The cognitive profile of intellectual giftedness

  1. Asensio, David 1
  2. Fernández-Mera, Ana 1
  3. Duñabeitia, Jon Andoni 1
  1. 1 International Chair in Cognitive Health, Universidad Nebrija
Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2023

Título del ejemplar: October

Volumen: 12

Número: 3

Páginas: 233-250

Tipo: Artículo

DOI: 10.17583/IJEP.11828 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Objetivos de desarrollo sostenible

Resumen

La literatura previa ha sugerido la existencia de una estrecha relación entre las capacidades intelectuales de los individuos y su perfil cognitivo, entendido como su rendimiento en tareas que abordan los diferentes dominios cognitivos. Esta relación se ha discutido típicamente en poblaciones caracterizadas por tener altas capacidades intelectuales, como es el caso de los niños y adolescentes superdotados. En este estudio se contrastó el perfil cognitivo en dominios de memoria, atención, coordinación, percepción y razonamiento de un grupo de niños y adolescentes superdotados con un grupo de control similar en distribución de edad, sexo y nivel socioeconómico, pero con desarrollo normotípico. Los resultados indican que los participantes del grupo de superdotados tuvieron una puntuación mayor que el grupo control en todas las áreas cognitivas. Las diferencias en las habilidades cognitivas no fueron consistentes entre todas las áreas, lo que significa que algunas habilidades cognitivas no mostraron diferencias significativas, mientras que otras sí lo hicieron. Estos resultados ayudan a identificar un perfil cognitivo más preciso de las personas con altas capacidades, a comprender mejor la relación entre inteligencia y las capacidades cognitivas, y aportan evidencias que permiten profundizar en los aspectos más diferenciales y característicos de la superdotación.

