Abstract
There is a growing recognition of giftedness in France and the need for identification. Social Representations (SR) of gifted children have never been examined in France with an appropriate methodology, yet it is important to do so as the information obtained may help ensure the insertion and inclusion of these children in school and society. The aim of the present preliminary study was to investigate the SR of gifted children in a French population using a free association methodology, a Vergès analysis (1992), and a similarity analysis (Flament, 1981). Both are recognized as valid and efficient tools for SR to be examined. The SR of gifted children by individuals who have had contact with such children is compared to the SR of gifted children by individuals with no contact. Results reveal that the SR by people familiar with gifted children include the concepts of intelligence, curiosity and sensitivity compared with the sole notion of intelligence as cited by the other group.
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