Kuznetsova Elizaveta, Liashenko Anastasiia, Zhozhikashvili Natalia, Arsalidou Marie
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Pedagogy and Medical Psychology Department, Institute of Psychology and Social Work, Sechenov University, Moscow, Russia.
Front Psychol. 2024 Nov 20;15:1411981. doi: 10.3389/fpsyg.2024.1411981. eCollection 2024.
Despite the extensive history of investigation, characterization and diagnostics of giftedness is still a point of debate. The lack of understanding of the phenomenon affects the identification process of gifted children, development of targeted educational programs and state of research in the field of gifted education. In the current systematic review, we seek to delineate the specific aspects in which gifted children differ from their typically developing peers in cognitive abilities, psychophysiology and psychological characteristics. Secondly, we aim to document the prevalence and criteria of intelligence tests used to assess gifted children and adolescents. We reviewed 104 articles from more than 25 countries that examined a total of 77,705 children ages 5-18 years. Results reveal a discernible trend toward adopting more culturally appropriate measures for assessing giftedness in children. Findings highlight that gifted children generally outperform their peers in several cognitive domains such as verbal working memory, inhibition, geometric problem solving, attention-switching and elemental information processing, showcasing an accuracy-reaction time trade-off. Psychophysiological assessments demonstrate heightened and accelerated brain activity during complex effortful cognitive processes. Psychological and behavioral measures reveal that gifted children score higher on tests measuring intrinsic motivation, self-efficacy, and openness to experience; as well as achieving higher grades in school and employing better problem-solving strategies. Our systematic review can be beneficial in educational and research contexts, giving directions in assessment of giftedness and designing future research.
尽管对天赋的研究历史悠久，但对天赋的特征描述和诊断仍是一个有争议的问题。对这一现象的缺乏理解影响了天才儿童的识别过程、针对性教育项目的开发以及天才教育领域的研究状况。在当前的系统综述中，我们试图勾勒出天才儿童在认知能力、心理生理学和心理特征方面与正常发育的同龄人不同的具体方面。其次，我们旨在记录用于评估天才儿童和青少年的智力测试的患病率和标准。我们回顾了来自25个以上国家的104篇文章，这些文章共研究了77705名5至18岁的儿童。结果显示，在采用更符合文化背景的措施来评估儿童天赋方面有明显趋势。研究结果突出表明，天才儿童在几个认知领域通常比同龄人表现更出色，如言语工作记忆、抑制、几何问题解决、注意力转换和基本信息处理，展现出准确性与反应时间的权衡。心理生理学评估表明，在复杂的费力认知过程中，大脑活动增强且加速。心理和行为测量表明，天才儿童在测量内在动机、自我效能感和对经验开放性的测试中得分更高；在学校取得更高的成绩，并采用更好的解决问题策略。我们的系统综述在教育和研究背景下可能会有所帮助，为天赋评估和未来研究设计提供指导。
