Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child.

In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria. However, G-D students also perform poorly on word-level reading, reading fluency and spelling tasks when compared with both control groups and their gifted, non-dyslexic peers, providing clear evidence of impaired achievement. Findings from this review highlight the need for (a) a more nuanced approach to the assessment of students presenting with highly discrepant profiles and (b) future research into both the cognitive and academic profiles and the instructional needs of this highly able yet poorly understood group of students, whose potential may be masked and thus underestimated in the school setting.

Integrated assessment of children's cognitive and creative abilities: psychometric studies / Avaliação integrada das habilidades cognitivas e criativas de crianças: estudos psicométricos / Evaluación integrada de las habilidades cognitivas y creativas de los niños

It is essential that intelligence assessment be integrated with creativity, although no instruments in Brazil do so. This research investigated the item difficulty and validity and reliability of the Bateria de Avaliação Intelectual e Criativa Infantil (BAICI) to address this gap. The first sample consisted of 612 children (54% M) aged 7 to 12 years, and the second sample consisted of 377 students (56% M), some of whom (N = 164) were already identified as exhibiting high skills/giftedness. Item analysis indicated the need to adjust the BAICI items. The results of a MANCOVA indicated that the BAICI exhibits evidence of validity with external variables because the group of gifted children was significantly distinguished from the group of students attending regular schools on tests of vocabulary, speed, logical thinking, and creativity. The study concludes that the BAICI has psychometric qualities that can be used in the psychological assessment of children. (AU)

É essencial que a avaliação da inteligência seja integrada com a criatividade embora não existam instrumentos no país para essa finalidade. Esta pesquisa investigou a dificuldade dos itens e as evidências de validade e precisão da Bateria de Avaliação Intelectual e Criativa Infantil (BAICI) para oferecer uma avaliação mais completa do potencial infantil. A primeira amostra foi composta por 612 crianças (54% M), idade sete a 12 anos e a segunda de 377 estudantes (56% M), uma parte (N = 164) já identificadas com altas habilidades/superdotação. A análise pela TRI indicou a necessidade de ajuste de itens da BAICI. Os resultados pela MANCOVA indicaram que a BAICI possui evidências de validade com variáveis externas, pois o grupo de crianças superdotadas se distinguiu significativamente de estudantes de escolas regulares nos testes de vocabulário, rapidez, pensamento lógico e criatividade. Conclui-se que a BAICI possui qualidades psicométricas para ser utilizada na avaliação psicológica infantil. (AU)

Es fundamental que la evaluación de la inteligencia se integre con la creatividad, aunque en el país no existen instrumentos para este fin. Esta investigación analizó las evidencias de validez y precisión de la Batería de Evaluación Intelectual y Creativa Infantil (BAICI) para proporcionar una evaluación más completa del potencial de los niños. La primera muestra estuvo compuesta por 612 niños (54% M), de 7 a 12 años, a su vez, la segunda por 377 estudiantes (56% M), una parte (N = 164) ya identificada con altas habilidades/superdotación. El análisis de la TRI indicó la necesidad de ajustar los ítems de la BAICI. Los resultados de MANCOVA indicaron que BAICI tiene evidencias de validez con variables externas, ya que el grupo de niños superdotados se distinguió significativamente de niños de escuelas regulares en las pruebas de vocabulario, velocidad, pensamiento lógico y creatividad. Se concluye que la BAICI tiene cualidades psicométricas para ser utilizada en la evaluación psicológica infantil. (AU)

Exploring the link between Turkish gifted children's perceptions of the gifted label and emotional intelligence competencies.

The present study attempts to explore the relation between Turkish gifted children's perceptions of the gifted label and their emotional intelligence competencies. We included 122 gifted children in this correlational study in the 2018-2019 academic year and collected the data using the Perceptions of Gifted Label Scale (PGLS) and the Emotional Intelligence Competencies Scale (EICS). In the analysis, we utilized descriptive statistics and calculated Pearson's correlation coefficients between the variables. The mean age of the children was 11.5 years, and there was an equal number of girls and boys. The findings revealed that the children got almost average scores on all subscales of the PGLS. The results uncovered that self-perception of the gifted label was significantly correlated with friends' and parents' perceptions of the gifted label [r = 0.380, p < .01]. We found a significant negative relationship between the PGLS self-perception and the EICS self-consciousness. To put it more clearly, as having increased self-consciousness, they are likely to have decreased perception of being labeled decreases. . Our findings also seem noteworthy in suggesting a helpful conceptual framework for designing therapeutic interventions for gifted children, who are often considered more sensitive to social-emotional issues.

Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review.

OBJECTIVE: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. METHOD: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. RESULTS: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. CONCLUSION: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

Sleep Characteristics and Socio-Emotional Functioning of Gifted Children.

OBJECTIVES/BACKGROUND: Intellectual giftedness is characterized by an intellectual development superior to peers, while emotional and relational developments correspond to the age norms. Few empirical researches have investigated sleep profile of gifted children (GC) and its association with their well-being, all of which used IQ as the sole definition criteria for GC. This study aimed to investigate the interaction between giftedness and sleep on socio-emotional functioning. PARTICIPANTS: The sample consisted of 32 GC (25 boys; mean age = 9.62, SD = 1.81) and 17 typically-developing children (TD: 13 boys; mean age = 10.23 years, SD = 1.95). Giftedness was identified using Renzulli's three-factor definition of giftedness. METHODS: Children's sleep and socio-emotional functioning were respectively assessed with the Children's Sleep Habits Questionnaire and the Child Behavior Checklist, both completed by parents. RESULTS: Being in the GC group increased by 4.67 times the risk of having sleep problems and 14.12 times the risk of having maladaptive behaviors. Two-way ANOVA tests showed that sleep problems tended to moderate the relation between giftedness and adjustment difficulties so that the combination of giftedness and sleep problems appeared to be prejudicial to socio-emotional functioning. CONCLUSION: Giftedness could be a risk factor for sleep disorders as well as adjustment difficulties. The present results support the importance of addressing sleep in the GC assessment to improve their well-being and eventually limit the negative impacts of sleep difficulties on emotional and behavioral functioning.

La creatividad en estudiantes con TDAH y altas capacidades / Creativity in students with ADHD and high capacities

El trastorno por déficit de atención e hiperactividad (TDAH) es una patología recurrente en el contexto escolar, la cual ha sido asociada a un bajo rendimiento académico y dificultades en la capacidad cognitiva. Sin embargo, en los últimos años, ha surgido un interés por estudiar otros factores que también parecen asociarse con este trastorno. Entre ellos, destacan la alta capacidad y la creatividad como componentes que en al-gunas ocasiones aparecen de forma conjunta con el TDAH. El objetivo de la presente revisión bibliográfica consiste en recopilar información teórica relacionada con la crea-tividad como factor que se articula con el TDAH y las altas capacidades. Para esto, se realizó la búsqueda de antecedentes investigativos, relacionados con esta temática en diferentes bases de datos, desde el año 2006 hasta el 2020. Los resultados de esta búsqueda indican que algunos de los niños con TDAH, presentan un coeficiente intelec-tual superior y un alto índice de creatividad, que puede verse alterado por los efectos del tratamiento farmacológico. Por ello, la mayoría de estas investigaciones sugiere la realización de otros estudios empíricos que soporten esta relación

Attention deficit hyperactivity disorder (ADHD) is a recurrent pathology in the school context, which has been associated with low academic performance and difficulties in cognitive ability. However, in recent years, there has been an interest in studying other factors that also seem to be associated with this disorder. Among them, high ability and creativity stand out as components that sometimes appear together with ADHD. The aim of this literature review is to compile theoretical information related to creativity as a factor that is articulated with ADHD and high abilities. For this purpose, a search of research background related to this topic was carried out in different databases, from 2006 to 2020. The results of this search indicate that some of the children with ADHD have a higher IQ and a high creativity index, which may be altered by the effects of pharmacological treatment. Therefore, most of these investigations suggest that further empirical studies should be carried out to support this relationship

Emotional development of gifted students: comparative study about overexcitabilities / Desenvolvimento emocional de alunos superdotados: estudo comparativo acerca das sobre-excitabilidades / Desarrollo emocional de estudiantes superdotados: estudio comparativo sobre las sobreexcitabilidades

