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  Previous issue (2018. Vol. 7, no. 1)

DOAJ Higher Attestation Commission Russian Science Citation Index

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Intellectual giftedness and social success: an analysis of the contradictory context

Yurkevich V.S., Ph.D. in Psychology, professor, chair of theoretical and experimental foundations of social psychology, department of social psychology, head of Resource center for giftedness, Moscow State University of Psychology and Education, Moscow, Russia, vinni-vi@mail.ru
Abstract
The article addressed the problem of the links between the intellectual giftedness (General Intelligence), on the one hand, and social development, on the other. Analysis of experimental data gives a very contradictory picture. While some studies indicate a certain integrity of mental and social development of a gifted child and his/her well-being in social terms, the other part of researchers numerates facts of significant difficulties for gifted children and adults in situations of social contacts. The article discusses the reasons for such conflicts, and the main one is the existence of two different variants (types) of age-related development of intellectually gifted children. If in one case we observe "over full-fledged" children with a very harmonious type of development (from the point of view of social skills) in another case we confront with problematic children, who display a distinct asynchrony of development, manifesting the dramatic lag of their emotional and social development from mental one

Keywords: general intelligence, social intelligence, social success, "psychosocial dilemma" of a gifted child, "positive disintegration", a teacher of gifted children

Column: Developmental psychology

DOI: http://dx.doi.org/10.17759/jmfp.2018070203

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