Abstract
M.A. (Psychology)
One of the oldest problems in psychology, dating back to Galton
in the 19th century, is the phenomenon of observed variations
in intellectual performance. According to Messick (1973) over
half a century of empirical research has uncovered a vast array
of dimensions relating to aspects of cognitive functioning.
buring this period intellectual giftedness was not the prime
objective of theorists, with little attention being paid to
this aspect of intellectual functioning.
Research into intellectual giftedness is furthermore widely
diversified with regard ~o conceptual definitions and
methodology (Anastasi, 1965). In South Africa the emphasis has
been placed on studies conducted at secondary school level
(Coetzee, 19751 Duminy, 1960, Roos, 1983). As a result the
cognitive and personality structure of the gifted adult is
incomplete regarding theoretical and empirical aspects.
The primary objective of the present study was to ascertain
whether the cognitive and personality structure of
intellectually gifted students differed from the cognitive and
personality structure of intellectually average students.
In order to investigate the problem a random sample was drawn
of registered students (both past and present) at the Rand
Afrikaans University. These students were allocated to one of
five categories according to their score (I.Q) on the New
South Africa.n Group Test of Intelligence •