Abstract
In this study, children of both gifted and average ability levels confirmed that they are capable of reflecting on future occurrences, of assessing the probability of positive or negative outcomes, and of identifying implications of those future occurrences.
This study compared positive versus negative attitudes of gifted and average children toward the future and found that gifted children identified themselves to be more pessimistic toward the future and were shown to respond more negatively to future issues of pollution, schools, and crime.
Additionally, in analyzing responses to a call for implications of hypothetical future happenings, gifted children produced significantly more solution-oriented responses. No differences were seen between gifted and average students in the number of problem-oriented responses.
Implications of these findings are discussed with regard to the developing of curricula and the teaching of gifted children in the schools.
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