Shaywitz et al. (2001) investigaram a heterogeneidade dentro da população superdotada, comparando meninos com alto QI (140-154), baixo QI (124-139), dificuldades de aprendizagem e um grupo de controle normal. Os resultados indicaram que os meninos com QI elevado exibiram níveis semelhantes de problemas comportamentais aos meninos com dificuldades de aprendizagem, enquanto os meninos com QI baixo demonstraram níveis significativamente mais baixos de problemas comportamentais em comparação com o grupo com dificuldades de aprendizagem.
The authors used several measures to evaluate participants, including intelligence tests (WISC-R), achievement tests (Woodcock-Johnson Psychoeducational Battery), teacher rating scales (Abbreviated Conners Teacher Rating Scale), and questionnaires completed by parents (Yale Children’s Inventory – YCI). The YCI assesses dimensions of learning difficulties, with an emphasis on attention deficits, and provides scales that reflect behavioral, attentional and cognitive characteristics.
Data analysis revealed that the groups differed significantly in terms of socioeconomic status, but not in age or ethnicity. The mean YCI scores for the group with learning disabilities were systematically higher (indicating worse performance) than the means for the other three groups, especially on the Habituation, Language, Attention, and Academic scales. Means for the normal group were generally in the average range on all measures.
The means for the low IQ group were the lowest of all groups (indicating better performance), with the exception of the Negative Affect and Academic scales. The means for the high IQ group were generally higher than the corresponding means for the normal and low IQ groups, with the Treatability scale showing a particularly high mean.
The authors conclude that the gifted population is heterogeneous, with high-IQ boys exhibiting more behavioral problems than low-IQ boys. This heterogeneity may explain the inconsistent results of previous studies on gifted children. The authors also suggest that the behavioral characteristics of boys with high IQ may resemble those found in children with learning difficulties, and that high intelligence may be a vulnerability factor for social and emotional difficulties.
Reference:
SHAYWITZ, Sally E. et al. Heterogeneity within the gifted: Higher IQ boys exhibit behaviors resembling boys with learning disabilities. Journal of learning disabilities , vol. 34, no. 1, p. 26-39, 2001.
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