The indication from these data is that adolescents who as children tested from 135-190 IQ (S-B) are _much less neurotic_, _much more self-sufficient_ and _much less submissive_ than college students in general, or than adults of the mental caliber represented in the Bernreuter norms. It is to be noted in this comparison with the generality of college students that from data so far collected, the median intelligence of the group here presented reaches about Q#3# for college students, taking them the country over. [1] For a more detailed account see Lorge and Hollingworth's "The Adult Status of Highly Intelligent Children," in _Journal of Genetic Psychology_ (1936), Vol. 49, pages 215-226. [2] Hollingworth and Kaunitz. "The Centile Status of Gifted Children at Maturity." _Journal of Genetic Psychology_ (September, 1934), pages 106-120. [3] Study made by Leta S. Hollingworth in previous years. [4] For detailed results see the paper by this title, by Hollingworth and Rust, _Journal of Psychology_ (1937), Vol. 4, pages 287-293. CHAPTER NINETEEN THE DEVELOPMENT OF PERSONALITY IN HIGHLY INTELLIGENT CHILDREN [1] The children included in the term "highly intelligent children" cover a very wide range in intellectual variation--from an IQ of 130 (S-B) to the topmost limit of human diversity. This topmost limit seems to define itself at approximately 200 IQ. The most extreme deviates reported in the literature as fully measured fall at or near this point. A considerable number falling above 180 IQ have been reported, many of them not fully measured by Stanford-Binet because of the limitations of the test. It is therefore clear that children in the upper 1 per cent are not all alike. On the contrary, the child at the top of this group exceeds the child who barely reaches the group by much more than the latter exceeds the average child. The most able child in the upper 1 per cent surpasses the least able in this group by as much as the average child surpasses a moron (in terms of IQ). The really difficult problems of adjustment to life and to people come to those who test above 170 IQ. As there are so very few of these children, parents and teachers are seldom called upon to consider their needs. Thus when one does appear, he or she is the more likely to be misunderstood. GENERAL CONSIDERATIONS Obviously, it is not possible to discuss every aspect of personality in the limited number of pages of this book. We shall confine ourselves, therefore, to a few of the more important phases of development which are unique in the case of gifted children; particularly to such complexities as arise from the combination of immaturity and deviation, these continuing for approximately twenty-one years. This is the period when development is taking place as distinguished from the period of maturity.