Some children may be intellectually gifted, and yet experience behavioral and academic difficulties. We examined 82 twice exceptional children (2e-ADHD), having an excellent General Ability Index ...(GAI) derived from the Wechsler Intelligence Scale for Children-IV (GAI ≥ 125), and a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD). They accounted for 8.8% of a large sample of children with ADHD, which is twice as high as the proportion of intellectually gifted children in a typical population. This over-representation does not reflect a misdiagnosis of ADHD, as these children showed the typical features predicted on the grounds of data regarding the ADHD sample, including lower scores in working memory and processing speed measures, combined with the inclusion criteria for giftedness. Based on information concerning intellectually gifted children with either a Specific Learning Disorder (SLD) or typical development, we observed that these characteristics of intelligence are similar to those seen in SLD, but not in typical development, irrespective of whether 2e-ADHD children had a comorbid SLD.
•2e-ADHD largely match the general cognitive characteristics of normal ADHD.•intelligence in 2e-ADHD systematically differ from that of non-ADHD gifted children.•intelligence in 2e-ADHD is similar to that of gifted children with SLD.
In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the 'gifted' label. These associations could affect ...several aspects of her/his life. The aim of this qualitative study was to discover the positive and negative consequences of the labelling of gifted pupils and to find their coping strategies, which would eliminate the negative consequences of labelling. Two hundred and eight intellectually gifted pupils aged ten to fifteen participated in the research. They were pupils of regular, inclusive elementary schools from the Czech Republic. The source of data was a questionnaire with open-ended questions. The positive aspects of labelling mainly concerned the academic and personal spheres, for instance, feeling good about oneself and extensive opportunities with regard to further education. Negative consequences affected the personal (problems resulting from giftedness) and academic (perfectionism, high expectations) areas, but above all, the social sphere. We discovered that gifted pupils are singled out from their peer groups, used for school work, and even bullied. The gifted pupils developed several coping strategies to deal with the negative consequences of labelling, such as helping others, conforming and denying their giftedness.
Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be ...similar or slightly superior to average-ability persons in these domains ("harmony hypothesis"). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness ("disharmony hypothesis"), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many "disharmonious" than "harmonious" raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance.
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and ...its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.
Intelligence research is mainly concerned with basic science questions; what is the psychometric structure of intelligence? What are the cognitive bases of intelligence? What are the brain-based ...correlates of intelligence? What does intelligence predict? Such research is needed, but there are also problems larger than those presented in intelligence tests, including problems of today. What is the role of human intelligence in solving consequential real-world problems? Here, leading scholars in the field of intelligence each address one real-world problem—a problem of their choice—and explain how intelligence has been, or could be, essential for a solution.
Ambivalent stereotypes of the gifted still persist in the public. The aim of the current study is to provide a holistic picture of the personality (Big Five) and school functioning (motivation: ...academic self-concept, school values, achievement motives, achievement goals; grades; general knowledge) of gifted and non-gifted adolescents via self-reports and external assessments from their parents. Moreover, this is one of the first studies examining self-rated intelligence results and results from an objective intelligence test simultaneously. The sample comprised N = 760 students from five schools (age: M = 16.66, SD = 0.68; n = 411 female). Intellectual giftedness was defined as having an IQ two standard deviations above the mean value. We used propensity score matching to draw a comparable control group of nongifted adolescents (covariates: age, gender, and socioeconomic background; both groups n = 97). Gifted adolescents scored higher regarding openness to experience and had better grades, reported higher motivation, and evaluated themselves as more intelligent than nongifted adolescents. Parents of gifted adolescents rated their children higher on motivation, intelligence, and general knowledge than parents of nongifted adolescents. Taken together, we found no hints that gifted adolescents display any anomalies regarding personality, motivation, or school success.
•Intellectually gifted and nongifted adolescents were compared regarding personality and school functioning•Parents of gifted and nongifted students evaluated the personality, school success, and the self-rated intelligence of their children•We found no hints that gifted adolescents are at risk for developing special difficulties•Limitations refer to the preselection of both groups and small correlations between self-reports and parents' assessments
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