[Executive neurofunctionality: a comparative study in high intellectual abilities]. / Neurofuncionalidad ejecutiva: estudio comparativo en las altas capacidades.

INTRODUCTION: From a differential perspective, high intellectual ability is an expression of intellectual functioning with characteristic functional correlates and structural correlates of the underlying neural activity that suggests an improved executive capacity as a relevant characteristic, highlighting in it a more effective working memory. DEVELOPMENT: The neuroscientific evidences about the neural mechanisms that can explain the differences are analyzed between the intellectual functioning of the high intellectual ability and the typical intellectual capacity. The possibilities that offer the recording of evoked potentials to capture fundamental mental processes that allow explain the differences between them are put under review. CONCLUSIONS: Neuroscientific evidences through electroencephalography or other mental imagery techniques show that the brain, as a structural correlate of high intellectual abilities, has greater neural efficiency, interconnectivity and differences in the cytoarchitecture. It is a brain that captures, understands and interprets reality in a qualitatively different manner. But the neural differences are structural and the high intellectual capacity emerges from its plasticity functional. That is, it is a brain prepared for better executive regulation that is not always directly related with excellence and the eminent manifestation of its potentiality because it requires other conditioning factors such as motivation, the organization of knowledge, personal traits of temperament or perfectionism, and exogenous conditions.

TITLE: Neurofuncionalidad ejecutiva: estudio comparativo en las altas capacidades.Introduccion. Desde una perspectiva diferencial, la alta capacidad intelectual es una expresion del funcionamiento intelectual con unos correlatos funcionales caracteristicos y unos correlatos estructurales de la actividad neural subyacente que sugieren una capacidad ejecutiva mejorada como caracteristica relevante, destacando en ella una memoria de trabajo mas eficaz. Desarrollo. Se analizan las evidencias neurocientificas sobre los mecanismos neurales que pueden explicar las diferencias entre el funcionamiento intelectual de la alta capacidad intelectual y la capacidad intelectual tipica, y se revisan las posibilidades que ofrece el registro de potenciales evocados para apresar procesos mentales fundamentales que permitan explicar las diferencias entre ellas. Conclusiones. Las evidencias neurocientificas mediante electroencefalografia u otras tecnicas de imagineria mental muestran que el cerebro, como correlato estructural de la alta capacidad intelectual, tiene mayor eficiencia neural, interconectividad y diferencias en la citoarquitectura. Es un cerebro que captura, comprende e interpreta la realidad de forma cualitativamente diferente. Pero las diferencias neurales son estructurales y la alta capacidad intelectual emerge de su plasticidad funcional. Es decir, es un cerebro preparado para una mejor regulacion ejecutiva que no siempre guarda relacion directa con la excelencia y la eminente manifestacion de su potencialidad porque precisa de otros condicionantes como la motivacion, la organizacion del conocimiento, rasgos personales de temperamento o perfeccionismo, y condicionantes exogenos.

[Reliability and stability in the diagnosis of high intellectual capacity]. / Fiabilidad y estabilidad en el diagnostico de la alta capacidad intelectual.

INTRODUCTION: From a differential perspective it is essential to identify high intellectual capacity (HIC) as a valuable personal and social resource. A valid, stable and reliable metric approach is needed that prevents both false positives and non-detection, thus facilitating the planning and implementation of educational intervention programmes that enable the individual to express his or her personal well-being and potential. AIM: To explore the reliability and stability of the metric approach to HIC at different times of measurement. SUBJECTS AND METHODS: The study examined a sample of 58 children with HIC, aged 8-14 years, who attended an extra-curricular enrichment programme. A multidimensional intellectual measure was administered at two points in time with an interval of one year (T1 and T2), by means of the differential and general aptitudes battery or the differential aptitudes test (according to the age), and the Torrance test of creative thinking. Calculations were performed to determine whether there were any statistically significant differences between the scores obtained by each participant at T1 and T2. An intra-individual regression analysis was also performed to establish the meaning of the significant differences obtained. RESULTS: There were significant differences between the T1-T2 measurements in 25 of the profiles studied. Of these, the regression analysis indicated that there were five with instability between the T1 and T2 measures, which implies a change in intellectual profile. CONCLUSION: We discuss the importance of ensuring the stability and reliability of the psychological measure, and the role of the intelligence quotient to increase the efficacy of the diagnosis of HIC, given its repercussion in educational adaptation, the expression of potentiality and the patient's personal well-being.

