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Conejeros-Solar ML, Catalán S, Gómez-Arizaga MP, López-Jiménez T, Contador N, Sandoval-Rodríguez K, Bustamante C, Quijanes J. A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity. J Intell 2024; 12:76. [PMID: 39195123 DOI: 10.3390/jintelligence12080076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2024] [Revised: 07/29/2024] [Accepted: 07/31/2024] [Indexed: 08/29/2024] Open
Abstract
Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.
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Affiliation(s)
| | - Sandra Catalán
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile
| | | | - Tatiana López-Jiménez
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile
| | - Natalie Contador
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile
| | | | - Cristóbal Bustamante
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile
| | - Josefa Quijanes
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Valparaíso 2362807, Chile
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Cesari A, Galeoto G, Panuccio F, Simeon R, Berardi A. Evaluation instruments for executive functions in children and adolescents: an update of a systematic review. Expert Rev Pharmacoecon Outcomes Res 2024; 24:487-508. [PMID: 38294492 DOI: 10.1080/14737167.2024.2311872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 01/25/2024] [Indexed: 02/01/2024]
Abstract
INTRODUCTION The aim of this study is to update a systematic review of instruments for evaluating the executive functions (EFs) in a pediatric population to assess their measurement properties. AREA COVERED Studies describing evaluation tools of EFs were systematically searched on four electronic databases: PubMed, EBSCO, Scopus, and Web of Science. To be included studies had to be on a population aged 0 to 18 were included. The individuals were either healthy or presented a neurodevelopment disorder. Risk of Bias was evaluated through the Consensus-based Standards to select the health Measurement Instruments (COSMIN). EXPERT OPINION The search was conducted on April 2023. Eighty-four papers met the inclusion criteria and were included in the study; the studies refer to 72 different evaluation tools of EFs. Most of the studies analyzed through a methodological quality analysis received an 'adequate' score. The instrument most mentioned was the Behavior Rating Inventory of Executive Function-2 (BRIEF2) in seven articles.
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Affiliation(s)
- Arianna Cesari
- School of Occupational Therapy, Department of Human Neurosciences, Sapienza University of Rome, Rome, Italy
| | - Giovanni Galeoto
- Department of Human Neurosciences, Sapienza University of Rome, Rome, Italy
- IRCCS Neuromed, Pozzilli, Isernia, Italy
| | | | - Rachele Simeon
- School of Occupational Therapy, Department of Human Neurosciences, Sapienza University of Rome, Rome, Italy
| | - Anna Berardi
- Department of Human Neurosciences, Sapienza University of Rome, Rome, Italy
- IRCCS Neuromed, Pozzilli, Isernia, Italy
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Sofologi M, Papantoniou G, Avgita T, Dougali A, Foti T, Geitona AR, Lyraki A, Tzalla A, Staikopoulou M, Zaragas H, Ntritsos G, Varsamis P, Staikopoulos K, Kougioumtzis G, Papantoniou A, Moraitou D. The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics. Front Psychol 2023; 14:1198119. [PMID: 38022921 PMCID: PMC10643159 DOI: 10.3389/fpsyg.2023.1198119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 09/28/2023] [Indexed: 12/01/2023] Open
Abstract
The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment.
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Affiliation(s)
- Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Georgia Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), Ioannina, Greece
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Theodora Avgita
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Anna Dougali
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Theodora Foti
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Aikaterini-Rafaela Geitona
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Aikaterina Lyraki
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Anastasia Tzalla
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Maria Staikopoulou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Harilaos Zaragas
- Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Georgios Ntritsos
- Department of Informatics and Telecommunications, School of Informatics and Telecommunications, University of Ioannina, Arta, Greece
- Department of Hygiene and Epidemiology, School of Medicine, University of Ioannina, Ioannina, Greece
| | - Panagiotis Varsamis
- Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
| | - Konstantinos Staikopoulos
- Department of Computer, Informatics and Telecommunications Engineering, International Hellenic University, Serres, Greece
| | - Georgios Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, Athens, Greece
- Department of Psychology, School of Health Sciences, University Neapolis Pafos, Pafos, Cyprus
- School of Social Sciences, Hellenic Open University, Patras, Greece
| | - Aphrodite Papantoniou
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece
| | - Despina Moraitou
- Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
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