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Discussion: We conclude and discuss comparing the components of irony that were most easily understood in each group, as well as those that were most difficult, suggesting the relevance of this area of study for better understanding the functioning of high intellectual ability, the relationship of verbal irony to other higher-level cognitive processes, and its possible role as complementary information in differential cognitive assessment.
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The aim of the study was to understand the components associated with the types of perfectionism described as adaptive/healthy, maladaptive/unhealthy or non-perfectionism, which could offer positive or negative aspects to improve excellence and welfare, exploring the number and content of the latent perfectionism structure as a multidimensional construct in a sample of High Intellectual Abilities (HIA) students. Links with Positive and Negative perfectionism were also compared across perfectionism latent profiles. A total of n = 137 HIA students, mean age 13.77 years (SD = 1.99), participated in a survey. The Almost Perfect Scale Revised (APS-R) and Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. Results obtained showed three latent classes (LC): ‘Unhealthy’ (LC1), ‘Healthy’ (LC2) and ‘No perfectionism’ (LC3). LC1 showed high scores on Discrepancy subscales but low in Order and High Standards. LC2 displayed higher scores on High Standards and Order. LC3 displayed lowest scores across all perfectionism facets. Statistically significant differences were found across latent profile in almost all perfectionism features. Different patterns of associations with Positive and Negative perfectionism were obtained across latent profiles. These findings address the latent structure of perfectionisms in HIA students and allow us to delimit, analyze, and understand the tentative latent profiles within the HIA arena. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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From a neuroconstructivist point of view and a developmental model of high intellectual abilities (HIA), the aim of this study is to understand the world perception of high intellectual children, which results from their cognitive complexity and other traits such as their high context sensitivity. An intentional sample of N = 80 boys and girls, of which a group of n = 40 children with HIA ( n = 40), aged 7, 9, and 11 years old has been studied and compared with a paired control group of n = 40 students with typical intelligence. BADyG and TCTT tests were administered to determine their intellectual profiles multidimensionally. They were also given the Autobiography Questionnaire Form U in order to capture their world perception. The multivariate analysis of variance (GLM) shows an earlier and more advanced world perception among HIA participants, with higher fluency and abstraction in perceiving problems and solutions compared to subjects with typical intelligence. The coefficient of generalizability is high (.822). The conclusions suggest the relevance to design educational programs for an ethical guide of moral sensitivity differentially wide and early in HIA students. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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