High Intellectual Ability Research Articles

Neurocognitive Profiles of Children With High Intellectual Ability: A Pilot Study

A common question among teachers of students with high intellectual ability is how to best teach this group of children. To answer this question, it is first necessary to better understand their cognitive profiles. Thus, the primary goal of this study was to examine the neurocognitive profiles of children with high intellectual ability. To do this, we used the Discrepancy Consistency Model (Naglieri, 1999), which allows researchers to detect patterns of cognitive strengths and weaknesses. One hundred forty-two children with high intellectual ability (70 females, 72 males; Mage = 127.41 months, SD = 10.76) from Grades 4, 5, and 6 were assessed on measures of general intelligence and academic achievement, as well as on measures of Planning, Attention, Simultaneous, and Successive (PASS) processes. Results showed that 54% of the sample had a PASS score that was significantly lower than that of each student’s average PASS score. Only 8% of the students had a PASS disorder (a score that was low in relation to the student’s average and below 90). Further, 4% of our sample had both a PASS disorder and an academic-skills disorder. The findings suggest that students with high intellectual ability can show variability in PASS scores that may have relevance for instructional programming and for identifying twice-exceptional children.

Ethical Regulation and High Intellectual Ability.

High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with HIA is scarce and necessary, suggesting that children and adolescents with HIA are superior and earlier in ethical sensitivity than their typical peers. However, cognitive excellence does not predict excellence and its development; therefore, the importance of regulating and guiding the broad ethical sensitivity of people with HIA is highlighted. The objective of this study is to explore what is the ethical sensitivity of schoolchildren with HIA compared to typical ones. A sample of n = 21 schoolchildren, previously diagnosed with HIA, and an age-matched control group of n = 23 schoolchildren of average intelligence is studied through their answers to the ATHRI questionnaire. The multivariate general linear analysis reported intergroup differences showing the highest and earliest ethical sensitivity in schoolchildren with HIA compared to typical schoolchildren from 8 to 9 years old, but not at 10 years. The generalizability coefficient was high (0.842). Educative derivations are suggested to guide the regulation of ethical sensitivity in children.

Rare variants in the outcome of social skills group training for autism.

Exome sequencing has been proposed as the first-tier genetic testing in autism spectrum disorder (ASD). Here, we performed exome sequencing in autistic individuals with average to high intellectual abilities (N=207) to identify molecular diagnoses and genetic modifiers of intervention outcomes of social skills group training (SSGT) or standard care. We prioritized variants of clinical significance (VCS), variants of uncertain significance (VUS) and generated a pilot scheme to calculate genetic scores of rare and common variants in ASD-related gene pathways. Mixed linear models were used to test the association between the carrier status of VCS/VUS or the genetic scores with intervention outcomes measured by the social responsiveness scale. Additionally, we combined behavioral and genetic features using a machine learning (ML) model to predict the individual response. We showed a rate of 4.4% and 11.3% of VCS and VUS in the cohort, respectively. Individuals with VCS or VUS had improved significantly less after standard care than non-carriers at post-intervention (β=9.35; p=0.036), while no such association was observed for SSGT (β=-2.50; p=0.65). Higher rare variant genetic scores for synaptic transmission and regulation of transcription from RNA polymerase II were separately associated with less beneficial (β=8.30, p=0.0044) or more beneficial (β=-6.79, p=0.014) effects after SSGT compared with standard care at follow-up, respectively. Our ML model showed the importance of rare variants for outcome prediction. Further studies are needed to understand genetic predisposition to intervention outcomes in ASD.

Executive Function and Metacognition: Relations and Measure on High Intellectual Ability and Typical Schoolchildren

The current understanding of high intellectual ability (HIA) involves considering the multidimensional nature of the skills that comprise it. In addition, conceptual advances related to how individuals manage the high intellectual resources available to them may help explain the possible gap between performance and high levels of competence. Understanding the role of executive functioning and metacognition in relation to the management of these resources is essential. Nonetheless, to date, the trajectory of their study is diverse, and empirical and measured evidence in this regard is limited. Thus, the objective of this work was to understand the relationship between executive functions and metacognition (and its components), as well as the measurement of these factors and their reliability. The study sample comprised schoolchildren (n = 43) with an HIA and a control group (n = 46) of schoolchildren with typical intelligence levels. Network analysis revealed differential intergroup connections between the executive functioning components as well as between those of metacognition and for each construct. The greatest relational weight was for metacognition components, with the most robust relationship being found in the group with HIA with metacognitive regulation, flexibility, and verbal working memory versus metacognitive awareness and inhibition in the typical group. Measurement derivations and their application in educational interventions to optimise the expression of high potential are also discussed.

