Temporal stability of IQ and learning potential in gifted children: diagnostic implications

  • Mª. Dolores Calero Universidad de Granada
  • Mª. Belen García-Martin Universidad de Granada
Keywords: I.Q., giftedness, learning potential, longitudinal study, intelligence, dynamic assessment

Abstract

Traditionally the determination of the giftedness has performed with traditional intelligence tests. The main argument to do so has been the temporal stability of this measure. In recent years some authors defend a determination early giftedness in children, although others point out that toddlers evaluation produces a significant number of false positives due to the variability in the measurement of intelligence by different factors such as plasticity, stimulation, etc..,  therefore proposed the use of complementary indices for giftedness diagnosis. This paper presents a longitudinal study of two years to 49 children aged between 5 and 9 years, initially identified as gifted, to check the stability of your IQ and other measures such as the learning potential and working memory. The results show how learning potential and working memory measures remain stable in time while the IQ  of a group of younger children is not maintained during this period. These results indicate the usefulness of P.A. measures as a supplementary index in the determination of the giftedness on young children.

Author Biographies

Mª. Dolores Calero, Universidad de Granada
Catedrática de Universidad en el Departamento de Personalidad, Evaluación y Tratamiento Psicológico de la Universidad de Granada
Mª. Belen García-Martin, Universidad de Granada
Ha sido profesora en la Universidad de Jaén y actuamente es docente de postgrado de la Universidad K. Lorent de Colombia
Published
07-04-2014
How to Cite
Calero, M. D., & García-Martin, M. B. (2014). Temporal stability of IQ and learning potential in gifted children: diagnostic implications. Anales De Psicología / Annals of Psychology, 30(2), 512-521. https://doi.org/10.6018/analesps.30.2.163801
Section
Developmental and Educational Psychology