Intellectual interference, like cognitive discrepancy, is a recurring phenomenon in the lives of gifted individuals, since their brains operate more efficiently in terms of logic, analysis, abstraction, creativity and greater literalness. When considering the various aspects that unfold from each line of reasoning, simplification can function as a form of objectivity, but there are countless nuances and ramifications within the same idea. This, in turn, generates interference in communication, often resulting in the choice of interpretations that trivialize the original content.
There is an attempt to maintain a level of dialogue that allows for limited subjective interpretation, but with the aim of deepening, which is rarely followed by the interlocutors.
The term “cognitive discrepancy” itself is not widely used in scientific studies in isolation, but the underlying concept is addressed in several areas of research on giftedness and cognitive differences. There are studies that address related phenomena, such as communication difficulties between people with high intellectual abilities and the rest of the population, as well as social and emotional challenges that arise from this difference.
Key concepts addressed in scientific studies addressing these issues include:
1. Cognitive-Social Mismatch
Studies on giftedness often describe a “mismatch” or “discrepancy” between intellectual development and social/emotional development, which can cause difficulties in adaptation and communication. For example, a gifted child may be intellectually very advanced but socially immature, which creates difficulties in interaction and understanding by peers and adults. Studies such as those by Silverman (1993) discuss the impact of this mismatch.
2. Intellectual Overexcitability
Theories such as Kazimierz Dabrowski’s “Positive Disintegration” approach “intellectual overexcitability” as a characteristic of gifted individuals. This overexcitability refers to the tendency of gifted individuals to think in a much more intense, complex, and abstract way, which can make it difficult for them to communicate with those who do not have the same abilities. The concept is widely studied in psychology and gifted education.
3. Positive Disintegration Theory
Dabrowski’s theory suggests that people with high intellectual potential may experience intense developmental crises due to their emotional and intellectual hypersensitivity. These individuals often experience a “gap” between their cognitive abilities and their ability to find peers with whom they can communicate adequately, resulting in feelings of alienation or misunderstanding. This theory addresses the discrepancy in how the internal world and external interactions are experienced.
4. Twice-Exceptional Theory
The concept of twice-exceptional refers to individuals who are gifted but also have some type of difficulty or disorder (such as dyslexia, ADHD or autism spectrum disorder), which further aggravates the discrepancy between their intellectual abilities and their social and communication skills. The study of twice-exceptionalities has explored how cognitive-social disparity can lead to difficulties in adaptation and communication.
5. Communication Problems and Intellectual Isolation
Some studies, such as those by Gross (2004), explore the social isolation of gifted individuals, particularly those with intellectual abilities well above average. Isolation arises, in part, because of the difficulty in sharing complex thoughts and ideas in a way that is understandable to others, leading to a feeling of “disconnection” or social alienation.
6. Limited Intersubjectivity
In the field of philosophy of mind and cognitive psychology, there are discussions about limited intersubjectivity, where the difficulty in sharing and communicating complex experiences or thoughts results in a “vacuum” between the sender and the receiver. This reflects the experience of gifted individuals who, due to the high level of abstraction of their thoughts, are unable to convey their ideas in a way that others fully understand.
These studies provide a foundation for understanding the communication difficulties faced by gifted individuals and the phenomenon you mentioned as “cognitive discrepancy.” Although the specific term may not appear directly, issues related to the difference between cognitive abilities and understanding by others are widely documented.
7. Intellectual Interference
In my opinion, intellectual interference, as well as cognitive discrepancy, is a common phenomenon in the lives of gifted individuals, since their brains function more efficiently in terms of logic, analysis, abstraction, creativity, and literalness. When examining each line of reasoning, multiple aspects and nuances emerge that, in many cases, are not perceived by other people. Simplification can be a form of objectivity, but many ideas have several layers and interpretations, which often generates interference in communication, leading to the trivialization of the original content.
In dialogue, there may be superficial agreement, but the intention to go deeper is rarely followed. Even if the interlocutor does not fully understand, the gifted person may continue trying to explore the subjectivity of the idea, seeking to improve and rework the concept in a more accessible way. Even so, the need to convey the message prevails, and the limit of understanding is overcome by the insistence on explaining. Giving up only happens after repeated attempts, often with the feeling of frustration for not being able to convey the reasoning effectively.
A hypothetical example would be a conversation between three adults, one of whom is gifted, and a child who is also gifted. Two typical adults prefer a country with a language similar to their native language, believing that they would understand each other better. The gifted adult, however, prefers a country with a different language, arguing that it would be easier to speak another language. The typical adults do not understand this perspective, while the gifted child, although unable to explain why, understands the line of reasoning. He realizes that switching completely to a new language is more efficient than dealing with similar words that could cause confusion.
The gifted adult then explains that when using another language, the brain activates different regions, which improves the fluidity of communication, instead of worrying about constant comparisons between similar words. The child, without knowing exactly why, had already understood this subjectivity, while typical adults were unable to grasp abstract reasoning.
Foto de Kyle Gregory Devaras em Desmontar
Dr. Fabiano de Abreu Agrela Rodrigues MRSB holds a post-PhD in Neuroscience and is an elected member of Sigma Xi – The Scientific Research Honor Society (more than 200 members of Sigma Xi have received the Nobel Prize), as well as being a member of the Society for Neuroscience in the United States, the Royal Society of Biology and The Royal Society of Medicine in the United Kingdom, the European Society of Human Genetics in Vienna, Austria, and the APA – American Philosophical Association in the United States. He holds a Master’s degree in Psychology and a Bachelor’s degree in History and Biology. He is also a Technologist in Anthropology and Philosophy, with several national and international degrees in Neuroscience and Neuropsychology. Dr. Fabiano is a member of prestigious high IQ societies, including Mensa International, Intertel, ISPE High IQ Society, Triple Nine Society, ISI-Society, and HELLIQ Society High IQ. He is the author of more than 300 scientific studies and 30 books. He is currently a visiting professor at PUCRS in Brazil, UNIFRANZ in Bolivia and Santander in Mexico. He also serves as Director of CPAH – Centro de Pesquisa e Análises Heráclito and is the creator of the GIP project, which estimates IQ through the analysis of genetic intelligence. Dr. Fabiano is also a registered journalist, having his name included in the book of records for achieving four records, one of which is for being the greatest creator of characters in the history of the press.