Frances A Karnes

Learn More
The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to(More)
The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in(More)
To study the self-perceptions of leadership held by intellectually gifted elementary students in Grades 4 through 6 the Leadership Strengths Indicator was administered to 21 girls and 13 boys. Significant differences favoring the girls were found on two of the cluster scales (V, Sympathetic and VII, Conscientious) and the total score.
This study investigated the relationship between biofeedback and tension as measured by an EMG and a self-report inventory, the Children's Personality Questionnaire (CPQ), in a sample of 37 intellectually gifted fourth- through seventh-graders. Results showed that indirect factors that measure tension on the CPQ were correlated significantly with(More)
A replication of a study of the persons who most impressed gifted youth was conducted with 95 students enrolled in a summer residential program for the gifted. Students were asked to indicate the person who most impressed them and to include the reason(s) for choosing that person. The most frequently chosen category of individuals was family members(More)
There is a paucity of research on the social skills of student leaders, although studies have been conducted on other groups of students and adults. In this study, the Social Performance Survey Schedule was administered to 114 student leaders in Grades 6 to 11. Consistent with previous research applying the survey on diverse populations, girls engaged in(More)