This study reexamined ability differences on Luchin's (1942) water-jar test, a problem-solving task based on Gestalt theory. On this task a "set" or method of solution is assumed to be induced through the prior solving of a series of problems which require a common solution pattern. Researchers employing this task have generally discriminated between subjects who appear to have formed a "set" on the initial questions and subjects who do not appear to have formed the set. Subjects regarded as not forming the set have generally not been involved in all the analysis since the effect of the set on solution to subsequent questions cannot be analyzed if the set is not formed. / In a previous study using the water-jar task, some generalizations were made about the thinking processes of gifted and nongifted children without regard to whether or not they formed the set. The present study reexamined the relations among metacognitive knowledge, speed and giftedness taking into account set formation. (Abstract shortened by UMI.)

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The present study examined the psychometric properties, including factor structure, reliability, and validity of the Ksiazak Adult Giftedness Scale, a measure of characteristics of adult giftedness. Principal components analysis, as well as analyses of correlations between scores on the Ksiazak Adult Giftedness Scale and other measures, were performed to answer three research questions: 1) Can a reliable measure of characteristics of adult giftedness be developed? 2) Can a valid measure of characteristics of adult giftedness be developed? and 3) What is the factor structure of a measure of characteristics of adult giftedness? Results indicated that the Ksiazak Adult Giftedness Scale has adequate reliability and validity and appears to have a unifactorial structure. Theoretical, research, and practice implications are discussed in relation to the findings. Methodological limitations to the study and directions for future research are also offered. / Department of Counseling Psychology and Guidance Services

The purpose of this research was to isolate the variable giftedness in a population and determine whether that variable could be used as a predictor of public library use.

Thesis supervisor: Sam V. Cochran, III. Thesis supervisor: Megan Foley Nicpon. Includes bibliographic references (p. 98-103).

This study was undertaken in an attempt to assess the Affect Intensity Measure (AIM) as a simpler alternative to the Overexcitability Questionnaire (OEQ) as a measure of emotional intensity in high ability young people. Participants were 30 young adolescents from grade 6 to grade 11 from the McGill Summer "Explorations" Program for the gifted, 75 undergraduate students and 46 doctoral students from various departments of McGill University. The Affect Intensity Measure was administrated to all three groups. There were no affect-intensity differences among the three groups of participants. Affect Intensity Measures particularly failed to distinguish gifted and nongifted groups. This result was inconsistent with previous studies using Overexcitability Questionnaire. There were gender differences but no age differences in affect intensity. The gender differences result was also inconsistent with the findings in several earlier studies using Overexcitability Questionnaire in which no gender differences in overexcitability were found among the gifted. Reasons why the AIM was not found to be an adequate substitute for the OEQ are explored, with the present samples, and possibly in general.

Thesis (M.S. in Psychology)--Vanderbilt University, Dec. 2007. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D. in Psychology)--Vanderbilt University, Aug. 2009. / Title from title screen. Includes bibliographical references.

ABSTRACT SUPERVISING GIFTED PEOPLE: A CONSIDERATION OF THE FIVEFOLD GIFTS IN THE EFFECTIVE SUPERVISION OF MISSIONARIES Donald Stanley Meador, Th.M. The Southern Baptist Theological Seminary, 2017 Supervisor: Dr. M. David Sills God gifted to the church certain people with specific ministry functions in order to develop a complete and healthy church. These gifts are ministry functions that the apostle Paul presented in Ephesians 4:11 and 1 Corinthians 12:28. This thesis proposes a conceptual framework loosely based on these five ministry functions and examines effective supervision of cross-cultural missionaries in light of them. Chapter 1 outlines foundational presuppositions to aid in understanding the ministry functions in a missions context. Chapter 2 describes six ministry functions common to the missionary task. The visionary strategist, church encourager, evangelist, pastoral caregiver, and teacher are examined as equipping functions. The administrator is examined as a function that facilitates the equipping functions. Chapter 3 addresses effective missionary supervision. The role of the missionary, current trends in missionary supervisor training, and effective missionary supervision are examined. Mentoring and spiritual direction are featured as functions of biblical supervision. Chapter 4 concludes this thesis summarizing five keys to effective missionary supervision.

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