Gifted students' written responses to a phenomenological probe (i.e., "What is it like to be gifted?") were qualitatively reduced to a set of exhaustive and representative items. Students then performed free card sorts on these items, which they also rated for application to them. Multidimensional scaling and cluster analysis of students' sorts suggest positive and negative elements of the experience of giftedness along internal and interpersonal dimensions. We conclude with implications of our findings for research and teaching with gifted adolescents.
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