The aim of this study was to compare gifted, with academic and artistic talent, and non-gifted students regarding overexcitability, as well as to investigate the perceptions of teachers from a specialized educational program for the gifted about their students' emotional development. The study included 150 students and six teachers. As instruments, we used participants characterization questionnaires, an overexcitability scale and a semi-structured interview script. Data were analyzed using inferential statistics and content analysis. The results indicated significant differences between gifted and non-gifted students in the patterns of intellectual and imaginative over-excitability, as well as a tendency for teachers to emotionally characterize gifted students with an emphasis on psychological disorders and weaknesses. To invest in educational strategies that use information derived from overexcitability patterns as facilitating tools for the learning process of the gifted can contribute to increasing student engagement at school, keeping them motivated. (AU)

O objetivo deste estudo foi comparar estudantes superdotados, com talento acadêmico e artístico, e não superdotados em relação às sobre-excitabilidades, bem como investigar a percepção de professores de um atendimento educacional especializado a alunos com altas habilidades/superdotação acerca do desenvolvimento emocional de seus estudantes. Participaram do estudo 150 discentes, além de seis professores. Como instrumentos foram utilizados questionários de caracterização dos participantes, escala de sobre-excitabilidade e roteiro de entrevista semiestruturado. Os dados foram analisados mediante estatística inferencial e análise de conteúdo. Os resultados indicaram diferenças significativas entre estudantes superdotados e não superdotados nos padrões de sobre-excitabilidades intelectual e imaginativa, bem como uma tendência dos professores em caracterizar emocionalmente os alunos superdotados com ênfase em transtornos e fragilidades psicológicas. Investir em estratégias educacionais que utilizem informações decorrentes dos padrões de sobre-excitabilidade como instrumentos facilitadores do processo de aprendizagem dos superdotados pode contribuir para aumentar o envolvimento dos alunos na escola, mantendo-os motivados. (AU)

El objetivo de este estudio fue comparar estudiantes superdotados, con talento académico y artístico, y no-superdotados en relación con la sobreexcitabilidad, así como investigar la percepción de docentes de un servicio educativo especializado para superdotados sobre el desarrollo emocional de sus alumnos. El estudio incluyó a 150 estudiantes y seis profesores. Como instrumentos se utilizaron cuestionarios de caracterización de los participantes, una escala de sobreexcitabilidad y un guión de entrevista semiestructurada. Los datos se analizaron mediante estadística inferencial y análisis de contenido. Los resultados indicaron diferencias significativas entre los superdotados y no-superdotados en las sobreexcitabilidades intelectual e imaginativa, así como una tendencia de los profesores a caracterizar emocionalmente a los superdotados con énfasis en los trastornos psicológicos y las debilidades. Invertir en estrategias educativas que utilicen información derivada de la sobreexcitabilidad como herramientas facilitadoras del proceso de aprendizaje de los superdotados puede contribuir a aumentar la participación de los estudiantes en la escuela, manteniéndolos motivados. (AU)

Relationship between creativity and intelligence in regular students and giftedness students / Relação entre criatividade e inteligência em estudantes regulares e com altas habilidades/superdotação / Relación entre creatividad e inteligencia en estudiantes regulares y estudiantes superdotados

The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative). (AU)

O presente estudo buscou identificar a relação entre criatividade e inteligência em alunos regulares e com altas habilidades/superdotação. A amostra foi composta por 966 participantes, com idades entre 7 e 17 anos, classificados em estudantes regulares (n = 867) e grupo critério (n = 99), subdivididos de acordo com a área de destaque: acadêmica (n = 66), criativa/artística (n = 33). A Bateria de Avaliação das Altas Habilidades/Superdotação foi aplicada envolvendo subtestes de avaliação do raciocínio (verbal, lógico, numérico e abstrato) e criatividade (verbal e figural). Os resultados indicaram que, no grupo controle, a relação entre o total em inteligência e os dois tipos de criatividade se mostraram significativas e positivas, sendo mais alta em relação à criatividade verbal. No grupo critério, somente a correlação entre o total de inteligência e criatividade verbal foi positiva e significativa. Diferenças na relação entre os construtos também foram encontradas de acordo com a área de identificação da superdotação (acadêmica e criativa). (AU)

