| Summary: | We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal crea-tivity), (c) figural fluency (figural creativity), and (d) divergent thinking figu-ral task quality (figural creativity). A sample of 987 children and adoles-cents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic gifted-ness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Chil-dren in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relative-ly higher in academic giftedness group than artistic (r = .39 vs r =.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (r = .25 and r = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.
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