Asynchrony: Intuitively valid and theoretically reliable

The Columbus Group definition of giftedness is considered within a wider framework of theories of self. Traditions of environmental influence on development, together with motivational drive, conceptualize the experience of children of high intellectual potential. It is argued that, as described in the definition, asynchrony represents this interaction, with implications for self‐definition. This article analyzes archival data collected on 535 high IQ children (IQ ≥ 126) at the CHIP (Children of High Intellectual Potential) Foundation (Australia). The purpose was to identify patterns of behavior that could be interpreted as evidence of asynchronous development. Five such patterns were found related to home/school contexts. These were anxiety, self‐critical, overly sensitive, easily upset and easily frustrated, with depression evident in adolescents. Although the analysis is limited and exploratory only, some further research directions are suggested.