El presente estudio buscó identificar la relación entre creatividad e inteligencia en estudiantes regulares y estudiantes superdotados. La muestra estuvo compuesta por 966 participantes, con edades entre 7 y 17 años, clasificados en estudiantes regulares (n = 867) y grupo criterio (n = 119), y subclasificados de acuerdo con el área de destaque: académico (n = 66) y creativo/artístico (n = 33). Se aplicó la Batería de Evaluación de la Superdotación con subpruebas para evaluar el razonamiento (verbal, lógico, numérico y abstracto) y la creatividad (verbal y figurativa). Los resultados indicaron diferentes relaciones de acuerdo con el grupo considerado. La relación entre el total en inteligencia y los dos tipos de creatividad se mostraron significativas y positivas en el grupo control, siendo mayor con relación a la creatividad verbal. En el grupo criterio, solo fue positiva y significativa la relación entre las puntuaciones totales de inteligencia y la creatividad verbal. También se encontraron diferencias en la relación entre los constructos según el área de identificación de superdotación (académica y creativa). (AU)

World Perception and High Intellectual Ability: A Comparative Study / Percepción del mundo y alta capacidad intelectual: un estudio comparativo

From a neuroconstructivist point of view and a developmental model of high intellectual abilities (HIA), the aim of this study is to understand the world perception of high intellectual children, which results from their cognitive complexity and other traits such as their high context sensitivity. An intentional sample of N = 80 boys and girls, of which a group of n = 40 children with HIA (n = 40), aged 7, 9, and 11 years old has been studied and compared with a paired control group of n = 40 students with typical intelligence. BADyG and TCTT tests were administered to determine their intellectual profiles multidimensionally. They were also given the Autobiography Questionnaire Form U in order to capture their world perception. The multivariate analysis of variance (GLM) shows an earlier and more advanced world perception among HIA participants, with higher fluency and abstraction in perceiving problems and solutions compared to subjects with typical intelligence. The coefficient of generalizability is high (.822). The conclusions suggest the relevance to design educational programs for an ethical guide of moral sensitivity differentially wide and early in HIA students

Desde un modelo neuroconstructivista de desarrollo de la alta capacidad intelectual (ACI) estudia la percepción del mundo de escolares con HIA, resultante de su complejidad cognitiva y gran sensibilidad hacia el entorno. La muestra intencional es de N = 80, un grupo de niños y niñas con HIA (n = 40) de 7, 9 y 11 años y otro grupo control apareado con inteligencia típica (n = 40). Extraídos los perfiles intelectuales multidimensionales mediante los tests BADyG y TTCT, se mide la conciencia del mundo mediante el Cuestionario Autobiográfico Forma U. Se valida el instrumento, se categorizan respuestas y se controla la calidad de los datos. El análisis de varianza multivariado (GLM) presenta diferencias estadísticamente significativas intragrupo e intergrupo, mostrando una avanzada conciencia social entre escolares con HIA con mayor fluidez y abstracción en percibir problemas y soluciones que los sujetos con inteligencia típica. El coeficiente de generalizabilidad es alto (.822). Se concluye que es importante diseñar programas educativos que guíen éticamente la temprana y diferencial sensibilidad moral de los aprendices con HIA

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers.

BACKGROUND: Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored. AIMS: The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. SAMPLE: Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty-one unselected adolescents (M = 15.07; SD = 1.18) participated in the study. METHODS: Participants completed self-report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained. RESULTS: The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15). CONCLUSION: Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high-achieving individuals may be characterized by specific combinations of personality and behavioural traits.

Indecisão e maturidade vocacional, autoeficácia e personalidade em adolescentes com e sem superdotação / Vocational and maturity indecision, self-efficacy, and personality in gifted and non-gifted adolescents / Indecisión y madurez vocacional, autoeficacia y personalidad en adolescentes superdotados y no superdotados

O objetivo deste estudo foi comparar as características sociodemográficas, nível de indecisão vocacional (EIV), autoeficácia geral percebida (EAGP), personalidade (BFP) e maturidade para a escolha profissional (EMEP) de adolescentes com e sem superdotação. A amostra foi composta por 31 adolescentes com idade média de 16,29 anos (DP = 1,21), 12 com superdotação e 19 sem superdotação. Os superdotados foram recrutados em um Núcleo Estadual de Altas Habilidades/Superdotação e os sem superdotação em uma escola particular. Os dois grupos de adolescentes responderam os mesmos instrumentos: ficha de dados sociodemográficos, EMEP, EIV, BFP e EAGP. Os sem superdotação apresentaram menores níveis de autoeficácia (EAGP) e maiores níveis de neuroticismo (BFP) e responsabilidade (EMEP). Já os adolescentes com superdotação obtiveram maiores níveis de realização (BFP), autoeficácia (EAGP), determinação (EMEP), extroversão e abertura (BFP) e autoconhecimento (EMEP). Os resultados contribuem para que orientadores profissionais e de carreira desenhem intervenções mais assertivas para adolescentes superdotados. (AU)