TITLE: Fiabilidad y estabilidad en el diagnostico de la alta capacidad intelectual.Introduccion. Desde una perspectiva diferencial, es esencial identificar la alta capacidad intelectual (ACI) como recurso de valor personal y social. Es necesaria una aproximacion metrica valida, estable y fiable que evite tanto los falsos positivos como su no deteccion, facilitando la planificacion e implementacion de programas de intervencion educativa que permitan la expresion del potencial y bienestar personal. Objetivo. Explorar la fiabilidad y estabilidad de la aproximacion metrica a la ACI en distintos momentos de medida. Sujetos y metodos. Se estudian 58 niños con ACI, de 8-14 años, asistentes a un programa de enriquecimiento extracurricular. Se administra una medida intelectual multidimensional, en dos puntos temporales con un intervalo de un año (T1 y T2), mediante la bateria de aptitudes diferenciales y generales o el test de aptitudes diferenciales (segun la edad), y el test de pensamiento creativo de Torrance. Se calcula si hay diferencias estadisticamente significativas entre las puntuaciones obtenidas por cada participante en T1 y T2, y se realiza un analisis de regresion intraindividual para conocer el significado de las diferencias significativas obtenidas. Resultados. Hay diferencias significativas en 25 de los perfiles estudiados entre las medidas T1-T2, de los cuales el analisis de regresion indica que hay cinco con inestabilidad entre las medidas T1 y T2, lo que implica un cambio de perfil intelectual. Conclusion. Se reflexiona sobre la importancia de asegurar la estabilidad y fiabilidad de la medida psicologica y el papel del cociente de inteligencia para aumentar la eficacia del diagnostico de la ACI, dada su repercusion en el ajuste educativo, la expresion de la potencialidad y el bienestar personal.

[Executive functions and high intellectual capacity]. / Funciones ejecutivas y alta capacidad intelectual.

INTRODUCTION: High intellectual capacity is a process in development in which the executive functions (inhibition, working memory and flexibility) play a role in the optimal manifestation of their potential. AIM: To explore the effectiveness of executive functioning among the profiles of high capacity giftedness and (convergent or divergent) talent. SUBJECTS AND METHODS: The study examines 78 children with high intellectual capacity aged 8-15 years with profiles of giftedness (n = 21), convergent talent (n = 39) or divergent talent (n = 18). A series of tests were administered including the Battery of Differential and General Aptitudes or the Differential Aptitude Test (depending on the age) and the Torrance Test of Creative Thinking, as well as the Wisconsin Card Sorting Test, the Corsi Test and the Go-No Go Test by means of the Psychology Experiment Building Language platform. A multivariate analysis of variance was performed to determine the relationship between executive function and intellectual profile. RESULTS: Significant differences are obtained between the profiles studied and the executive functions of flexibility and inhibition, but not in working memory. CONCLUSION: Working memory is similar across the profiles studied, but the complex profile of giftedness displays better executive functioning, with greater flexibility and inhibition than talent, especially of the convergent type.

TITLE: Funciones ejecutivas y alta capacidad intelectual.Introduccion. La alta capacidad intelectual es un proceso en desarrollo en el que las funciones ejecutivas (inhibicion, memoria de trabajo y flexibilidad) desempeñan un papel en la manifestacion optima de su potencial. Objetivo. Explorar la eficacia del funcionamiento ejecutivo entre los perfiles de alta capacidad de superdotacion y talento (convergente o divergente). Sujetos y metodos. Se estudiaron 78 niños con alta capacidad intelectual de 8-15 años con perfiles de superdotacion (n = 21), talento convergente (n = 39) o talento divergente (n = 18). Se administro la bateria de aptitudes diferenciales y generales o el Differential Aptitude Test (segun la edad) y el test de pensamiento creativo de Torrance, ademas del test de clasificacion de tarjetas de Wisconsin, el test de Corsi y el test go-no go mediante la plataforma Psychology Experiment Building Language. Se realizo un analisis multivariado de la varianza para conocer la relacion entre funcion ejecutiva y perfil intelectual. Resultados. Se obtienen diferencias significativas entre los perfiles estudiados y las funciones ejecutivas de flexibilidad e inhibicion, pero no en la memoria de trabajo. Conclusion. La memoria de trabajo es similar entre los perfiles estudiados, pero el perfil complejo de superdotacion muestra mejor funcionamiento ejecutivo, con mayor flexibilidad e inhibicion que el talento, especialmente el convergente.

[Early cognitive functioning in twins with birth weight discordance]. / Funcionamiento cognitivo en bebés gemelos con discordancia de peso.

INTRODUCTION: The neuroconstructivist approach studies early childhood comparative development from an interdisciplinary and neuropsychological perspective in order to relate neurological architecture to cognitive functioning. AIM: Logical development and resistance to interference as a component of executive functions are studied comparatively in typical babies and twins born with weight discordance to analyze its effects on development, learning and behaviour control. SUBJECTS AND METHODS: The task's resolution is registered when babies are 18, 21 and 24 months of age. Microgenetic and multivariate analysis compares, on the one hand, 48 typical babies to growth discordant twins and, on the other, 32 twins to one another. RESULTS: Intergroup task resolution is similar with regard to logical development in both groups under analysis but resistance to interference is lower in growth discordant twins than in typical babies and, when twins are compared to one another, twins with lower weight show more difficulties regarding logical resolution. CONCLUSION: Twin babies show less resistance to interference than typical babies and similar but delayed in time logical functioning.