Referencias bibliográficas

  • Abad, F. J., Sánchez-Sánchez, F., & Santamaría, P. (2020). MATRICES-TAI. Test Adaptativo de Inteligencia General. TEA Ediciones.
  • Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R. (2000). Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy, White women. Health Psychology, 19(6), 586-592. https://doi.org/10.1037/0278-6133.19.6.586
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human Memory: a Proposed System and Its Control Processes. Psychology of Learning and Motivation, 2(1), 89-195. https://doi.org/10.1016/s0079-7421(08)60422-3
  • Aubry, A., & Bourdin, B. (2021). Alerting, orienting, and executive control in intellectually gifted children. Brain and Behavior, 11(8). https://doi.org/10.1002/brb3.2148
  • Aubry, A., Gonthier, C., & Bourdin, B. (2021). Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychologica, 218, 103358. https://doi.org/10.1016/j.actpsy.2021.103358
  • Baddeley, A. D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation, 8(1), 47-89. https://doi.org/10.1016/s0079-7421(08)60452-1
  • Binet, A., & Simon, Th. (1904). Méthodes nouvelles pour le diagnostic du niveau intellectuel des anormaux. L’année Psychologique, 11(1), 191–244. https://doi.org/10.3406/psy.1904.3675
  • Borella, E., Pezzuti, L., De Beni, R., & Cornoldi, C. (2019). Intelligence and working memory: evidence from administering the WAIS-IV to Italian adults and elderly. Psychological Research, 84(6), 1622–1634. https://doi.org/10.1007/s00426-019-01173-7
  • Breit, M., Brunner, M., & Preckel, F. (2020). General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples. Developmental Psychology, 56(2), 364–384. https://doi.org/10.1037/dev0000876
  • Britannica, T. Editors of Encyclopaedia (2021). Intelligence test. Encyclopedia Britannica. https://www.britannica.com/science/intelligence-test
  • Broadbent, D. E. (1958). Perception and communication. Pergamon Press. https://doi.org/10.1037/10037-000
  • Bucaille, A., Jarry, C., Allard, J., Brochard, S., Peudenier, S., & Roy, A. (2021). Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review. Journal of the International Neuropsychological Society, 1-17. https://doi.org/10.1017/s1355617721000515
  • Cao, T. H., Jung, J. Y., & Lee, J. (2017). Assessment in Gifted Education: A Review of the Literature From 2005 to 2016. Journal of Advanced Academics, 28(3), 163–203. https://doi.org/10.1177/1932202x17714572
  • Canivez, G. L., & Watkins, M. W. (1998). Long-term stability of the Wechsler Intelligence Scale for Children—Third Edition. Psychological Assessment, 10(3), 285-291. https://doi.org/10.1037/1040-3590.10.3.285
  • Chandler, J. F., Arnold, R. D., Phillips, J. B., & Turnmire, A. E. (2013). Predicting Individual Differences in Response to Sleep Loss: Application of Current Techniques. Aviation, Space, and Environmental Medicine, 84(9), 927-937. https://doi.org/10.3357/asem.3581.2013
  • Chekaf, M., Gauvrit, N., Guida, A. & Mathy, F. (2018). Compression in Working Memory and Its Relationship With Fluid Intelligence. Cognitive Science, 42, 904-922. https://doi.org/10.1111/cogs.12601
  • Chen, Y., Spagna, A., Wu, T., Kim, T. H., Wu, Q., Chen, C., Wu, Y., & Fan, J. (2019). Testing a Cognitive Control Model of Human Intelligence. Scientific Reports, 9(1). https://doi.org/10.1038/s41598-019-39685-2
  • Conesa, P. J., & Duñabeitia, J. A. (2021). Effects of computer-based training on children’s executive functions and academic achievement. The Journal of Educational Research, 114(6), 562-571. https://doi.org/10.1080/00220671.2021.1998881
  • Deary, I. J., Johnson, W., & Houlihan, L. M. (2009). Genetic foundations of human intelligence. Human Genetics, 126(1), 215-232. https://doi.org/10.1007/s00439-009-0655-4
  • Debraise, M., Gauvrit, N., & Mathy, F. (2020). Working memory complex span tasks and fluid intelligence: Does the positional structure of the task matter? Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-020-01811-x
  • del Rosal, Á. B., Hernández-Jorge, C., & Rodríguez-Naveiras, E. (2011). Evidencias contra el mito de la inadaptación de las personas con altas capacidades intelectuales [Evidence against the myth of adjustment problems of people with high intellectual abilities]. Psicothema, 23(3), 362–367.
  • Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. https://doi.org/10.1126/science.1204529
  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. https://doi.org/10.1016/j.dcn.2015.11.005
  • Dilmurod, R., Akmal, A., & Dostonjon, R. (2020). Research On Effective Ways To Intelligence Quotient Of Perception Through Mobile Games. The American Journal of Applied Sciences, 2(8), 89-95. https://doi.org/10.37547/tajas/volume02issue08-12
