在這份報告中，筆者統整了五年來所進行的五個系列研究之研究結果。由1989年至1994年陸續在美國西北大學及臺灣彰化師大針對資賦優異所富涵的意義進行分析，探討資賦優異中學生的認知發展特質與資優生心目中成功資優教師之教學風格。 五年來我們一共採樣了610位美國資優中學生及683位臺灣資優中學生。我們發現，雖然成長於兩個完全不同的文化環境之中，但是中、美資優生卻展現出相同的認知發展特質：相較於一般普通學生，資優中學生的直覺認知特質強烈凸顯出資賦優異學生的獨到洞察力。運用到學習上，普通生需要的是實事求證的演練機會，而資優生則極能掌握抽象思考與因果關係的推理。研究中並發現，資優生的認知發展特質不因性別、國別、或資賦領域之不同而改變。 研究結果同時顯示，無論在臺灣或是美國，資優學生心目中的成功資優教師，皆以「具有強烈的邏輯概念」為共同的教學特質。成功資優教師之理性教學風格，包括強調事理的因由演變、給予學生獨立思考與批判性思考的學習機會、由師生共同訂出班級規矩並嚴格遵守、教師處事公允、容許學生提出不同意見等。

　　　　　Analyses were conducted from data of five studies related to interpersonal attitudes, information-processing styles, decision-making approaches and perception processes of gifted adolescents and effective teachers of the gifted in Taiwan and the United States. These characteristics were identified with Myers-Briggs Type Indicator for subjects in junior and senior high schools. Gifted adolescents in both cultures demonstrated internally identical patterns of characteristics though sampled independently. More notable is the similarity of cognitive development among our bright students in Taiwan and the United States. A strong preference for an intuitive information-processing approach was found among most gifted adolescents. Cross-cultural similarity is also found in the teaching style of gifted students' favorite teachers. The gifted preferred rational teachers who are able to make logical decisions impersonally and to plan well in advance. Gender differences seemed to be more a factor for USA samples than for Taiwan samples.