INDONESIAN-ENGLISH CODE MIXING IN RIA SW'S VIDEO BLOG

Video blogs or vlogs are stories of someone’s daily life visualized and uploaded via YouTube. It managed to increase the most video uploads on YouTube. To attract the sympathy of the audience, the use of informal language or a relaxed variety was chosen to be more communicative. The data in this study were taken from Ria SW’s vlog, one of the food vloggers with 2,700 subscribers. The use of two languages, Indonesian and English, turned out to attract and represent young people who are slang and intellectual speakers. Using two languages at once or referred to as code mixing, is a linguistic phenomenon that needs to be responded to using sociolinguistic theory to find forms of code-mixing in Ria SW’s vlog.The method used in this research was a qualitative method. Through these methods and theories, it can be seen that RiaSW’s use of Indonesian code-mixing. The type of code-mixing used by Ria SW is external code-mixing. The form of external code-mixing reflects the existence of high intellectual abilities and exudes moderate values. The form of code-mixing used is in the form of words, phrases and repetitions. The use of word types in code-mixing expressed by Ria SW is in nouns, verbs, and adjectives. The use of the noun form tended to mention the name of places and foods. The use of the verb form tended to invite, while the use of the adjective serves to explain the taste of the food. The causes of this communication strategy, the use of code-mixing in Ria SW’s vlog are to get good communication by using more popular terms and letting the viewers understand the speaker code and the foreign terms of the tourism sector.

АДРЕСАНТНО-АДРЕСАТНИЙ АСПЕКТ АНГЛОМОВНОГО ДИСКУРСУ ПРОГРАМУВАННЯ

The article offers an analysis of the interaction between the addresser and the addressee in the English programming discourse as a type of the so-called institutional or professional discourses. Both interactants are programmers. The research is performed in the context of anthropocentric paradigm in linguistics and is based on the analysis of modern English programming textbooks. It is established that the texts of the English programming discourse, along with a high amount of specific terminology and some programming language items, predominantly logical and consistent presentation of professional information, demonstrate a pronounced interactive nature aimed at ensuring the effectiveness of communication between specialists in this field. The conducted analysis confirms that the personalized manner of writing, various dialogical structures and rhetorical techniques are a typical element of modern English textbooks on programming. It is concluded that the construction of the English programming discourse is influenced not only by the personal experience, knowledge, emotions of the author of the text, but also the specific worldview and professional language culture of programmers as a special professional group, whose members are characterized by high intellectual abilities, perseverance, the desire to create their own world within the computing environment as well as the rejection of obstacles and prohibitions that exist in the real life.

Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task.

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed.

Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness

ABSTRACT We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.

Objective and subjective psychosocial outcomes in adults with autism spectrum disorder: A 6-year longitudinal study.

Research has shown lower rates of employment and independent living in adults with autism. Many of these findings are based on cross-sectional studies, predominantly involving male participants. In a 6-year longitudinal study, we examined determinants of psychosocial outcomes in 917 adults with autism spectrum disorder (425 men, 492 women, mean age 43.5 years). Most were diagnosed in adulthood and had (above) average intellectual abilities. Via a yearly online survey, participants’ objective psychosocial functioning (based on employment, independent living and friendship) and subjective well-being were assessed. Averaged across the five waves of the study, 86% of the sample showed a fair to very good level of objective psychosocial functioning. Objective psychosocial functioning and subjective well-being were positively correlated, and both improved over time. Lower intellectual ability, more autism traits, co-occurring psychiatric conditions and younger age predicted poorer objective outcomes. More autism traits and co-occurring psychiatric conditions predicted lower subjective well-being. There were no gender differences in initial levels of, or changes in, objective and subjective outcomes over time. This study has identified important risk/protective factors for psychosocial outcomes across early and middle adulthood. In general, the findings offer a more positive outlook for adults with autism and average to high intellectual abilities.Lay abstractPrevious research has shown that relatively few adults with autism have a paid job or live on their own. However, outcomes also vary a lot and may depend on many different factors. In this study, we examined the level of functioning and happiness of 917 adults with autism (425 men and 492 women) aged 18–65 years. Most of them were of average to high intellectual ability. Over 6 years, we measured whether they had a paid job, close friendships and lived on their own (i.e. their objective functioning). We also measured how happy they felt. Objectively, most autistic adults did fairly to very well. Those with better objective outcomes (e.g. those with paid work) also tended to be happier. Most adults improved in objective functioning and happiness over 6 years. Participants with a lower intellectual ability, more autism traits, mental health problems and younger age had poorer objective outcomes. Participants with more autism traits and mental health problems were less happy. Autistic men and women functioned at similar levels and were equally happy. We found important factors that predict a better (or worse) outcome for autistic adults. Overall, compared with some previous research, our findings give a more positive picture of the outcomes for autistic adults with average to high intellectual abilities.

