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

Year 2020, Volume: 8 Issue: 4, 1397 - 1409, 15.12.2020
https://doi.org/10.17478/jegys.808796

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.

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.

References

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Year 2020, Volume: 8 Issue: 4, 1397 - 1409, 15.12.2020
https://doi.org/10.17478/jegys.808796

Abstract

References

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There are 93 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Gifted Education
Authors

Alberto Rocha 0000-0002-5570-9872

Leandro Almeida 0000-0002-0651-7014

Ramón Perales This is me

Publication Date December 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 4

Cite

APA Rocha, A., Almeida, L., & Perales, R. (2020). Comparison of gifted and non-gifted students’ executive functions and high capabilities. Journal for the Education of Gifted Young Scientists, 8(4), 1397-1409. https://doi.org/10.17478/jegys.808796
AMA Rocha A, Almeida L, Perales R. Comparison of gifted and non-gifted students’ executive functions and high capabilities. JEGYS. December 2020;8(4):1397-1409. doi:10.17478/jegys.808796
Chicago Rocha, Alberto, Leandro Almeida, and Ramón Perales. “Comparison of Gifted and Non-Gifted students’ Executive Functions and High Capabilities”. Journal for the Education of Gifted Young Scientists 8, no. 4 (December 2020): 1397-1409. https://doi.org/10.17478/jegys.808796.
EndNote Rocha A, Almeida L, Perales R (December 1, 2020) Comparison of gifted and non-gifted students’ executive functions and high capabilities. Journal for the Education of Gifted Young Scientists 8 4 1397–1409.
IEEE A. Rocha, L. Almeida, and R. Perales, “Comparison of gifted and non-gifted students’ executive functions and high capabilities”, JEGYS, vol. 8, no. 4, pp. 1397–1409, 2020, doi: 10.17478/jegys.808796.
ISNAD Rocha, Alberto et al. “Comparison of Gifted and Non-Gifted students’ Executive Functions and High Capabilities”. Journal for the Education of Gifted Young Scientists 8/4 (December 2020), 1397-1409. https://doi.org/10.17478/jegys.808796.
JAMA Rocha A, Almeida L, Perales R. Comparison of gifted and non-gifted students’ executive functions and high capabilities. JEGYS. 2020;8:1397–1409.
MLA Rocha, Alberto et al. “Comparison of Gifted and Non-Gifted students’ Executive Functions and High Capabilities”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, 2020, pp. 1397-09, doi:10.17478/jegys.808796.
Vancouver Rocha A, Almeida L, Perales R. Comparison of gifted and non-gifted students’ executive functions and high capabilities. JEGYS. 2020;8(4):1397-409.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.