Emotional Processing of Gifted Children: An Unresolved Matter

  1. Ana Fernández-Mera 1
  2. José Antonio Hinojosa 2
  3. Jon Andoni Duñabeitia 3
  1. 1 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 The Arctic University of Norway
    info

    The Arctic University of Norway

    Tromsø, Noruega

    ROR https://ror.org/00wge5k78

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Revista:
Psicológica: Revista de metodología y psicología experimental

ISSN: 1576-8597

Any de publicació: 2022

Volum: 43

Número: 2

Tipus: Article

DOI: 10.20350/DIGITALCSIC/14778 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Psicológica: Revista de metodología y psicología experimental

Resum

Recent studies have demonstrated the strong influence emotions have on the holistic growth of children with conventional development. Moreover, there is an increasing body of evidence suggesting that the affective-emotional component could play a major role in the cognitive and psychological wellbeing of children and adolescents with nonstandard development or atypical skills. In this regard, in the current opinion article we discuss the likelihood that the affective-emotional component is one of the definitory elements of gifted children and teenagers showing high intellectual capacities. While some authors claim that intellectual giftedness is associated with strong social-emotional capacities and relate high intellectual ability with the acquisition and development of techniques to compensate for potential psycho-social issues, other authors suggest that gifted children are potentially more vulnerable and have additional social-emotional needs as compared with their peers. The current uncertainty in the literature is a barrier to adequately inform and orient psychological and educational actions, and empirical data is required to fully comprehend the genuine meaning of giftedness and its relationship with emotional processing.

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Fuente de los datos: Dialnet