seemed to elicit the greatest variation in coping strategies, while those primarily reflecting social situations showed a consistently narrow range of strategies. The “placate” coping strategy was the most frequently used across the school-based scenarios. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Background: According to empirical literature, low self-esteem is highly correlated to behavioural and emotional problems in gifted children and adolescents. Since self-esteem is an indicator of social and emotional adjustment, it would be interesting to better understand the meaning of this construct, as it is evaluated explicitly with the use of self-report questionnaires. In order to explore the psychological processes underlying the explicit self-esteem, we studied the relation of a self-report questionnaire and an indirect measure of self and interpersonal perception using the Rorschach Comprehensive System (CS). Method: The participants were 93 children, aged between 9 and 15 years old, with an IQ≥130. They were attending regular classes (no curriculum difference). Self-esteem was evaluated using the Coopersmith Self-Esteem Inventory (SEI). We used the Rorschach CS measures of self and interpersonal perception. Results: The results showed no significant correlation between self-esteem and high IQ. A negative correlation between self-esteem evaluated on the SEI and the Rorschach Vista responses was found, which reflected self-critical introspection and painful self-appraisal. Then a positive correlation was observed between self-esteem and reflection answers on the Rorschach (Fr+rF>0), which are related to narcissistic-like features of personality. We also found a positive correlation between self-esteem and the Rorschach egocentricity index (EGO), which provides an estimate of self-concern. Finally, the strongest correlation was found between self-esteem and the dominance of good over poor human representations (GHR>PHR), which reveals effective interpersonal behaviour. Discussion: The psychological processes which seem to be related to low self-esteem in gifted children and adolescents are maladaptive interpersonal behaviours, painful experience of introspection focusing on perceived negative aspects of the self, absence of narcissistic-like features of the personality and low self-concern. These findings may suggest that intervention planning with gifted children and adolescents with low self-esteem should emphasize the accurate interpretation of interpersonal data, develop social skills and restructure negative self-thoughts. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N = 976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N = 682) and school environment (filled out by teachers, N = 47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The present study reflects upon the identification process for gifted or highly able children through a systematic study of the literature, with the aim of providing them with an adequate and stimulating education beginning at an early age. The identification process requires an adequate diagnostic process of giftedness, and creativity is an important determining factor. Creativity, however, is a very complex construct due to differences in definition in the psychology field. This study aims to make a valuable contribution by discussing how to measure creativity in gifted or highly able children, as well as proving recommendations in the diagnostic process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Super-gifted individuals are considered to be very rare. This paper addresses one part of a larger body of research aimed at characterization of super-giftedness in mathematics. The research population consists of three groups of students who excel in mathematics: Super-gifted in mathematics (S-MG), generally gifted students who excel in school mathematics (G-EM) and students who excel in school mathematics but are not identified as generally gifted (NG-EM). Fifty-six male students who comprised these groups performed a battery of cognitive tests: memory, speed of information processing, visual perception, and attention. We found that the between-group differences are task depended and that S-MG students can be characterized by superior performance on Working Memory test (WM – span, WM – total score) and the accuracy of Pattern-recognition, which was an indicator of visual perception. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Asynchrony is a theoretical construct that views the intellectually gifted child as inherently vulnerable because of disparities arising from the mismatch between his or her chronological age and mental age. Such disparities, for example, between wanting to belong but being intellectually out of step with peers, are said to give rise to a psychological experience of discomfort or tension and to impact upon developing self-concept. Though the theory has been little subjected to empirical research, it does bear strong similarities to the well-established, but broader-based, psychological theory of cognitive dissonance. This article develops a model of asynchrony as a particular case of cognitive dissonance. As such, it may assist understanding of some children's experiences of giftedness, though more research is needed to examine this theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue contains a range of interesting articles on topics that are highly relevant for the work of psychologists, guidance and counseling professionals. Many of the articles address aspects of social-emotional functioning and behavior, several are related to social networking and online communication, and one focuses on career guidance. The various authors have highlighted the implications of their research for professional practice, especially with respect to prevention and intervention. Spanning children, adolescents and young adults, and covering topics as diverse as ADHD, giftedness, bereavement, career planning, bullying, virtual connectedness, and online counseling, this is an issue with something for everyone. Those of you who will be enjoying summer vacations over the next few months will undoubtedly find some stimulating articles to intersperse with your usual holiday reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recent functional neuroimaging studies have shown differences in brain activation between mathematically gifted adolescents and controls. The aim of this study was to investigate the relationship between mathematical giftedness, intelligent quotient (IQ), and the microstructure of white matter tracts in a sample composed of math-gifted adolescents and aged-matched controls. Math-gifted subjects were selected through a national program based on detecting enhanced visuospatial abilities and creative thinking. We used diffusion tensor imaging to assess white matter microstructure in neuroanatomical connectivity. The processing included voxel-wise and region of interest-based analyses of the fractional anisotropy (FA), a parameter which is purportedly related to white matter microstructure. In a whole-sample analysis, IQ showed a significant positive correlation with FA, mainly in the corpus callosum, supporting the idea that efficient information transfer between hemispheres is crucial for higher intellectual capabilities. In addition, math-gifted adolescents showed increased FA (adjusted for IQ) in white matter tracts connecting frontal lobes with basal ganglia and parietal regions. The enhanced anatomical connectivity observed in the forceps minor and splenium may underlie the greater fluid reasoning, visuospatial working memory, and creative capabilities of these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)