M.A. (Psychology) / One of the oldest problems in psychology, dating back to Galton in the 19th century, is the phenomenon of observed variations in intellectual performance. According to Messick (1973) over half a century of empirical research has uncovered a vast array of dimensions relating to aspects of cognitive functioning. buring this period intellectual giftedness was not the prime objective of theorists, with little attention being paid to this aspect of intellectual functioning. Research into intellectual giftedness is furthermore widely diversified with regard ~o conceptual definitions and methodology (Anastasi, 1965). In South Africa the emphasis has been placed on studies conducted at secondary school level (Coetzee, 19751 Duminy, 1960, Roos, 1983). As a result the cognitive and personality structure of the gifted adult is incomplete regarding theoretical and empirical aspects. The primary objective of the present study was to ascertain whether the cognitive and personality structure of intellectually gifted students differed from the cognitive and personality structure of intellectually average students. In order to investigate the problem a random sample was drawn of registered students (both past and present) at the Rand Afrikaans University. These students were allocated to one of five categories according to their score (I.Q) on the New South Africa.n Group Test of Intelligence •

One of the major problems of the modern educational system is scholastic under-achievement by talented students. Until recently the typical study had been chiefly concerned with the correlation between level of ability and academic success, while many studies referred to the presumed relationship between emotional stability and academic achievement. On the college level such characteristics as failure to adjust to college life, poor study habits, lack of awareness of his real level of ability on the part of the student, and other such Causes have been tacitly assumed as the explanation for under- achievement