The aim of the study was to compare the sociodemographic characteristics, level of vocational indecision (EIV), perceived general self-efficacy (EAGP), personality (BFP) and maturity for professional choice (EMEP), of adolescents with and without giftedness. The sample consisted of 31 adolescents with a mean age of 16.29 years (SD = 1.21), 12 with giftedness and 19 without. The gifted students were recruited from a State Center for High Skills/Giftedness and the non-gifted students from a private school. The two groups of adolescents answered the same instruments, including a sociodemographic data form, the EMEP, EIV, BFP and EAGP. The non-gifted students presented lower levels of self-efficacy (EAGP) and higher levels of neuroticism (BFP) and responsibility (EMEP). The gifted adolescents presented higher levels of achievement (BFP), self-efficacy (EAGP), determination (EMEP), extraversion and openness (BFP), and self-knowledge (EMEP). The results can help professional and career counselors to design more assertive actions for gifted adolescents. (AU)

El objetivo del estudio fue comparar las características sociodemográficas, nivel de indecisión vocacional (EIV), autoeficacia general percibida (EAGP), personalidad (BFP) y madurez para la elección profesional (EMEP), de adolescentes con y sin superdotación. La muestra se compuso por 31 adolescentes con una edad media de 16,29 años (DS = 1,21), 12 con superdotación y 19 sin superdotación. Los superdotados fueron reclutados de un Centro Estatal de Altas Habilidades/Superdotación y aquellos sin superdotación de una escuela privada. Los dos grupos de adolescentes respondieron los mismos instrumentos: ficha sociodemográfica, EMEP, EIV, BFP y EAGP. Los niveles más bajos de autoeficacia (EAGP) y niveles más altos de neuroticismo (BFP) y responsabilidad (EMEP). Los adolescentes superdotados, por su parte, tenían niveles más altos de logro (BFP), autoeficacia (EAGP), determinación (EMEP), extraversión y apertura (BFP) y autoconocimiento (EMEP). Los resultados ayudan a los consejeros profesionales y de carrera a diseñar acciones más asertivas para los adolescentes superdotados. (AU)

La psicobiología de la motivación en el desarrollo de las altas capacidades intelectuales. Revisión bibliográfica / Psychobiology of motivation in the development of giftedness. Bibliographical review

En la actualidad se defiende la interacción entre la cognición, la emoción y la motivación en el desarrollo de la alta capacidad intelectual; sin embargo, pocos son los estudios que describen los niveles de función corticales y subcorticales superpuestos para explicar su manifestación. Esta revisión pretende integrar los mecanismos neurobiológicos que facilitan la motivación y la práctica en los niños con altas capacidades durante las primeras fases de su aprendizaje. La alta sensibilidad al entorno parece estar relacionada con unas neuronas piramidales y espinosas más rápidas y eficientes, la detección y la búsqueda de la novedad con la actividad de los sistemas neuromoduladores dopaminérgicos, noradrenérgicos y glutamatérgicos en el hipocampo y el sistema mesolímbico, la mayor predisposición al desafío con un mayor número de conexiones en la corteza cingulada anterior, la motivación intrínseca y la perseverancia con la maduración precoz y la mayor plasticidad de las vías frontoparietales, frontoestriales y mesolímbicas

The interaction between cognition, emotion and motivation in giftedness development is currently advocated; however, few studies describe the levels of cortical and subcortical functions superimposed to explain their manifestation. This review aims to integrate neurobiological mechanisms that facilitate motivation and practice in giftedness children during the early stages of their learning. High sensitivity to the environment seems to be related to faster and more efficient pyramidal and spiny neurons, detection and search for novelty with the activity of the dopaminergic and noradrenergic neuromodulator systems in the hippocampus and the mesolimbic system, the greater predisposition to the challenge with a greater number of connections in the anterior cingulate cortex, the intrinsic motivation and the perseverance with the early maturation and greater plasticity of the frontoparietal, frontostriatal and mesolimbic net

Twice Exceptional Students: Gifts and Talents, the Performing Arts, and Juvenile Delinquency.

