ABSTRACT

Intellectual abilities are consistently found to be associated to child functioning. To date, however, it is unclear how varying intellectual profiles relate to differential aspects of child functioning. We screened 513 fifth-grade children on their intellectual abilities and selected three groups of gifted children, scoring in the top 10%: analytically gifted (n = 14), creatively gifted (n = 18), and analytically creatively gifted (n = 13). Of the remaining typically developing children, a group of 152 children was selected. We examined how these groups differed in cognitive, socio-em otional, and academic aspects of child functioning. A comparison of the gifted group as a whole versus the typically developing group, showed higher scores for the gifted group on cognitive functioning, self-concept, and academic functioning. Fine-grained group comparisons showed especially the analytical-creative subgroup to score higher than the typically developing group on visual and verbal short term memory (STM), motivation, and self-concept. Furthermore, both creatively gifted subgroups outperformed the typically developing group regarding vocabulary, while all three gifted subgroups outperformed the typically developing group regarding arithmetic. A combination of high analytical and creative abilities, which was found in 2.5% of the sample, thus seemed to lead to enhanced functioning in all three domains (i.e. cognitive, socio-emotional, and academic).

Abbrevation: STM = Short term memory HSD = Honestly Significance Difference

摘要

始终发现智力能力与儿童的功能有关。然而，迄今为止，尚不清楚不同的智力状况如何与儿童功能的不同方面相关。我们筛选了513名五年级孩子的智力，并选择了三组有天赋的孩子，在前10％中得分最高：分析天赋（n  = 14），创造性天赋（n  = 18）和分析创造性天才（n = 13）。在其余通常发育的儿童中，选择了152个儿童。我们研究了这些群体在儿童功能的认知，社会情感和学术方面的差异。整个资优组与典型发展组的比较显示，资优组在认知功能，自我概念和学术功能方面得分较高。细粒度的小组比较显示，特别是分析创意小组在视觉和言语短期记忆（STM），动机和自我概念方面得分均高于典型的发展小组。此外，在词汇方面，两个有创造力的天才小组都胜过通常发展的小组，而在算术方面，所有三个有天赋的小组都胜过通常发展的小组。

缩写：STM =短期记忆HSD =诚实显着性差异