This first cross-cultural application of the TCT-DP (Test for Creative Thinking-Drawing Production) assessed low, average, and high creative potential of 569 subjects tested in eleven countries. The eleven cultural samples came from distinctly different political, economic, and educational systems in order to verify the culture-fairness, culturesensitivity, and gender-fairness as well as the sensitivity of this instrument. All subjects tested were elementary schoolaged children representing an almost equal percentage of boys and girls. The TCT-DP was discovered to be culturefair, culture-sensitive, and gender-fair/sensitive. Total scores differed quantitatively between the various samples. Major differences existed also between the eleven variables and four sub-variables utilized as evaluation criteria for the TCT-DP. Stereotypical thinking tends to be cross-cultural. Nonstereotypical interpretations might be seen as such, but in a culture-specific context, some of these unique and novel utilizations of TCT-DP-fragments became stereotypical in nature. Many of the items collected have clinical value or potential for further diagnostic and prescriptive work in the psychological and educational arena of human service delivery.

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Renzulii's enrichment scheme for the gifted has been celebrated, spread, and adopted throughout the United States without questioning the conceptual and theoretical foundations of his entire 'educational programming system.' It is, therefore, the intent of the author (1) to critically examine Reis' and Renzulli's conceptually weak case for a broadened conception of giftedness; (b) to point out the severe theoretical short-comings of his enrichment triad; and (c) to make educators aware of the highly accommodating and misleading nature of Renzulli's 'Revolving Door Identification Model (RDIM).'

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