There is an increasing attention to the phenomenon referred to as "twice exceptional" ("2e") children, namely, children who demonstrate both exceptional abilities and disabilities. In this essay, this concept is applied to delinquency and/or emotional-behavior disorder and gifts (talents) in the performance arts, exploring the presence of this association and the support for it in the literature. The essay asserts that this association does exist, qualifies these youth as another category of 2e students, and calls for research on the manifestation, etiology, and development of this co-occurrence.

Gifted Parents the Impact of Giftedness on Parenting Cultures in the United States, 1920-1960

This paper explores how discourses of giftedness informed attitudes towards parenting in the United States from 1920 to 1960. Using psychologists’ studies of giftedness, media coverage of the topic, and guidebooks for parents of gifted children, I argue that giftedness emerged in the 1910s, and by the 1920s addressed a newly limited definition of intelligence and problems in urban public education, coinciding with the popularity of the culture and personality school. Scholarly debates about giftedness traveled from the academy to the wider public through the media and guidebooks for parents. Media coverage brought awareness of the problem of the neglected gifted student, and guidebooks offered parents practical suggestions about how to raise gifted children. I show that the discourse contributed to racial segregation in American schools and classrooms by using merit to determine access to educational opportunity. Experts’ advice about giftedness also altered expectations about childrearing and encouraged parents to become more involved in their child’s educational development. This argument puts the history of psychology in conversation with histories of parenting, and it evidences how the discourse on giftedness impacted institutional inequality both through merit-based gifted and talented programs and by impacting ideologies of parenting. Thus, I provide a more comprehensive account of how and why giftedness profoundly shaped both the school and the home. This article considers the cultural work the discourse accomplished; it gave the public the impression that disparities in educational achievement between individuals and groups could be explained by the parenting a child received, putting significant pressure on all parents to make educational achievement a top priority for their child (AU)

Differences in working memory between gifted or talented students and community samples: a meta-analysis / Diferencias en memoria de trabajo entre alumnado superdotado y talentoso y muestras comunitarias: un meta-análisis

Background: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. Method: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. Results: Results show an average effect size of g+=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; p<.001; I2=83.754%). In the studies that measured verbal working memory, the effect size was g+=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2=83.416%. In those assessing visual working memory, g+=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. Conclusions: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory

Antecedentes: los estudiantes superdotados y con talento tienen un funcionamiento diferencial en algunas componentes de las funciones ejecutivas como la memoria de trabajo. Este meta-análisis estudia las diferencias entre estudiantes con alta capacidad intelectual y con inteligencia promedio en memoria de trabajo. Método: un total de 17 artículos con 33 estudios diferenciados fueron analizados. Se empleó un modelo de efectos aleatorios, calculando el tamaño del efecto con g de Hedges. Las variables moderadoras se analizaron empleando una meta-regresión para las continuas y ANOVA para las categóricas. Resultados: los resultados muestran un tamaño del efecto de g+=0.80 (95% CI: 0.621, 0.976) y una alta heterogeneidad (Q(32)=196.966; p<.001; I2=83.754%). En los estudios que miden memoria de trabajo verbal, el tamaño del efecto fue de g+=0.969 (95% CI: 0.697, 1.241) y la heterogeneidad I2=83.416%. En los que evalúan memoria de trabajo visual, g+=0.674 (95% CI: 0.443, 0.906) y la heterogeneidad I2 =83.416%. El análisis de variables moderadoras identificó la forma de medir la memoria de trabajo como la única variable significativa. Conclusiones: existe un efecto significativo en favor de los estudiantes superdotados y con talento, tanto en memoria de trabajo verbal como visual, con influencia del procedimiento utilizado para medir memoria de trabajo

Differences in working memory between gifted or talented students and community samples: A meta-analysis.

BACKGROUND: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. METHOD: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. RESULTS: Results show an average effect size of g +=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; <.001; I2 =83.754%). In the studies that measured verbal working memory, the effect size was g +=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2 =83.416%. In those assessing visual working memory, g +=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. CONCLUSIONS: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory.

Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample.