  • Duñabeitia, J. A., Mera, F., Baro, Ó., Jadad-Garcia, T., & Jadad, A. R. (2023). Personalized Computerized Training for Cognitive Dysfunction after COVID-19: A Before-and-After Feasibility Pilot Study. International Journal of Environmental Research and Public Health, 20, 4:3100. https://doi.org/10.3390/ijerph20043100
  • Emihovich, B., Roque, N., & Mason, J. (2020). Can Video Gameplay Improve Undergraduates’ Problem-Solving Skills? International Journal of Game-Based Learning, 10(2), 21-38. https://doi.org/10.4018/ijgbl.2020040102
  • Fiorello, C. A., Hale, J. B., McGrath, M., Ryan, K., & Quinn, S. (2002). IQ interpretation for children with flat and variable test profiles. Learning and Individual Differences, 13(2), 115-125. https://doi.org/10.1016/s1041-6080(02)00075-4
  • Friedman, N. P., & Robbins, T. W. (2021). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 1-18. https://doi.org/10.1038/s41386-021-01132-0
  • Fries, J., Kovacs, K., Zeilinger, E. L., & Pietschnig, J. (2022). Is There a “Gifted Personality”? Initial Evidence for Differences between MENSA and General Population Members in the HEXACO Personality Inventory. Journal of Intelligence, 10(4), 92. https://doi.org/10.3390/jintelligence10040092
  • Gardner, M. (2012). Theories of intelligence. In M. Bray & T. Kehle (Eds.), The Oxford handbook of school psychology.
  • Gignac, G. E. (2015). Raven’s is not a pure measure of general intelligence: Implications for g factor theory and the brief measurement of g. Intelligence, 52, 71-79. https://doi.org/10.1016/j.intell.2015.07.006
  • Gow, A. J. (2016). Intelligence and Aging. Encyclopedia of Geropsychology, 1-13. https://doi.org/10.1007/978-981-287-080-3_261-1
  • Gray, S. I., Levy, R., Alt, M., Hogan, T. P., & Cowan, N. (2022). Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ. Journal of Speech, Language, and Hearing Research, 65(3), 1044-1069. https://doi.org/10.1044/2021_jslhr-21-00397
  • Guignard, J.-H., Kermarrec, S., & Tordjman, S. (2016). Relationships between intelligence and creativity in gifted and non-gifted children. Learning and Individual Differences, 52, 209-215. https://doi.org/10.1016/j.lindif.2015.07.006
  • Haimov, I., Hanuka, E., & Horowitz, Y. (2008). Chronic Insomnia and Cognitive Functioning Among Older Adults. Behavioral Sleep Medicine, 6(1), 32-54. https://doi.org/10.1080/15402000701796080
  • Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149–195). American Psychological Association. https://doi.org/10.1037/10054-006
  • Jones, D. T., & Graff-Radford, J. (2021). Executive Dysfunction and the Prefrontal Cortex. CONTINUUM: Lifelong Learning in Neurology, 27(6), 1586-1601. https://doi.org/10.1212/con.0000000000001009
  • Kaufman, A. S., Netlibrary, I., & Al, E. (2005). Essentials of KABC-II assessment. J. Wiley.
  • Lenth, R. (2020). emmeans: Estimated Marginal Means, aka Least-Squares Means. [R package]. https://cran.r-project.org/package=emmeans.
  • Lezak, M. D. (1982). The Problem of Assessing Executive Functions. International Journal of Psychology, 17(1-4), 281-297. https://doi.org/10.1080/00207598208247445
  • McCallister, C. J., Nash, W. A., & Meckstroth, E. (1996). The social competence of gifted children: Experiments and experience. Roeper Review, 18(4), 273-276. https://doi.org/10.1080/02783199609553758
  • Mather, N., & Jaffe, L. (2016). Woodcock-Johnson IV : reports, recommendations, and strategies. John Wiley & Sons, Inc.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734
  • Newton, J. H., & McGrew, K. (2010). Introduction to the special issue: Current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 131(4), 621-634. https://doi.org/10.1002/pits.20495
  • Norman, D. A., and Shallice, T. (1986). Attention to Action: Willed and Automatic Control of Behaviour. In R. J. Davidson., G. E. Schwartz, and D. E. Shapiro (Eds.), Consciousness and Self-Regulation (pp. 1-14). Plenum Press.
  • Pezzuti, L., Farese, M., Dawe, J., & Lauriola, M. (2022). The Cognitive Profile of Gifted Children Compared to Those of Their Parents: A Descriptive Study Using the Wechsler Scales. Journal of Intelligence, 10(4), 91. https://doi.org/10.3390/jintelligence10040091
  • Pfeiffer, S. I. (2015). El Modelo Tripartito sobre la alta capacidad y las mejores prácticas en la evaluación de los más capaces. Revista De Educacion, 368, 66-95. https://doi.org/10.4438/1988-592x-re-2015-368-293
  • R Core Team (2021). R: A Language and environment for statistical computing. (Version 4.1) [Computer software]. https://cran.r-project.org.
