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Psychological-Educational Studies
2015. Vol. 7, no. 1, 111–121
https://doi.org/10.17759/psyedu.2015070111
ISSN: 2587-6139 (online)

Features of sexual dimorphism in cognitive abilities and structures of interests in teenagers with high level of intelligence

 
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Abstract

We present the results of the study of age dynamics factors of the intellectual abilities of cognitively gifted adolescents, namely manifestations of sexual dimorphism in their intellectual sphere and interests. We described an empirical testing of the hypothesis of the specifics of sexual dimorphism of intellectual abilities of adolescents with a high IQ. The study involved 249 adolescents (St. Petersburg), aged 14-17 years, including 132 adolescent high IQ - 81 girl and 51 boy, 117 adolescents with an average IQ - 66 girls and 51 boy. Intellectual performance (11 faculties - spatial, verbal, math, memory) are measured by the Universal intelligence test, the interests – with a biographical questionnaire. Mathematical processing of data was performed using SPSS Statistics 20. The study showed sexual dimorphism abilities manifested in adolescents with high IQ: girls outperform boys in verbal (p = 0.001), spatial (p = 0.05), mnemonic abilities (p = 0.001) and in general, IQ (r = 0.05); boys outperform girls in mathematical abilities (p = 0.001). No differences were found in adolescents with average IQ. Differences in IQ scores of boys and girls with high IQ were similar to the structure of the differences in their interests. We suggested an especially "sensitive" development abilities of teenagers with a high IQ to the structure of interest.

General Information

Keywords: intellectual ability, sexual dimorphism, cognitive giftedness, teens, high intelligence, IQ

Journal rubric: Developmental Psychology

OpenAlex citations: 2

OpenAlex trends: Cognitive Abilities and Testing, Psychology of Development and Education, Identity, Memory, and Therapy

Information about the work in OpenAlex

Number of citations: 2

Topics

Cognitive Abilities and Testing

This cluster of papers explores the effects of working memory training on cognitive abilities, including intelligence, and its relationship with genetic influences, socioeconomic status, and brain plasticity. It also investigates the impact of video game training on cognitive control and the role of twin studies in understanding these phenomena.

Number of works: 66067  |  Total number of citations: 1263992

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Identity, Memory, and Therapy

This cluster of papers explores the development of narrative identity, autobiographical memory, and psychological well-being in emerging adulthood. It delves into the formation of life stories, memory specificity, and the impact of cultural and social factors on identity construction during life transitions. The research emphasizes the role of narrative identity in shaping individuals' experiences and well-being as they navigate the complexities of emerging adulthood.

Number of works: 35293  |  Total number of citations: 582021

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2015070111

Published

For citation: Saulina, E.B. (2015). Features of sexual dimorphism in cognitive abilities and structures of interests in teenagers with high level of intelligence. Psychological Science and Education psyedu.ru, 7(1), 111–121. (In Russ.). https://doi.org/10.17759/psyedu.2015070111

© Saulina E.B., 2015

License: CC BY-NC 4.0

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Information About the Authors

E. B. Saulina, Post-graduate Student of the Department of Developmental Psychology and Differential Psychology, St. Petersburg state University, Methodological Consultant, Centre for Testing and Development «Humanitarian technologies», Moscow, Russian Federation, e-mail: saulina.psy@gmail.com

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