Grinity,

Thank you for the contact info and extemely interested in how he views it. In what I have read, and being the dillente in this forum, those rare PG kids don't seem to need the exposure. It seems their non-linear circuitry is already wired to have the info. It just comes to them, like when our 2 year old suddenly subtracts 97 from 106. But when you ask them 5 minutes later, they couldn't tell you.

I am curious how the Giga Society views it since they are the extremes in non-linear wiring. So a six old who reads ancient Turkish script doesn't do it because his parents give him a DVD on lost midEastern languages but he just knows how.

I think taking out EG from PG lumps them together. In my barely scatched the surface opinion, the EG is really what Ruf is talking about Levels 3-5. Kids that learn easily, early, and are motivated at a very young age to learn deeply about subjects. Their retention rates are amazingly high for their age but they do not come out of the womb knowing derivative math. They can learn it quickly, easily but they don't just know how to calculate a nonhomeogenous equation to the nth degree at 8 just because thier brain is wired to figure it out.

There is a book: Child Prodigies and Exceptional Early Achievers By John Radford, so maybe these are not PG but prodigies. Though other books lump them as prodigies and PG.

So why? Because the EG child, as I define EG needs a great deal of educational advocacy. I agree with Ruf that these are the kids at most risk. The prodigy type do not get lost. They are at MIT by the time they are 10. But the next level need the challenge and acceleration to keep the motivation.

And since I think DD falls into this level, this is what I need to know as her parent. When I talked with Hunter about her non-linear processing, her comment was that until they are 6 or 7, they do not even know how the answers come into their heads. So I do not even know if at 6 or 7, if there are things to cultivate the non-linear circuitry. I do notice as her linear abilities in math increase, she relies less on the non-linear answers, but other things are coming non-linear. Her analysis and understanding of events and situations. Things she will describe. So I am looking at how to I support the non-linear development since the linear knowledge line is very straight forward.

I look forward to seeing what you hear Grinity.

Ren