  • Raven, J. C. (1938a). Standardization of progressive matrices. British Journal of Medical Psychology, 19(1), 137-150. https://doi.org/10.1111/j.2044-8341.1941.tb00316.x
  • Raven, J. C. (1938b). Progressive Matrices: A perceptual test of intelligence, 1938, sets A, B, C, D, and E. H. K. Lewis.
  • Reina-Reina, C., Conesa, P.J., & Duñabeitia, J.A. (2023). Impact of a cognitive stimulation program on the reading comprehension of children in primary education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.985790
  • Renzulli, J. S. (1978). What Makes Giftedness?: Reexamining a Definition. Phi Delta Kappan, 92(8), 81-88. https://doi.org/10.1177/003172171109200821
  • Roid, G. H., R Andrew Barram, & Netlibrary, I. (2004). Essentials of Stanford-Binet Intelligence Scales (SB5) assessment. John Wiley & Sons.
  • Rowe, E. W., Dandridge, J., Pawlush, A., Thompson, D. F., & Ferrier, D. E. (2014). Exploratory and confirmatory factor analyses of the WISC-IV with gifted students. School Psychology Quarterly, 29(4), 536-552. https://doi.org/10.1037/spq0000009
  • Schneider, W. J. (2013). What If We Took Our Models Seriously? Estimating Latent Scores in Individuals. Journal of Psychoeducational Assessment, 31(2), 186-201. https://doi.org/10.1177/0734282913478046
  • Schneider, W.J., Flanagan, D.P. (2015). The Relationship Between Theories of Intelligence and Intelligence Tests. In S. Goldstein, D. Princiotta & J. Naglieri (Eds.), Handbook of Intelligence. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1562-0_21
  • Schneider, W. J., & Newman, D. A. (2015). Intelligence is multidimensional: Theoretical review and implications of specific cognitive abilities. Human Resource Management Review, 25(1), 12-27. https://doi.org/10.1016/j.hrmr.2014.09.004
  • Singmann, H. (2018). afex: Analysis of Factorial Experiments. [R package]. https://cran.r-project.org/package=afex.
  • Sohlberg, M. M., and Mateer, C. A. (1989). Introduction to cognitive rehabilitation: Theory and practice. Guilford Press.
  • Spearman, C. (1904). “General Intelligence,” Objectively Determined and Measured. The American Journal of Psychology, 15(2), 201-293. https://doi.org/10.2307/1412107
  • Spearman, C. (1927). The abilities of man: Their nature and measurement. Macmillan.
  • Spencer-Smith, M., Quach, J., Mensah, F., Roberts, G., Gathercole, S., Wake, M., & Anderson, P. J. (2020). The Effectiveness of Working Memory Training for Children With Low Working Memory. Pediatrics. https://doi.org/10.1542/peds.2019-4028
  • Steiner, H. H., & Carr, M. (2003). Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence. Educational Psychology Review, 15(3), 215-246. https://doi.org/10.1023/a:1024636317011
  • Sternberg, R. J. (2012). Intelligence. Cognitive Systems, 14(1), 19-27. https://doi.org/10.31887/dcns.2012.14.1/rsternberg
  • Takeuchi, H., Taki, Y., Nouchi, R., Yokoyama, R., Kotozaki, Y., Nakagawa, S., Sekiguchi, A., Iizuka, K., Hanawa, S., Araki, T., Miyauchi, C. M., Sakaki, K., Sassa, Y., Nozawa, T., Ikeda, S., Yokota, S., Magistro, D., & Kawashima, R. (2021). General Intelligence Is Associated with Working Memory-Related Functional Connectivity Change: Evidence from a Large-Sample Study. Brain Connectivity, 11(2), 89-102. https://doi.org/10.1089/brain.2020.0769
  • Tapia, J. L., Rocabado, F., & Duñabeitia, J. A. (2022). Cognitive estimation of speed, movement and time across the lifespan. Journal of Integrative Neuroscience, 21(1), 010. https://doi.org/10.31083/j.jin2101010
  • The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. https://www.jamovi.org
  • Thompson, H. J., Demiris, G., Rue, T., Shatil, E., Wilamowska, K., Zaslavsky, O., & Reeder, B. (2011). A Holistic Approach to Assess Older Adults’ Wellness Using e-Health Technologies. Telemedicine and E-Health, 17(10), 794-800. https://doi.org/10.1089/tmj.2011.0059
  • Vaivre-Douret, L. (2011). Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children. International Journal of Pediatrics, 2011. https://doi.org/10.1155/2011/420297
  • Wai, J., Lakin, J. M., & Kell, H. J. (2022). Specific cognitive aptitudes and gifted samples. Intelligence, 92. https://doi.org/10.1016/j.intell.2022.101650
  • Wechsler, D. (2008). Wechsler Adult Intelligence Scale--Fourth Edition. PsycTESTS Dataset, 4. https://doi.org/10.1037/t15169-00
  • Wechsler, D. (2014). WISC-V: administration and scoring manual. Psychcorp.
  • Zajda, J. (2019). Current Research of Theories and Models of Intelligence. Curriculum and Teaching, 34(1), 87-108. https://doi.org/10.7459/ct/34.1.07
Fuente de los datos: Dialnet