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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological Characteristics of Gifted Adolescents with a Different Ratio of Verbal and Non-verbal Abilities

Petrova S.O., PhD student, Clinical Psychology of Early Childhood Chair, Department of Clinical and Special Psychology, Moscow State University of Psychology and Education, Moscow, Russia, simarik2000@mail.ru
Abstract
This article is devoted to the study of cognitive and personality characteristics of children with high levels of general giftedness, but with a different ratio of verbal and non-verbal abilities. Article presents a review of the literature on the subject. Based on the review the goals and objectives of the empirical study are demonstrated. This paper studies cognitive (intellect, creativity), personal (subjective assessment of own abilities, anxiety) characteristics and educational attainment in 50 gifted seven-graders. Students were divided into four groups: with severe and moderate weakness of verbal abilities, moderate weakness of non-verbal abilities and an approximate equality of these two types of abilities. It was demonstrated that despite the high level of general IQ, students with a relative weakness non-verbal and in particular verbal abilities may have difficulties in learning (in the program for gifted children). This can lead to inadequate assessment by children of their capabilities and increase in anxiety. The need for multi-psychological diagnostics of students’ giftedness is stressed. The profile of their mental abilities and personality characteristics should be taken into account to promote complete opening of available capabilities.

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