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Kyungjin Kim - One of the best experts on this subject based on the ideXlab platform.
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neural correlates of superior intelligence stronger recruitment of posterior parietal cortex
NeuroImage, 2006Co-Authors: Kun Ho Lee, Yu Yong Choi, Jeremy R Gray, Sun Hee Cho, Jeongho Chae, Seungheun Lee, Kyungjin KimAbstract:General intelligence (g) is a common factor in diverse cognitive abilities and a major influence on life outcomes. Neuroimaging studies in adults suggest that the lateral prefrontal and parietal cortices play a crucial role in related cognitive activities including fluid reasoning, the control of attention, and working memory. Here, we investigated the neural bases for Intellectual Giftedness (superior-g) in adolescents, using fMRI. The participants consisted of a superior-g group (n = 18, mean RAPM = 33.9 +/- 0.8, >99%) from the national academy for gifted adolescents and the control group (n = 18, mean RAPM = 22.8 +/- 1.6, 60%) from local high schools in Korea (mean age = 16.5 +/- 0.8). fMRI data were acquired while they performed two reasoning tasks with high and low g-loadings. In both groups, the high g-loaded tasks specifically increased regional activity in the bilateral fronto-parietal network including the lateral prefrontal, anterior cingulate, and posterior parietal cortices. However, the regional activations of the superior-g group were significantly stronger than those of the control group, especially in the posterior parietal cortex. Moreover, regression analysis revealed that activity of the superior and intraparietal cortices (BA 7/40) strongly covaried with individual differences in g (r = 0.71 to 0.81). A correlated vectors analysis implicated bilateral posterior parietal areas in g. These results suggest that superior-g may not be due to the recruitment of additional brain regions but to the functional facilitation of the fronto-parietal network particularly driven by the posterior parietal activation.
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Neural correlates of superior intelligence: Stronger recruitment of posterior parietal cortex
NeuroImage, 2005Co-Authors: Kun Ho Lee, Yu Yong Choi, Jeremy R Gray, Sun Hee Cho, Jeongho Chae, Seungheun Lee, Kyungjin KimAbstract:Received 20 April 2005; revised 21 July 2005; accepted 22 July 2005 General intelligence (g) is a common factor in diverse cognitive abilities and a major influence on life outcomes. Neuroimaging studies in adults suggest that the lateral prefrontal and parietal cortices play a crucial role in related cognitive activities including fluid reasoning, the control of attention, and working memory. Here, we investigated the neural bases for Intellectual Giftedness (superior-g) in adolescents, using fMRI. The participants consisted of a superior-g group (n = 18, mean RAPM = 33.9 T 0.8, >99%) from the national academy for gifted adolescents and the control group (n = 18, mean RAPM = 22.8 T 1.6, 60%) from local high schools in Korea (mean age = 16.5 T 0.8). fMRI data were acquired while they performed two reasoning tasks with high and low g-loadings. In both groups, the high g-loaded tasks specifically increased regional activity in the bilateral fronto-parietal network including the lateral prefrontal, anterior cingulate, and posterior parietal cortices. However, the regional activations of the superior-g group were significantly stronger than those of the control group, especially in the posterior parietal cortex. Moreover, regression analysis revealed that activity of the superior and intraparietal cortices (BA 7/40) strongly covaried with individual differences in g (r = 0.71 to 0.81). A correlated vectors analysis implicated bilateral posterior parietal areas in g. These results suggest that superior-g may not be due to the recruitment of additional brain regions but to the functional facilitation of the fronto-parietal network particularly driven by the
Jean Marc Baleyte - One of the best experts on this subject based on the ideXlab platform.
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wechsler profiles in referred children with Intellectual Giftedness associations with trait anxiety emotional dysregulation and heterogeneity of piaget like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose: It is common that Intellectually gifted children (IQ � 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony e a heterogeneous developmental pattern reflected in a significant verbalperformance discrepancy (SVPD) on Wechsler's intelligence profile e are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods: Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n ¼ 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n ¼ 12).
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Wechsler profiles in referred children with Intellectual Giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose It is common that Intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony – a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile – are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). Results Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). Conclusion The results support a clinical dichotomy of behaviourally-impaired children with Intellectual Giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile.
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Behavioral profiles of clinically referred children with Intellectual Giftedness.
Biomed Res Int, 2013Co-Authors: Fabian Guénolé, Jacqueline Louis, Jean Marc Baleyte, Claire Montlahuc, Pierre Fourneret, Christian Creveuil, O. RevolAbstract:It is common that Intellectually gifted children--that is, children with an IQ ≥ 130--are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with Intellectual Giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when "highly" gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. "Highly gifted" children did not display more behavioral problems than the "low gifted." Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.
Béatrice Bourdin - One of the best experts on this subject based on the ideXlab platform.
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Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data.
