Research has demonstrated that the most common test for determining whether a child is gifted or talented is by means of an IQ test. IQ tests have been highly criticised as a means of testing true academic ability and intelligence. Several researchers argue that IQ tests are, "an inadequate predictor of a child"s future achievement in the world, . . . it correlates with only a narrow range of human abilities" (McCleland, 1973; Wallach, 1976;Sternberg, 1991, 1994, cited in Tannenbaum, 1997, p. 32). A more comprehensive selection method is advocated by Rice (1970) who recommends the use of a checklist containing aspects such as, teachers judgements, evidence of high level performance, high motivational skills and also includes high test scores. One other method of identifying gifted and talented children is through the use of anecdotal records. As Harrison (1995) suggests in her research:.

             The recording of dated examples of early vocabulary, developmental milestones, interesting incidents and examples of exceptional ability during the child"s development, can provide a comprehensive indication of giftedness (p. 55).

             Certain factors, other than academic achievement or brilliance also have to be taken into consideration when determining whether a child is gifted or talented. For example, a child who has been brought up in a third world country, who does not have access to modern technology or sufficient education, may not show giftedness in the same dimension as a child reared in the western world, whom has access to devices such as maths books and computers. The child in the third world country may demonstrate advanced learning in domestic areas, and learn to be independent from their parents at an early age. Just because some 'gifted" and 'talented" children do not posses high degrees of mathematical and linguistic skills does not make them any less gifted or talented than their academic counterparts.