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| Keen power of observation, naïve receptivity; sense of significant, willingness to examine the unusual. | Possible gullibility |
| Power of abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; pleasure in intellectual activity. | Occasional resistance to direction, rejection of remission of detail. |
| Interest in cause-effect relations; ability to see relationships; interest in applying concepts; love of truth | Difficulty in accepting the illogical. |
| Liking for structure and order; liking for consistency, as in value systems, number systems, clocks, calendars. | Invention of own systems, sometimes conflicting. |
| Retentiveness | Dislike for routine and drill; need for early mastery of foundation skills. |
| Verbal proficiency; large vocabulary’ facility in expression; interest in reading, breadth of information in advanced areas. | Need for specialized reading vocabulary early; parent resistance to reading; escape into verbalism. |
| Questioning attitude intellectual curiosity, inquisitive mind; intrinsic motivation | Lack of early home or school stimulation. |
| Power of critical thinking; skepticism, evaluative testing; self-criticism and self-checking | Critical attitude toward others; discouragement from self-criticism |
| Creativeness and inventiveness; liking for new ways of doing things; interest in creating, brainstorming, freewheeling | Rejection of the known; need to invent for oneself |
| Power of concentration; intense attention that excludes all else; long attention span | Resistance to interruption |
| Persistent, goal-directed behavior | Stubborness |
| Sensitiveness, intuitiveness, empathy for others’ need for emotional support and a sympathetic attitude | Need for success and recognition; sensitivity to criticism; vulnerability to peer group rejection |
| High energy, alertness, eagerness; periods of intense voluntary effort preceding invention | Frustration with inactivity and absence of progress |
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Independence in work and study; preference for individualized work; self-reliance; need for freedom of movement and action. |
Parent a peer group pressures and non-conformity, problems of rejection and rebellion. |
| Versatility and virtuosity; diversity of interests and abilities; many hobbies; proficiency in art forms such as music and drawing proficiency | Lack of homogeneity in group work; need for flexibility and individualization; need for help in exploring and developing interests; need to build basic competencies in major interests. |
| Friendly and outgoing | Need for a variety of peer group relations |