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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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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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