Comparison of gifted and non-gifted students’ executive functions and high capabilities

Year 2020, , 1397 - 1409, 15.12.2020

Alberto Rocha , Leandro Almeida , Ramón Perales

https://doi.org/10.17478/jegys.808796

Cited By: 4

Abstract

In recent years, the analysis of the relationship between cognitive skills and student learning has focused mainly on research into the impact of executive functions on academic performance and success. This study seeks to compare the cognitive performance of gifted or high-capacity students to students with a typical development in the performance of psychological tests aimed at the evaluation of executive functions. Two groups of students were considered (gifted and regular) with the intention of matching them in terms of school level and age (ages included are 10-15). The results indicate marginally significant differences in the cognitive flexibility function and statistically significant differences in working memory, as well as in the higher cognitive functions of problem solving and reasoning, with no statistically significant differences in the tests that evaluate inhibitory control and planning. These data suggest that psychological tests centred on the assessment of cognitive functions may complement the more traditional use of IQ tests for signalling and evaluating students with traits of giftedness.

Keywords

Intelligence, Executive Functions, Giftedness, Academic Performance

Thanks

A word of thanks to ANÉIS - Associação Nacional para o Estudo e Intervenção na Sobredotação (National Association for the Study and Intervention in Giftedness) for signaling the students who participated in its enrichment program for gifted students and who formed group 1. A big appreciation to Colégio Paulo VI for the facilities created in the access to the students who formed group 2.

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