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This book reports a comparative study of selected groups of adolescent students who fit into certain arbitrary categories defined by the authors. The study originates from the University of Chicago where both authors are professors of educational psychology. Their predominant interest in pedagogical problems is apparent throughout the report and undoubtedly colors and determines the handling of a great deal of the interesting data.
The study is predicated on the thesis that 'creativity' and 'intelligence' as measured by the IQ metric procedures are not necessarily mutually inclusive in a given individual. This leads the investigators to search for students who fulfil the criteria for being 'highly intelligent', according to IQ metric and academic achievement standards without being unusually 'creative', in order to compare their characteristics with another group who are 'highly creative' without being exceptionally 'intelligent'. A concomitant study using the same method compares two groups of subjects from the same school environment who are described as 'highly moral' on the one hand and 'highly adjusted' on the other. The notion of a special gift for morality and principled behavior and another for social adjustment is a novel suggestion that should be noted in passing.
The subjects of the study come from a select secondary school in a large urban community. These students are well above the community