Interrelation between the effectiveness of professional activity of the executives in the sphere of municipal administration in the Russian Federation and their leading professional motives

This article provides a brief overview of the results of theoretical and empirical research of professional motives in activity of the executives in the sphere of municipal administration in the Russian Federation, taking into consideration the impact of priority professional motives upon the effective performance of the major job functions. The object of this research is the professional motivation of the executives in the sphere of municipal administration, whole the subject is interrelation between the effectiveness of performance of the head of municipal administration and their motivation for the implementation of such activity. The authors dwell on the leading motives of activity, effectiveness of the performance, and municipal administration; as well as determine the gender aspect of motivation among the executives of municipal administration. Leaning on the theoretical-methodological analysis of scientific approaches towards examination of the professional activity of the executive, clarification is given to the motivational structure that determines the effectiveness of the performance. The article expands the conceptual theoretical-methodological framework of labor psychology, as well as gives clarification to the existing concepts. The personal and professional characteristics of the head of municipal administration that determine the effectiveness of their professional activity are supplemented: professional skills and competencies essential for the executive to solve the key tasks and issues within their job functions alongside the personal qualities: high intellectual abilities, masculine behavioral pattern and conservatism among female executives, manifestation of femininity in the behavior of male executives, authoritativeness, scrupulousness in responsible situations, need for recognition, remuneration, and self-improvement.

EDUCATIONAL MICROENVIRONMENT AS A CONDITION FOR THE GIFTEDNESS DEVELOPMENT IN SENIOR PRESCHOOL AGE

The article is devoted to the problem of conditions for the development of gifted children in kindergarten. The main attention is paid to the peculiarities of the modern educational microenvironment that contributes to the development of gifted older preschoolers. The article presents the results of a study in which 113 children of 6-7 years old with high intellectual abilities took part. Children attended preparatory groups for kindergartens with different microenvironments. A comparative analysis of the developmental features of extraordinary preschoolers was carried out in an enriched educational microenvironment (40 children) and in a typical microenvironment (73 children). The assessment of intellectual development was carried out using the methodology for diagnosing intellectual abilities of MEDIA, intellectual and creative activity - using a diagnostic game lesson. As a result of univariate analysis of variance, it was found that the educational microenvironment, which allows an intellectually gifted preschooler to realize his need for exploring the world and show his creative abilities, makes a significant contribution to the development of his cognitive initiative and intellectual and creative activity (10.6% of the variance of this indicator at p <0.000), thereby contributing to the favorable development of the potential of children's giftedness. It is shown that the features of the content of education (interdisciplinary nature, cognitive complexity and variety of topics), the dominance of research and creative activity, the relationship of cooperation, the encouragement of creative activity and independent search are specific characteristics of the developing educational microenvironment for gifted preschoolers. It is substantiated that the creation of a developing educational microenvironment for gifted preschoolers is impossible without special training of educators aimed at teaching them to accept and appreciate the uniqueness of the child, to help him interact with other children, to discover his hobbies and to explore the world.

Smart But Scared: The Risk-Ability Tradeoff in Entrepreneurship

Policymakers around the world are eager to promote innovative entrepreneurship, but the formation of such businesses relies on founders' high intellectual ability. I show that high ability is associated with less extreme risk preferences: those of lower ability are more likely to be highly risk tolerant. Risk aversion is thus likely to be a greater barrier to entry into entrepreneurship for the most cognitively skilled, and may partly explain why the founder of the average incorporated business is not the best and brightest. It is possible that lowering the risk inherent in new ventures may attract higher ability founders with the skills to start an innovative business. In addition, while there are observed differences in risk preferences between men and women, they explain only 13-15% of the gender gap in entrepreneurship.