Frontiers in psychology, 2018Co-Authors: Alexandre Aubry, Béatrice BourdinAbstract:Intellectual Giftedness is usually defined in terms of having a very high Intellectual Quotient (IQ). The Intellectual capacity is assessed by a standardized test such as the Wechsler Intelligence Scale for Children (WISC). However, the identification of Intellectually gifted children (IGC) often remains time-consuming. A short-form WISC can be used as a screening instrument. The practitioners and researchers in this field can then make a more in-depth evaluation of the IGC's cognitive and socioemotional characteristics if needed. The aim of our study is thus to determine the best short tests, in terms of their psychometric qualities, for the identification of IGC. The current study is composed of three-step analyses. Firstly, we created nine IQs short forms (IQSF) with 2-subtests, and nine IQSF with 4-subtests from the WISC-IV (Wechsler, 2005). Secondly, we estimated psychometric parameters (i.e., reliability and validity) from empirical and simulated dataset with WISC-IV. The difference in the estimation of psychometric qualities of each IQSF from the simulated data is very close to those derived from empirical data. We thus selected the three best IQSF based on these psychometrics parameters estimated from simulated datasets. For each selected short form of the WISC-IV, we estimated the screening quality in our sample of IGC. Thirdly, we created IQSF with 2- and 4-subtests from the WISC-V (Wechsler, 2016) with simulated dataset. We then highlighted the three best short forms of WISC-V based on the estimated psychometric parameters. The results are interpreted in terms of validity, reliability and screening quality of IGC. In spite of the important changes in the WISC-V, our findings show that the 2-subtest form, Similitaries + Matrix Reasoning, and 4-subtest form, Similitaries + Vocabulary + Matrix Reasoning + Block Design, are the most efficient to identify the IGC at the two recent versions of Wechsler scales. Finally, we discuss the advantages and drawbacks of a brief assessment of Intellectual aptitudes for the identification of the IGC.
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Data_Sheet_1_Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data.CSV
2018Co-Authors: Alexandre Aubry, Béatrice BourdinAbstract:Intellectual Giftedness is usually defined in terms of having a very high Intellectual Quotient (IQ). The Intellectual capacity is assessed by a standardized test such as the Wechsler Intelligence Scale for Children (WISC). However, the identification of Intellectually gifted children (IGC) often remains time-consuming. A short-form WISC can be used as a screening instrument. The practitioners and researchers in this field can then make a more in-depth evaluation of the IGC's cognitive and socioemotional characteristics if needed. The aim of our study is thus to determine the best short tests, in terms of their psychometric qualities, for the identification of IGC. The current study is composed of three-step analyses. Firstly, we created nine IQs short forms (IQSF) with 2-subtests, and nine IQSF with 4-subtests from the WISC-IV (Wechsler, 2005). Secondly, we estimated psychometric parameters (i.e., reliability and validity) from empirical and simulated dataset with WISC-IV. The difference in the estimation of psychometric qualities of each IQSF from the simulated data is very close to those derived from empirical data. We thus selected the three best IQSF based on these psychometrics parameters estimated from simulated datasets. For each selected short form of the WISC-IV, we estimated the screening quality in our sample of IGC. Thirdly, we created IQSF with 2- and 4-subtests from the WISC-V (Wechsler, 2016) with simulated dataset. We then highlighted the three best short forms of WISC-V based on the estimated psychometric parameters. The results are interpreted in terms of validity, reliability and screening quality of IGC. In spite of the important changes in the WISC-V, our findings show that the 2-subtest form, Similitaries + Matrix Reasoning, and 4-subtest form, Similitaries + Vocabulary + Matrix Reasoning + Block Design, are the most efficient to identify the IGC at the two recent versions of Wechsler scales. Finally, we discuss the advantages and drawbacks of a brief assessment of Intellectual aptitudes for the identification of the IGC.
Fabian Guénolé - One of the best experts on this subject based on the ideXlab platform.
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wechsler profiles in referred children with Intellectual Giftedness associations with trait anxiety emotional dysregulation and heterogeneity of piaget like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose: It is common that Intellectually gifted children (IQ � 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony e a heterogeneous developmental pattern reflected in a significant verbalperformance discrepancy (SVPD) on Wechsler's intelligence profile e are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods: Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n ¼ 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n ¼ 12).
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Wechsler profiles in referred children with Intellectual Giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose It is common that Intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony – a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile – are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). Results Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). Conclusion The results support a clinical dichotomy of behaviourally-impaired children with Intellectual Giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile.
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Behavioral profiles of clinically referred children with Intellectual Giftedness.
Biomed Res Int, 2013Co-Authors: Fabian Guénolé, Jacqueline Louis, Jean Marc Baleyte, Claire Montlahuc, Pierre Fourneret, Christian Creveuil, O. RevolAbstract:It is common that Intellectually gifted children--that is, children with an IQ ≥ 130--are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with Intellectual Giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when "highly" gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. "Highly gifted" children did not display more behavioral problems than the "low gifted." Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.
Pierre Fourneret - One of the best experts on this subject based on the ideXlab platform.
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wechsler profiles in referred children with Intellectual Giftedness associations with trait anxiety emotional dysregulation and heterogeneity of piaget like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose: It is common that Intellectually gifted children (IQ � 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony e a heterogeneous developmental pattern reflected in a significant verbalperformance discrepancy (SVPD) on Wechsler's intelligence profile e are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods: Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n ¼ 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n ¼ 12).
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Wechsler profiles in referred children with Intellectual Giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes
European Journal of Paediatric Neurology, 2015Co-Authors: Fabian Guénolé, Jacqueline Louis, Pierre Fourneret, O. Revol, Mario Speranza, Jean Marc BaleyteAbstract:Background/purpose It is common that Intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony – a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile – are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Methods Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). Results Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). Conclusion The results support a clinical dichotomy of behaviourally-impaired children with Intellectual Giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile.
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Behavioral profiles of clinically referred children with Intellectual Giftedness.
Biomed Res Int, 2013Co-Authors: Fabian Guénolé, Jacqueline Louis, Jean Marc Baleyte, Claire Montlahuc, Pierre Fourneret, Christian Creveuil, O. RevolAbstract:It is common that Intellectually gifted children--that is, children with an IQ ≥ 130--are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with Intellectual Giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when "highly" gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. "Highly gifted" children did not display more behavioral problems than the "low gifted." Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.