Giftedness and high abilities have been broadly defined and this fact has led to many problems related to the detection and educational response given to gifted or highly able pupils due to the stereotyped social representations of the concepts. However, the main misconceptions might be changed with the aim of solving the mentioned problems. For this purpose, the aims of this study are to explore the main misconceptions of giftedness and to identify which among them seem to be most and least changeable. A questionnaire with the most extended myths and stereotypes about giftedness was applied in a sample of 824 participants. The items’ analyses were carried out by first studying item-test discrimination indices (test classical theory), and secondly, the a and b parameters of items (item response theory). The results show that there are items that would be easily changeable (9 items) and others less malleable (4 items). Therefore, it might be concluded that the social representation of giftedness would have peripheral elements that could be changed, while there would be less malleable central elements. Thus, different strategies to foster the change of the social representation of giftedness should be considered, which will have social and educational implications.

中文翻译：

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考察天才的社会表征中变化最大和变化最小的因素

天才和高能力已被广泛定义，并且由于概念的陈规定型社会表征，这一事实导致了许多与对天才或高能力学生的检测和教育反应相关的问题。然而，为了解决上述问题，可能会改变主要的误解。为此，本研究的目的是探索对天才的主要误解，并确定其中哪些似乎是最易变的，哪些是最易变的。在 824 名参与者的样本中应用了一份问卷，其中包含关于天才的最广泛的神话和刻板印象。项目分析首先通过研究项目-测试区分指数（测试经典理论），然后研究项目的a和b参数（项目反应理论）。结果表明，有些项目很容易改变（9 个项目），而其他项目的延展性较差（4 个项目）。因此，可以得出结论，天才的社会表征将具有可以改变的外围元素，而具有可塑性较差的中心元素。因此，应该考虑促进天才社会表征变化的不同策略，这将具有社会和教育意义。