[Prematurity: longitudinal analysis of executive functions]. / Prematuridad: análisis y seguimiento de las funciones ejecutivas.

INTRODUCTION: Understanding cognitive development requires an interdisciplinary and neuropsychological approach. Executive functions facilitates cognitive activity and they are related to progressive cerebral configuration during pregnancy and infancy. AIM: One of the aims of the actual neuropsychology is the ontogeny of executive functions and their capacity to explain differential and normative developmental trends, specially because of its consequences on mental flexibility, monitoring, planning and cognitive control; they are also essential for good performance at school. The incidence of developmental risk factors as prematurity could affect long-term executive functioning expressed in learning difficulties or behavioral control. SUBJECTS AND METHODS: We studied, comparatively and longitudinally, the individual activity on objects displayed by typical babies (n = 25), and preterm babies (n = 10) from 1.5 to 2 years-old. RESULTS AND CONCLUSION: Applying systematic observational methodology, spontaneous babies' activity is registered. Double intra and inter-group analysis compare the data from the resolution of a non-verbal task through a multifaceted design. Results obtained show us differential pattern of early executive functioning among the groups studied. The growth of executive functioning is showed, too, through the ages studied for every group.

[High ability children and their differential cognitive functioning]. / Niños con altas capacidades y su funcionamiento cognitivo diferencial.

INTRODUCTION: From the neuroconstructivist point of view, cognitive development is understood as a process of successive and continuous reorganization whose changing mechanisms and differential outcomes (typical and atypical) must be studied. High intellectual abilities are one of their differential manifestations but its concept and nature is confused conditioning the validity of its identification and the efficacy of the interventional programs. AIM: To propose a clarifying definition of the nature of high intellectual abilities and their manifestations: giftedness, talent and genious, as well as their cognitive functioning and neurological correlates. SUBJECTS AND METHODS: A qualitative task analysis is applied to 41 participants with intellectual profiles corresponding to: giftedness, talent and typical intelligence, previously obtained. RESULTS: Results show differences on the cognitive results, not only referred to the quantity of informations produced but in the data organization more complex and hard interrelated among the gifted participants. CONCLUSION: It must be a differential process of resolution adjusted to each one of the profiles studied.

[Interactive formats and executive functions in early development]. / Formatos interactivos y funciones ejecutivas en el desarrollo temprano.

INTRODUCTION: Cognitive control improve planning, action selection to get a goal (flexibly) and their modifiability. Executive functions are a functional construct related with solving process and goal maintenance. AIM: Among executive functions we will study the resistance of interference, stopping irrelevant information and the inhibition of a dominant but inapropiate scheme as well as the influence of the type of tutoring during action execution. SUBJECTS AND METHODS: We studied 15 infants with alternative courses of development (typical babies and Down' syndrome babies) at a developmental level equivalent to 15 months old, and 6 months later. Infant' spontaneous activity is videotaped longitudinally for a 15 minutes period, activity units are codified by a mixed system of categories and quantified in order to know the significative differences on tutoring types, their dynamic an effects associated with infant's executive functions. RESULTS: a) Adult's directive tutoring is more frequent with Down's syndrome babies than with typical babies; b) Directive tutoring is less adjusted and produces more interferences; c) There is a differential capacity to interference resistance, less present in the Down's syndrome babies; d) Executive functioning shows developmental and differential trends. CONCLUSIONS: If development is individual and socially influenced, the individual differential efficacy of executive functions and the type of tutoring contributes to typical or atypical developmental course. Educational and health consequences are proposed.

[Early development and learning conditions: the role of the executive functions]. / Condiciones tempranas del desarrollo y el aprendizaje:el papel de las funciones ejecutivas.

INTRODUCTION: From the neuroconstructivist approach, cognitive development is understood and studied as a process of successive rearrangement, as are its mechanisms of change and its differential results. The early years of life are essential in being able to explain the differential cognitive, emotional and social competencies. Changes in the executive functions play a crucial role in this process. Understanding it calls for interdisciplinary research that relates neuroanatomical data about the brain with functional and psychological data. AIMS: To further our knowledge in a number of different disciplines about early executive functioning in infants with differential courses of development (typical infants, infants with Down syndrome, infants born with risk factors). We suggest the existence of an early differential gradient of executive functioning. SUBJECTS AND METHODS: A comparative and longitudinal study was conducted into the activity of typical infants (n = 10), infants with a risk factor (n = 6 infants with congenital hypothyroidism; n = 6 infants born underweight) and infants with Down syndrome (n = 6), using a stimulating material, at 1.3 years and again 9 months later. Data was analysed both qualitatively and quantitatively. RESULTS: The two groups that were studied showed different patterns of early executive functioning, and the biggest difference was observed between typical infants and infants with Down syndrome. The infants with risk factors were located on a gradient between these two, although closer to the former but with certain differences. It is also noted how the executive functions develop over the ages that were studied. CONCLUSION: These differences in executive functioning provide us with guidelines on interventions aimed at harmonising early cognitive development.