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Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review

Published online by Cambridge University Press:  17 May 2021

Aurélie Bucaille Open the ORCID record for Aurélie Bucaille [Opens in a new window] ,
Christophe Jarry ,
Justine Allard ,
Sylvain Brochard ,
Sylviane Peudenier  and
Arnaud Roy
Aurélie Bucaille*
Affiliation:
Learning Disabilities Reference Center, Brest University Hospital, Brest, France Pays de la Loire Psychology Laboratory (LPPL EA4638), University of Angers, Angers, France
Christophe Jarry
Affiliation:
Pays de la Loire Psychology Laboratory (LPPL EA4638), University of Angers, Angers, France
Justine Allard
Affiliation:
Coordination Platform for Neurodevelopmental Disorders, Saint-Nazaire, France
Sylvain Brochard
Affiliation:
Pediatric Rehabilitation Department, ILDYS Foundation, Brest, France Pediatric Rehabilitation Department, Brest University Hospital, Brest, France Medical Information Processing Laboratory (LaTIM), INSERM, Brest, France
Sylviane Peudenier
Affiliation:
Learning Disabilities Reference Center, Brest University Hospital, Brest, France
Arnaud Roy
Affiliation:
Pays de la Loire Psychology Laboratory (LPPL EA4638), University of Angers, Angers, France Learning Disabilities Reference Center, Nantes University Hospital, Nantes, France
*
*Correspondence and reprint requests to: Aurélie Bucaille, Centre de Référence des Troubles des Apprentissages, Hôpital Morvan, 2 avenue Foch 29609 Brest Cedex 2, France. E-mail: [email protected]
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Abstract

Objective:

The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances.

Method:

The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions.

Results:

IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition.

Conclusion:

Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

Keywords

GiftedHigh abilityNeuropsychologyCognitive functionSystematic review
Type
Critical Review
Information
Journal of the International Neuropsychological Society , Volume 28 , Issue 4 , April 2022 , pp. 424 - 440
Copyright
Copyright © INS. Published by Cambridge University Press, 2021

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