Issues of Moral Development and Education in Gifted and Talented Youth

Morality is a complex, multifaceted aspect of being human. Moral development and moral education are increasingly being discussed by educators, psychologists, counselors, and parents. This paper aims to provide a literature review (books, research paper and gray literature) regarding issues of Morality Development and Education in Gifted and Talented youths. The objective was understanding of moral development in gifted youth and teaching strategies which foster the educational needs in moral issues of gifted students. There is a dearth of empirical research regarding moral development of the gifted. It is known from earlier empirical research that intelligence tends to correlate with high levels of moral reasoning and that gifted individuals tend to grapple with moral issues at an earlier age and more often with more intensity than their peers. However, the relationship between intelligence and morality is a very complex one and needs more detailed study. The results of some studies reveal that there are qualitative differences in the moral reasoning of gifted youths. Hence, high intellectual ability does not predict mature moral judgment. Research regarding teaching strategies address the traditional approach involving teachers explicitly advocating virtues, separate classes on moral and ethical behavior or educational programs for social and moral abilities enhancement in selected groups of gifted adolescents. Furthermore, research indicates that we need to be able to recognize the moral concerns of children and provide appropriate guidance and feedback, nurturing moral growth. Therefore, we should help the gifted to reach moral excellence together with excellence in specific domains. Recommendations include educational programs for social and moral abilities enhancement in selected groups of gifted youths.

Health Needs and College Readiness in Autistic Students: The Freshman Survey Results.

With an increase in the diagnosis of autism spectrum disorder in the United States, many of whom have higher intellectual ability, there is a predicted increase in the number of college-bound students. Affected young adults face a "Services Cliff" as they transition into adulthood. Our study examined a nationally represented sample of freshman students and found that academic achievements in autistic students are comparable to their peers when they first enter college. The students however have more mental health and physical health problems compared to their non-autistic peers. Poor health maybe a major contributing factor to the lower graduation rates among autistic students. College-bound autistic students may continue to require services through college for them to be successful and graduate.

ВЗАИМОСВЯЗЬ ИНТЕРНЕТ-ЗАВИСИМОГО ПОВЕДЕНИЯ, ИНТЕЛЛЕКТУАЛЬНОГО РАЗВИТИЯ И КУЛЬТУРНОЙ КОНГРУЭНТНОСТИ У ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА

The main purpose of our study was to examine the connection between the Internet addiction in junior school children and their intellectual development and cultural congruence. The study involved 92 schoolchildren from Moscow aged from 9 to 10 years. Our hypothesis was that intellectual abilities of schoolchildren would be related to their cultural congruence, as well as to their Internet dependent behavior. The following methods were used to test the hypothesis: Raven Progressive Matrices, the children's version of Personality Factor Questionnaire by R. Cattell, Chen Internet Addiction Scale, Methodology of determining the cultural congruence of a junior school child by Bayanova and co-authors. The results demonstrated that schoolchildren with good intellectual abilities are highly likely to demonstrate high rates of cultural congruence. At the same time, the study found no statistically significant differences in intellectual development between children with propensity to Internet addiction and children with any Internet addiction. At the same time, it identified significant features in behavior of children prone to online addiction. The behavior of such children is often manifested in demonstrating violations of the regulatory situation at school, as well as in displaying non-congruent behavior; in particular, such children are more likely to tell lies, do not listen to teachers, are late for classes, skip classes, and fight. Besides, such students are characterized by more pronounced impulsiveness and motor retardation, aggressive assertion of their position, self-confidence, and leadership qualities. The school environment is characterized by normative rules and procedures, so children are not always able to realize their motives and desires openly. Thus, we can conclude that more impulsive and motorized children, who are also characterized by displaying aggressive behaviors, will be more likely to be characterized by a tendency to Internet dependent behaviors, because it allows them to express their desires and intentions, which often cannot be realized in a strictly regulated school environment. In this way, our research has demonstrated that high intellectual abilities of junior school children are significantly related to their cultural congruence. In addition, their propensity for Internet addiction can be a factor contributing to non-congruent behavior among children aged 9–10 years.

World Perception and High Intellectual Ability: A Comparative Study

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.

