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Presents a revised theory of what eminence is, its relation to productivity, its measurement, and the markers for it. The Bronte family is used for illustration. Concludes that persons who are truly eminent (who create original and significant work) and persons who are simply high achievers, tend to come from different families entirely and that gifted children do not substantially change the existing family system. (DB)

Partial correlation procedures were used to compare the reliability of ideational creativity in 225 academically gifted and nongifted fifth to eighth grade children. The divergent thinking interitem and intertest correlations of the gifted children were significantly larger than the nongifted. Ideational originality was reliable only in the nonverbal tests. (Author/GDC)

Results of divergent thinking tests (administered to 228 intermediate school students, of whom about 43 percent were gifted) and calculated correlations between creativity and intelligence measures did not support the threshold theory which posits that creativity and intelligence are related only up to an intelligence quotient of about 120. (Author/CB)

A 16-item questionnaire concerning independence and 3 divergent thinking tests were administered to 3 groups of preadolescent boys (N=91) and their mothers as part of an ongoing longitudinal study of exceptional giftedness. Results indicate significant correlation of mothers' and boys' independence scores with divergent thinking test scores. (TJH)

Several commentaries on Howard Gruber's paper, "The Evolving Systems Approach to Creative Work," are offered: "How High Should One Climb to Find Common Ground?" (Robert Albert); "Where is the Evolving Milieu?" (Mihaly Csikszentmihalyi); "Creativity: The Individual, The Systems, The Approach" (Todd Lubart and Robert Sternberg); and "Quality and Purpose, Quantity and Chance" (Dean Simonton). (JDD)