There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation.

与能力一般或年长的学生相比，智力高的学生的思维方式似乎存在质的差异，对他们而言，教师的外部监管通常可以弥补内部监管的不足。