Abstract
A longitudinal development study of a group of middle class children has been described briefly, with emphasis on a segment of this research where findings suggest that the children achieving most at school are those with high intelligence and a high level of observed emotional disturbance (relative to the group).
This result was discussed in the light of current emphasis on early diagnosis and treatment of learning problems, and in the light of the interest in the bright under achiever.
It is suggested that more emphasis be laid on fostering cognitive growth and skills in the low intelligence group, though we remain guarded about the future progress of our bright but relatively disturbed children.
Speculations were made about the possible future course of these children, and also about those children who at present are apparently learning well below their capacity.
Attempts will be made to isolate those factors, which individually and by their interaction, let emotional disturbance add drive force to learning, and those which reduce that drive.