Two groups of Israeli boys and girls in Grades 4-8, one intellectually gifted with a mean WISC IQ of (N = 182) and one nongifted (N = 310), were compared on several indices of personal-social adjustment. As predicted, the gifted group showed more positive self-concept, more internal locus of control, a lower level of general anxiety, and a still lower level of test anxiety. The few results on self-concept, unfavorable to the older gifted children, were attributed to a shift in the attitudes of gifted and nongifted children toward each other as they enter adolescence and their abilities and interest patterns diverge. Gifted girls were as well adjusted as gifted boys and better adjusted than nongifted girls.

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A multidimensional measure of locus of control, which included three dimensions of content, time, and orientation toward success-failure outcomes, was administered to non-gifted ( N = 298) and gifted ( N = 166) Israeli children in Grades 4 through 8. Content was measured in three important settings in the child's life: school, home, and neighborhood. The time dimension referred to the difference between assuming responsibility for events of the present and past versus the expression of competence to affect future outcomes. Internal consistency and reliabilities of the new instrument were adequate, especially for the Future Scale, and the three dimensions were empirically distinguishable. Relationships were found between locus of control and age, scholastic achievement, and personality variables.

The Wallach and Kogan Creativity Battery, a self-report questionnaire of creative activities, and a group intelligence test were administered to an entire Israeli high school senior class (N = 145). Creative activity was found fo be related to creative thinking, but not to intelligence or school grades. The quantity and quality dimensions of creative activity were as highly related as the dimensions of ideational fluency and rare or unusual responses in creative thinking. Findings were interpreted as supporting the intelligencecreativity distinction and as extending the theoretical position that quantity is a necessary condition for the emergence of unusual responses in creative thinking to the realm of creative performance as well.Numerous investigators have reported that the traditional correlates of academic potential and achievement, that is, high scores on intelligence tests and high grades, are not associated with creative performance of nonacademic talented activities such as art, writing, music, drama, or social service at either the high school or college level (