ABSTRACT

Although gifted children are not a homogeneous group, they are reported to share many characteristics (Clark 1997), including a preference for working alone (Alexander and Muia 1982; Davis and Rimm 2004; Gowan and Bruch 1971). Whitmore (1980) stated that ‘The gifted child enjoys independent investigation outside the classroom, and often finds it difficult to conform to a group activity in school’ (p. 154). Griggs and Price (1980a) found that gifted students ‘prefer a quiet learning environment, and prefer to learn alone rather than with peers’ (p. 361). Seagoe (1974) cited ‘independence in work and study; preference for individualised work; self-reliance; and need for freedom of movement and action’ (p. 44) as characteristics of the gifted student.