There is no doubt about the assertion that high intellectual abilities of different kinds play a substantial role in conceptions of giftedness. At the same time most researchers in theory agree that giftedness is not identical with high intelligence. An analysis of literature though is reflecting a different picture (Bartenswerfer, 1990, Feger, 1990; Carter & Swanson, 1990; Heller & Menacher, 1992; Rogers, 1989): Wherever giftedness is discussed, nothing but intellectual giftedness is meant. In many publications we find IQ scores, with differing cut-off-levels of 125, 130, 140, 150 points, as the only indicators for giftedness. Such an “IQ-diagnosis” has found many critics within research on gifted education.
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