1. Good powers of reasoning, dealing with abstractions, noticing relationships.
2. Selecting and retaining relevant information.
3. Good memory - for words, places, etc.
4. Interested in words early: may have learnt to read early.
5. Wide spoken vocabulary, and good sentence structures, using accurate grammar.
6. Very sharp observation.
7. Creative, with good imagination and interest in stories.
8. Shows great intellectual curiosity: asks questions that are philosophical or religious at times.
9. Scores 130+ on group or individual ability tests, and scores similarly on attainment tests.
10. “Buttonholes” grown-ups to get information.
11. Scores highly on non-verbal tests.

The following items are not themselves indicators of giftedness but are other characteristics of children of high ability with low attainments, children with talent who are experiencing frustration or are typical reactions which intelligent children display to stress.

	* Degree of immaturity in some aspects, mingling with maturity in others.	Temper tantrums. Sulks.
	* In response to basic subjects may be inattentive;	Often bored, and makes errors, causing teachers to deny s/he has talent.
	* Some difficulty in learning basic skills,	writing and spelling. (Tendency towards dyslexia).
	* High activity, but undirected.	Difficulty in making good relationships with age peers.
	Orally very bright; an insistent talker, but cannot write much.	Tendency to ask questions that may appear provocative.

Perhaps we may look for some of the following Categories of high ability children.

• HIGH POTENTIAL Underachievers with high measured IQ.
• SPECIFIC ACHIEVEMENT Children with an isolated intellectual interest.
• SPATIAL/MECHANICAL ABILITY Children with outstanding awareness and mechanical understanding (may not write well)
• TALENT Children with high levels of accomplishment in Art, Music, Drama, Sport, etc.
• EXCEPTIONAL ABILITY Academic attainments match high ability, and these children are generally recognised as gifted.