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Children with gifted intellects often earn lower scores on measures of processing speed than their nongifted counterparts. However, neuropsychological research indicates such a profile of scores is likely not due to a true innate neurocognitive processing speed deficit but is rather a statistical artifact resulting from the interference of common cognitive and behavioral idiosyncrasies inherent to giftedness, such as perfectionism and an aversion to completing paper and pencil tasks. The first aim of this study is to identify and explain the relative underperformance of children with gifted intellects on measures of processing speed. The second aim is to develop a neuropsychologically informed framework for clinically assessing processing speed in children with gifted intellects using alternative measures from the WISC–V. Clinical implications are discussed as they relate to the relative disabling effects of common gifted-related idiosyncrasies on the expression of their otherwise intact neuropsychological capabilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The Hartnett, Nelson, and Rinn 2004 study (see record 2004-11177-002) indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika (see reocrd 2006-11964-007) disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that suggests that such misdiagnosis does occur, with possible concurrent risks. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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