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There are few descriptions in the literature of the cognitive processes of exceptionally gifted children. This study, based on testing profiles, anecdotes collected from parents, and observations made during family and group therapy sessions with moderately and exceptionally gifted children, delineates some of the characteristic modes of thinking that differentiate exceptionally gifted children from their more moderately gifted peers.
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Deirdre V. Lovecky (1994) studied this question.
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