Introduction
Intellectual giftedness (IG) refers to children with exceptional intelligence, often defined by an Intelligence Quotient (IQ) ≥130. Previous studies have shown heterogeneous cognitive profiles in gifted children, characterized by strengths and weaknesses relative to typically developing (TD) peers. This study systematically reviews the literature on neuropsychological functioning in IG children, addressing general cognition, executive functions, academic and social skills.
Methods
Following the PRISMA protocol, 658 articles were identified and 15 were included in the final review. Controlled studies with SI children (IQ ≥130) and a TD control group were selected. The main cognitive domains, including attention, memory, executive functions, academic and emotional skills, were assessed based on validated neuropsychological tests. The analysis consisted of a narrative summary of the findings, given the heterogeneous nature of the methods used.
Results
SI children demonstrated superior performance in attention, mathematical skills, verbal memory and social problem solving, compared to TD children. However, no significant differences were observed in visual memory, facial recognition or visuospatial skills. Regarding executive functions, they excelled in verbal working memory and cognitive flexibility tasks, but presented heterogeneous results in planning and inhibition. Despite the perceptions of parents and teachers about social difficulties, objective tests indicated superior performance in emotional and social problem solving.
Discussion
The results confirm that SI children have strengths in specific areas, such as attention and verbal executive functions, but may also present weaknesses or performances similar to TD peers in other domains. The heterogeneity of the findings may be related to ceiling effects in neuropsychological instruments designed for clinical populations rather than for individuals with exceptional abilities. Future studies should more systematically explore the nuances of cognitive and emotional functioning in this population, especially in subgroups with learning disabilities and ADHD.
Conclusion
This study highlights the complexity of the neuropsychological profile of SI children, highlighting both their strengths and the need for personalized educational interventions. The gap between subjective perceptions and objective performance deserves further investigation in order to improve diagnostic and pedagogical strategies.
Reference :
Bucaille, A., Jarry, C., Allard, J., Brochard, S., Peudenier, S., & Roy, A. (2021). Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review. Journal of the International Neuropsychological Society, 1–17. https://doi.org/10.1017/S1355617721000515
