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.

The Impact of Screen Exposure on Attention Abilities in Young Children: A Systematic Review.

BACKGROUND: The neurocognitive consequences of exposure to screens in school-aged children have been the subject of multiple studies. However, the relationship between screen exposure and neurocognitive development, especially attentional functions, remains unclear in preschool children. The aim of this systematic review was to evaluate the immediate and long-term impact of screen exposure on attentional functions in preschoolers. METHODS: Three electronic databases (PubMed, COCHRANE, and SCOPUS) were searched for studies published between January 1, 2000, and November 30, 2020. Two reviewers independently selected studies. Inclusion criteria were observational studies, inclusion of children aged less than seven years with no neurodevelopmental disorders, evaluation of screen time, and evaluation of attentional functions. Data extracted including participants' ages, number of participants, screen exposure time, attention assessment tool, and confounding factors. Study quality was evaluated using the Newcastle-Ottawa Scale. RESULTS: Five cross-sectional studies were included: all reported significant, positive associations between high levels of screen exposure and attention difficulties. Ten longitudinal studies were included: six found a significant impact of earlier screen exposure on subsequent attentional function and four found no relationship. Eight of the studies included evaluated the direction of the relationship between screen exposure and attentional difficulties: seven suggested the relationship is bidirectional. CONCLUSIONS: These findings support current guidelines to limit screen time in preschoolers to prevent the development of attention difficulties.