Psychological Well-Being and Its Relations to School Trajectory and Family Educational Capital in High Intellectual Ability Adolescents

The psychological well-being of adolescents depends on diverse contextual factors, in particular those relating to the educational and cultural capital of families. The study examined the relationships between psychological well-being of high-ability adolescents, family educational capital, and their school trajectory. The participants were 101 students from 1st year of a public high school in Morelos, Mexico, previously identify by their high intellectual ability. They completed an ad hoc form with information about cultural and academic aspects, and the Spanish version of the Ryff’s Psychological Well-Being Scale. Results shown that the School trajectory factor only had significant effects on Control environment and Purpose in life’s dimensions. Meanwhile the analysis of variances yielded that Cultural capital showed significant differences with the following well-being scales: General, Self-acceptance, Positive relations, and Purpose in life. Furthermore, the interaction between Sex and Cultural capital had only significant effects on Positive Relations and Environmental control favoring men over women, while the interaction of Cultural capital and School trajectory had significant effects only on Purpose in Life dimension. The results emphasize the need for studies that clarify the role of sociocultural context factors in understanding the comprehensive development of highly able adolescents and their psychological well-being.

The Reception of Egyptian Modernism in Indonesia: Harun Nasution on Theology of Muhammad Abduh

In the present article we are going look at the interpretation of the theology of Muhammad Abduh (1849–1905) undertaken by the Indonesian scholar Harun Nasution (1919–1998). Nasution compares Abduh’s position to neo- Mutazilism, relying on the treatise “Risālah al- Tawḥid”. Nasution carries out a step-by-step interpretation of the most popular “exoteric” work of the Egyptian thinker, proving the rationalist character of his theological system. From the point of view of Nasution, the division of the human race into the elect and commoners characteristic of Abduh is intended to confi rm the special ontological status of people endowed with high culture and advanced intellectual abilities. The elect are able to comprehend the entire area of intelligible being, which includes both God with his attributes and the created world. From this follows the limited, confi rmatory character of Revelation. It does not so much reveal to people a hitherto unfamiliar truth as confi rms (legitimizes) the knowledge already available to the Elect. Nasution believes that Abduh’s views on human freedom and divine justice are in confl ict with Asharism. Man is the source of his own actions, he is given the freedom to independently determine his own destiny. Allah Almighty rules the world through the eternal laws of nature, sunan, and prefers not to interfere in the aff airs of people directly, although he is interested in their welfare. The article concludes with critical remarks challenging the interpretive model proposed by Nasution and other neoMutazilite scholars of Abduh.

Resilience and Creativity in Teenagers with High Intellectual Abilities. A Middle School Enrichment Experience in Vulnerable Contexts

This article presents and describes an extracurricular enrichment intervention program to promote the development of resilience factors, aimed at teenagers with high abilities from vulnerable social contexts. In addition, its effects on aspects related to creativity and resilience are explored. This program proposes a series of creative and meaningful activities so that students can explore, experiment, express their emotions and analytically contrast their own identity characteristics with their surrounding reality. A comparative case study was carried out with a mixed methodological approach. Three students (two male and one female) of 13 and 14 years of age and with high abilities, who attended a public middle school located in a disadvantaged sector of the Mexican capital, participated. The program was developed over nine sessions (90 min each), over two months. The quantitative analysis did not show significant differences in the creativity and resilience factors. However, the qualitative analysis of the tasks and products created by the participants has provided positive evidence about the program’s contribution to enhancing their self-knowledge and coping skills, considering the adversities of their family, school and social contexts.

Aktualisasi Pendidikan Life Skill Untuk Meningkatkan Nilai-Nilai Spiritual Santri Di Pondok Pesantren Al-Qodiri Jember

This study discusses how the actualization of Life Skill Education to increase the Spiritual Values ​​of the Santri in Al-Qodiri Islamic Boarding School. Researchers use qualitative research methods. The results showed that Life Skill Education really provides and produces positive values ​​for pesantren because students are able to actualize their ability to achieve competence both as individuals and as part of the social community. High intellectual abilities are able to solve life problems faced in order to live an independent and dignified life and be proactive in solving existing problems. The management places the students in the area according to the ability of the students who are assisted by the regional management in exploring the potential of the students through activities in the region. Santri in the region emphasized that they can speak Arabic and read and write the book. Then the students followed the Ta'lim, Tahlilan and Dzikir Manaqib Syaich Abdul Qodir Jaelani. The spiritual values ​​that are emphasized for students are Social Values, Ethics, Morals and Cooperation and Togetherness.