The differential characteristics of gifted students can make them vulnerable to cyberbullying. There is very little empirical evidence about cyberbullying and giftedness. In the Spanish context, it is unexplored. The main goal of this work is to determine the prevalence of cyberbullying, its distribution in the different roles, and its relationship with other psychological variables. A cross-sectional study was performed with 255 gifted students (M = 11.88 years, SD = 2.28 years) in Spain (155 males, 60.8%). We used the cyberbullying test and the Spanish versions of the DASS-21, ISEL, KIDSCREEN-10, and the SWLS. The results indicate that 25.1% of the students are pure-cybervictims, 3.9% pure-cyberbullies, and 6.6% cyberbully-victims. Pure-cybervictims and cyberbully-victims present worse scores (p < 0.001) in health-related quality of life, depression, life satisfaction and stress than the uninvolved individuals. The results suggest that the gifted sample presents more cybervictimization and less cyberbullying than observed in other studies of the general population.

Is planning related to dynamic testing outcomes? Investigating the potential for learning of gifted and average-ability children.

This study investigated the potential of dynamic testing of geometric analogical reasoning in differentiating between the potential for learning of gifted and average-ability children (aged 9-10 years old). In doing so, it was analysed whether planning, a higher-order executive function, was related to outcomes of the dynamic test, and to instructional needs during training. Employing a pretest-training-post-test control group design, participants were split into four subgroups: gifted dynamic testing (n = 24), gifted control (n = 26), average-ability dynamic testing (n = 48) and average-ability control (n = 50). The results revealed that children who were dynamically tested progressed more in accuracy from pre-test to post-test than their peers who received practice opportunities only. Gifted children outperformed their average-ability peers in accuracy, but showed similar levels of improvement after training or practice only. Moreover, gifted children showed they needed fewer prompts during training than their average-ability peers. Planning was found to be related only to pre-test accuracy, and the number of prompts needed at the first training session, but not to post-test accuracy or the number of prompts needed at the second training session. In the discussion, educational implications of the findings were discussed.

Perfeccionismo y alta capacidad intelectual / Perfectionism and high intellectual capacity

El perfeccionismo es un constructo psicológico relacionado con la excelencia y una manifestaciónóptima de alta capacidad intelectual (ACI). El objetivo principal de este trabajo fue comparar las tipologías y dimensiones de perfeccionismo entre jóvenes de ACI y un grupo de comparación apareado por género y edad. Se seleccionaron 137 participantes con diagnóstico de ACI y un grupo de 137 de comparación apareado por género y edad. La media de edad fue de 11.77 años (DT = 1.99). Como herramientas se utilizaron la Almost Perfect Scale-Revised (APS-R) y la Escala de Perfeccionismo Positivo y Negativo 12 (PNPS-12). El análisis de conglomerados para la muestra total, identificó la presencia de tres agrupaciones de participantes (No perfeccionista, Perfeccionista no saludable/negativo, y Perfeccionista saludable/positivo). El grupo de ACI presentó una mayor prevalencia de perfeccionistas de tipo saludables y una menor prevalencia de perfeccionistas de tipo no saludable, en comparación con el grupo de alumnos sin diagnóstico de ACI. Cuando se compararon las puntuaciones medias de APS-R y PNPS-12 entre los grupos de ACI y grupo de comparación, se encontraron diferencias estadísticamente significativas en altos estándares, orden, discrepancia, perfeccionismo positivo y perfeccionismo negativo. En todos los casos el grupo de comparación presentó puntaciones medias mayores que el grupo de ACI. Estos resultados tienen implicaciones claras en la comprensión de la expresión fenotípica del perfeccionismo relacionado con la excelencia y la manifestación óptima del alto potencial intelectual.

Perfectionism is a psychological construct related o excellence and an optimal manifestation of high intellectual ability (HIA). The main goal of the present work was to compare types and dimensions of perfectionism in students with HIA and an age-gender matched comparison group. We selected 137 participants with diagnosis of HIA and a comparison group of 137 matched by gender and age. The mean age was 11.77 years (SD = 1.99). The Almost Perfect Scale-Revised (APS-R) and the Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. The cluster analysis for the total sample identified 3 groups of participants (non-perfectionist, unhealthy perfectionist/negative, and healthy perfectionist/positive). The HIA group presented a higher prevalence of healthy perfectionists and a lower prevalence of unhealthy perfectionists, in comparison with the group of students without a diagnosis of HIA. When comparing the average scores of APS-R and PNPS-12 between the ACI and the comparison group, statistically significant differences were found in high standards, order, discrepancy, positive and negative perfectionism. In all cases, the comparison group yielded higher mean scores than the HIA group. These results have clear implications in the understanding of the phenotypic expression of perfectionism related to excellence and optimal manifestation of the high intellectual potential.