Learning Disabilities Reference Center, Brest University Hospital, Brest, France.
Pays de la Loire Psychology Laboratory (LPPL EA4638), University of Angers, Angers, France.
J Int Neuropsychol Soc. 2022 Apr;28(4):424-440. doi: 10.1017/S1355617721000515. Epub 2021 May 17.
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.
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.
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.
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.
智力超常（IG）一词是指高智商的儿童，其智商通常通过智商测试（IQ）来衡量。一些研究人员假设，与智商处于平均水平的典型发育（TD）同龄人相比，这些儿童的认知特征既有优势也有劣势。本系统综述的目的是通过汇集来自认知功能（语言、运动技能、视空间处理、记忆、注意力和执行功能、社会和情感认知）和学业成绩的实证研究数据来验证这一假设。
文献检索产生了 658 篇文章，其中 15 篇符合系统评价和荟萃分析首选报告项目的选择标准。我们进行了定性总结，以突出认知功能之间的任何差异。
IG 儿童在许多领域的技能优于 TD 儿童，包括注意力、语言、数学、言语工作记忆、转换和社会问题解决。然而，两组在视空间处理、记忆、计划、抑制和视觉工作记忆或面部识别方面的技能相当。
尽管 IG 儿童可能具有某些优势，但许多研究未能在许多其他认知测量方面发现该人群与 TD 同龄人之间的差异。与其他任何孩子一样，他们也可能表现出学习障碍，这可能导致学业成绩不佳。需要进一步的研究来更好地理解这种异质性。本综述为克服方法学问题提供了指导，并为天赋研究开辟了新途径。
