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This study aims to investigate some cognitive characteristics, in particular intellectual and process skill, evaluated by WISC-IV and CAS batteries, in a sample of 445 children, examinated by LabTalento of the University of Pavia for a suspected giftedness. Any possible correlations between WISC-IV and CAS has beed investigated; otherwise, cognitive profiles characterized by discrepancy have been searched. Data analysis carried out many correlations between WISC-IV and CAS, in agreement with previous literature, and many dishomogeneous profiles were found. These results suggest specific diagnostic procedures that allow both to investigate any areas of fragility, and to highlight resources and strengths, to provide useful information to propose individualized interventions, which can support talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio è volto ad approfondire, tramite la somministrazione delle batterie WISC-IV e CAS, alcune caratteristiche cognitive di bambini e ragazzi valutati per sospetta plusdotazione, con particolare riferimento alle abilità intellettive e di processo. Nel lavoro vengono presentatati e discussi i risultati di una ricerca effettuata su un campione di 445 bambini e ragazzi che si sono rivolti al LabTalento dell’Università di Pavia. Obiettivo della ricerca è stato quello di indagare la relazione tra diversi strumenti di valutazione delle abilità cognitive (WISC-IV e CAS) e di approfondirne l’eventuale presenza di profili disomogenei. Le analisi condotte confermano le numerose correlazioni, già riscontrate in letteratura, tra gli strumenti presi in esame, con diversi profili disomogenei all’interno del campione, suggerendo la necessità di proporre un iter diagnostico che approfondisca eventuali aree di fragilità e punti di forza, per proporre interventi personalizzati che possano favorire lo sviluppo del potenziale del bambino. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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For a full personal development, the planning of curricula tailored to individual capabilities is essential. This argument regards all individuals, including those who are characterized by exceptional skills. Enhancing everyone's talents is a factor of social development empowering human capital, especially when gifted people are targeted. An overview of the European context makes it imperative not to delay the empowerment of giftedness in the school. Thus it is useful to provide school professionals with instruments for its assessment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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This research focused on emotional expression in children during lockdown due to the spread of COVID-19. A particular case is represented by gifted people, who often show a higher and more intense emotional arousal and sensitivity. We proposed a questionnaire built ad hoc and filled in by 126 mothers who answered referring to each of their children (N = 225), both gifted and typical development. First phase of analyses took account of a group of children who belong to family where there is at least one gifted child (N = 162) and a group of children with typical development (N = 63). Analyses did not reveal any significant differences between these two groups, both in the expression of emotions and states of mind. However, further analyses which compare gifted children (N = 100) to children with typical development (N = 125) without considering the belonging family, showed how gifted children seem to experience higher level of apathy ( p < .001) and impatience ( p = .016) if compared to normotipic peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa ricerca si è focalizzata sulle manifestazioni emotive nei bambini durante il lockdown derivante dalla diffusione del COVID-19. Un caso particolare è rappresentato dalla popolazione di soggetti plusdotati, che presentano spesso un’elevata e più intensa sensibilità emotiva. È stato proposto un questionario costruito ad hoc compilato da 126 madri che hanno risposto riferendosi ad ognuno dei propri figli (N = 225), sia con plusdotazione sia con sviluppo tipico. La prima fase di analisi dei dati ha considerato un gruppo di bambini appartenenti a famiglie con almeno un figlio con plusdotazione (N = 162) e un gruppo di bambini con sviluppo tipico (N = 63). Dalle analisi non emergono differenze significative tra i due gruppi, sia rispetto alle emozioni, sia agli stati d’animo; tuttavia, ulteriori analisi che confrontano i bambini con plusdotazione (N = 100) con bambini con sviluppo tipico (N = 125) a prescindere dalla famiglia di appartenenza, mostrano come i primi sembrano sperimentare maggiori livelli di apatia (p < .001) e di insofferenza (p = .016) rispetto ai pari normotipici. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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In this chapter, the authors highlight that many gifted children and adolescents are targets of teasing and bullying more than peers with typical development. The initial findings from a case-study at LabTalento, The Italian Laboratory of Research and Development of Potential, Talent and Giftedness at the University of Pavia is presented. The authors affirm that typical risk factors for bullying victims are similar to many traits prevalent within the intellectually gifted population—gifted children are usually felt and perceived as different from their peers; often stand out as “quirky,” “strange,” or “weird,” and they may have unusual interests for their age that further isolate them. A call for further research and implications for practitioners are highlighted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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