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It has been argued that there may be a higher proportion of exceptional intelligence profiles and giftedness among children with learning disorders (LD) than among typically developing (TD) children, but this impression is only based on anecdotal evidence concerning famous individuals. In a large dataset of 1413 intellectual profiles of children with a diagnosis of LD (assessed with the WISC-IV scale), the proportion of children with an overall intelligence quotient higher than 130 was <1%, well below the proportion expected in the typical population (2.28%). It has been claimed, however, that the WISC-IV general ability index (GAI) may better represent the central aspects of intelligence, particularly in the case of children with LD, and using the GAI criterion, the gifted children amounted to 3.75% of the LD population analyzed. Aspects relating to working memory and processing speed, as measured by the WISC-IV, were also examined, and gifted children with LD had higher scores in both components than the other children with LD, but lower scores than equally “gifted” TD children. The various aspects of intelligence revealed significantly different age-related growth trajectories: at a younger age, gifted children with LD resembled gifted TD children in terms of working memory phonological aspects, but the former fell behind the latter as they grew older; the opposite was true of the processing speed aspects of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children’s cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children’s Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children’s Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers’ short-term memory (Gsm) emerged as the primary predictor of children’s Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children’s Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children’s giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors.
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The aim of the paper was to study the intellectual profile of 94 gifted elders aged 60–90 years old with an IQ equal to or higher than 130 on at least one of the four primary indexes of the Wechsler Adult Intelligence Scale – Fourth Edition. Their performances in the 15 subtests, in the Full Scale Intelligence Quotient, in the primary, supplementary and Cattell-Horn-Carroll theory Indexes, were analyzed. This group exhibited a significantly higher level of performance in all subtests and indexes than the control group matched for gender, age, and education. The differences between the two groups appear higher for the Matrix reasoning and Visual puzzle subtests. Additionally, in the gifted group the strengths seem to be represented more by Processing Speed and Perceptual Reasoning Indexes, in the control group are Comprehension Verbal and Working Memory Indexes. Moreover, gifted elders showed lower discrepancies across intellectual domains. These data provide evidence that, as the difference between the gifted group and the control group revealed in the present study is more due to processing speed, this dimension, which normaly is most affected by aging, on the contrary, is maintained/increased as a strength in the gifted elderly group. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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