We reply to the comments Dr. Julian Stanley made in his critique (Stanley, 1991) of our article, "Socioemotional adjustment of adolescent girls enrolled in a residential acceleration program" (Cornell, Callahan, & Loyd, 1991) . Our main points are that research on early college entrance has emphasized academic adjustment over socioemotional adjustment and that further research on adjustment of both types is needed.
Get full access to this article
View all access options for this article.
References
1.
Brody, L.E., Assouline, S.G., & Stanley. J.C. (1990). Five years of early entrance: Predicting successful achievement in college. Gifted Child Quarterly, 34, 138-142.
2.
Cornell, D.G., Callahan, C.M., & Loyd, B.H. (1991). Socioemotional adjustment of adolescent girls enrolled in a residential acceleration program. Gifted Child Quarterly, 35, 58-66.
3.
Cornell, D.G., Callahan, C.M., & Loyd, B.H. (in press). Personality growth of female early college entrants: A controlled, prospective study. Gifted Child Quarterly.
4.
Stanley, J.C. (1985a). Young entrants to college: How did they fare?College and University, 60, 219-228.
5.
Stanley. J.C. (19856). How did six highly accelerated gifted students fare in graduate school?Gifted Child Quarterly, 29, 180.
6.
Stanley, J.C. (1985c). Historical note about cross-sectional vs. longitudinal studies. Journal of Special Education, 19, 359-361.
7.
Stanley, J.C. (1991). Critique of "Socioemotional adjustment of adolescent girls enrolled in a residential acceleration program." Gifted Child Quarterly, 35, 67-70.
8.
Stanley, J.C., & McGill, A.M. (1986). More about "Young entrants to college: How did they fare?". Gifted Child Quarterly, 30, 70-73.
9.
Zak, P.M., Benbow, C.P., & Stanley, J.C. (1983). Several factors associated with success as an undergraduate chemistry major. College and University, 58, 303-312.
