• Is curious about many things; asks endless probing
   questions about such things as life, death, social
   and political injustice, and other world problems.

• Loves to read, and reads at an advanced level.

• Needs mental stimulation (brain food); needs to
   understand.

• Loves to learn and has a larger than average fund of
   general knowledge.

• Learns rapidly and easily; absorbs information like a
   sponge.

• Typically performs at least one or two grades above age- and grade-level
   expectations academically.

• Can concentrate and pay attention for long periods; may want to continue working
   on a project long after classmates have moved on to other things.

• May finish only part of a project and then decide to do something else.

• Is easily bored by rote memorization and routine or repetitive tasks; may find
   schoolwork boring.

• Feels different and may behave differently from age
   peers of average intelligence.

• Is intense, and  may have intensely focused
   interests.

• May have such varied interests and abilities that
   making choices among them may be difficult; may
   need help setting priorities and focusing energies
   and efforts.

• Interests and actions may diverge from traditional
   sex-role norms and expectations.

• Tends toward over-reliance on intellect for coping
   and defense, even in emotional situations.

• May lack close friends and feel lonely and socially isolated, even when popular.

• Organizes and leads group activities; may dominate others and act bossy.

• May stand aloof, be self-sufficient, and seem to be a loner.

• May show a preference for friends who are older. 

• May lack trust in authority figures.

• Has a strong sense of right and wrong, justice and fairness.

• Has the ability to conceptualize using abstractions and a variety of symbol systems:
   verbal, visual, mathematical, musical, chemical, artistic, etc. Enjoys playing with
   symbol systems through puns, math problems, etc.

• Has an excellent sense of humor.

• Draws generalizations and can transfer learning from one situation to another; this
   may be both an aid to learning and a source of difficulty in interpersonal relationships.

• Sets high expectations for self and others.

• Strives for perfection, and may procrastinate.

• Has low frustration tolerance and may become impatient with others less able.

• May be unreasonably critical of self and others.

• Has greater than average needs for independence, and prefers to work
   independently.

• Shows initiative, needs little direction, and is very resourceful.

• Has high needs for self-actualization. May have a sense of mission or purpose.

• Has exceptional talent in art, music,
   writing, dance or drama.

• Is adventurous, uninhibited, and a risk
   taker.

• Shows a preference for global-
   simultaneous, Gestalt-like, intuitive
   thinking.

• Likes to invent new things and devise
   different ways of doing things.

• Seeks creative alternatives, generates original ideas, and sees multiple solutions to
   problems.

• May see and say things that challenge the status quo.

• Loves to fantasize or daydream, and play around with ideas.

• Shows high level of imagination when creating stories, improvisations, and excuses.

• Prefers complexity, accepts disorder, and is able to delay closure.