A regression analysis was conducted to determine the relative importance of a series of variables in the prediction of SAT-Mathematics (SAT-M) scores of gifted males and females. Among the variables considered were visual-spatial ability, cognitive reasoning ability, learning style, and SAT-Verbal (SAT-V) scores. Scores on the visual-spatial task were analyzed for speed of response as well as ability. For both sexes, reasoning skills were the predominant factor in the prediction formulas. Differences in the two formulas seemed to reflect males' greater facility with process skills necessary for the SAT-M. Implications are discussed regarding how to interpret the differential performance of gifted males and females on the SAT-M.
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