Paradigms of Gifted Education: A Guide to Theory-Based,Practice-Focused Research. Dai,D. Y., & Chen,F. (2014)

Discrepancies exist between the research literature on the social competence of gifted children and educators’ subjective experience of their students’ social problems. Five alternative hypotheses are examined which may account for discrepancies in these perspectives. To resolve these discrepancies between experience and experiment, five areas of change are suggested to improve research on the social competence of gifted children.