🧠 High Abilities: Beyond an intelligence score

In this article I would like to address some considerations related to high abilities , a topic that, I must admit professionally, has fascinated me since the time I was studying for my Master's degree in Neuropsychology and Education 🎓.

Specifically, in that Master's program I took a course entitled: "Multiple Intelligences, Creativity, Talent and High Abilities" . This experience marked the beginning of a learning journey that I continue to this day, allowing me to formalize the acquisition of psychological and neuropsychological tests aimed at supporting families and schools.

Our goal at Neuropsyedu is to promote better educational practices adapted to the cognitive and socio-emotional characteristics of this population. But are high abilities a learning need? 🤔 You'll discover the answer to this question throughout this article.

💡 What are High Abilities? How do they differ from Talent?

When we refer to high abilities (a term formerly known as giftedness), we are referring to individuals who exhibit intellectual performance above the norm for the group to which they belong. These individuals demonstrate a wide range of strengths in various aptitudes, allowing them to learn with relative ease in any area of knowledge 📚 (Torrego et al., 2011).

It is crucial to highlight the difference between high abilities and talent :

  • 🎹 Talent: Involves the high development of very specific skills or areas (e.g., mathematical, verbal, musical, or artistic talent).

  • 🌟 High Abilities: Involves a homogeneity in the performance shown in several skills or aptitudes in a global way.

🧬 The Neurobiology of High Abilities

From the field of neuropsychology, various theories and studies have attempted to explain the cognitive functioning of this population. We have been able to draw fascinating conclusions about their brain architecture:

1. Increased interhemispheric activation 🧠

Gifted individuals make more efficient use of their cognitive resources. Neuroimaging studies have found a greater thickness of the corpus callosum (Luders, 2007). The corpus callosum is the anatomical structure that facilitates the communication pathway between the right and left hemispheres of the brain.

2. Cognitive Flexibility and Inhibition 🔄

High intelligence is correlated with robust executive functions, specifically cognitive flexibility and inhibition. Flexibility is the ability to generate original responses to novel problems and quickly consider multiple solutions (Cartwright, 2002; Rojas-Barahona, 2017).

3. Neuronal Efficiency ⚡

From a neurofunctional perspective, this population exhibits greater neuronal efficiency, manifested by increased activation of alpha wave frequencies and lower metabolic consumption. This translates into much more effective and selective performance, allowing for the optimization of mental time and effort (Sastre-Riba & Ortiz, 2018).

📋 The Evaluation Process: What areas should we consider?

In my professional practice, I believe that assessment should not be limited to a single number. Below, I mention the critical areas to consider when evaluating a potential case of giftedness:

Intelligence (WISC-IV and TONI-IV) 🧩

Theorists agree that one of the criteria is above-average intellectual ability (IQ of 130 or higher). We look for a certain degree of homogeneity across the four indices: verbal comprehension, perceptual reasoning, working memory, and processing speed.

Cognitive Aptitudes (BAT-7) 📊

It is not enough to assess general intelligence. We use batteries like the BAT-7 (especially in adolescents) to measure eight aptitude areas (verbal, spatial, attention, reasoning, numerical, mechanical, spelling, etc.). This helps us distinguish whether we are dealing with a pattern of high abilities (high homogeneity) or a specific talent .

Personality (16-PF-APQ) 👤

Essential! Every boy or girl is unique, and we should avoid labels. However, common traits include:

  • 🧐 Deep curiosity to learn.

  • 📈 Tendency towards perfectionism and self-demand.

  • 😑 Boredom when the class does not meet their expectations.

  • ⚖️ Great sense of justice.

  • 😰 Possible anxiety if they do not achieve their goals.

Neuropsychological Factors and Differential Diagnosis 🔍

Individuals with high abilities often have high levels of attention and memory. However, their behavioral characteristics (mental agility, boredom) are sometimes mistaken for ADHD .

Important note: To avoid false diagnoses, we apply tests such as the d2-R Attention Test, TOMAL, BANFE-3 or BRIEF-2 to objectify the actual neuropsychological functioning.

Vocational Interests and Creativity 🎨

We use tests like Explora to contextualize educational support towards future careers and we evaluate Creativity (fluency, originality and flexibility) as a key component of their profile.

🏫 Myths and Realities: Learning Needs

Returning to the initial question: Yes, giftedness is an educational necessity. Here are some vital reflections for parents and teachers:

  1. The Myth of High Performance: 🚫 It's false that they will always get excellent grades. If a student feels that the environment doesn't match their learning pace, they may experience demotivation and boredom, paradoxically leading to poor academic performance.

  2. Critical Attitude: 🤨 They may adopt a questioning or nonconformist position towards teachers due to their high learning expectations.

  3. Classroom Behavior: 🏃‍♂️ Their mental agility can cause them to finish tasks ahead of schedule, generating distractions or behavioral problems if not managed properly.

  4. Social Asynchrony: 🤝 Their interests may not match their chronological age, making it difficult to relate to their peers and sometimes generating a peculiar sense of humor that can cause awkward situations.

🇵🇦 Legal Context and Support in Panama

In Panama, the subject is regulated by the Ministry of Education ( MEDUCA ) through the Program of Outstanding Aptitudes and Specific Talents .

How to proceed?

The formal diagnosis for the purposes of the educational system is the responsibility of the Educational Support Service (SAE) of the Directorate of Special Education of MEDUCA.

  • ✅ Option 1 (Recommended): Parents can go directly to the SAE to request an evaluation without needing a referral.

  • 🏥 Option 2 (Private): At Neuropsyedu , we conduct the initial screening assessment and prepare a comprehensive clinical report. This report is used to refer the student to the Student Support Service (SAE).

Clarification: The final decision on the adjustments and recommendations to the educational center (official or private) is made by MEDUCA, as stipulated in articles 4 and 5 of the program (February 25, 2016).

Resources Available in Panama

There are foundations and professionals doing excellent work:

  • ✨ Sparkids Foundation: Support for children with high abilities, precocity and talents.

  • 👥 Community of High Abilities and Exceptional Talents in Panama (ALCATEP): Teaching and support for families.

  • 👨‍🏫 MEDUCA Coordination: We recommend contacting psychologist Alejandro Carrasquilla, Coordinator of the Outstanding Aptitudes Program.

✨ Conclusion

If, after an assessment, your son or daughter doesn't meet the criteria for giftedness, it's not a bad thing . On the contrary, it's a wonderful opportunity to understand their unique profile of strengths and weaknesses, and thus give them the tools to develop their full potential 🌱.

The ultimate goal is not the label, but the well-being and holistic development of the individual. For neuropsychology consultations, please feel free to write to us or call +507 6535 6362 , and we will be happy to assist you.

📚 Bibliographic References

  • Cartwright, K. B. (2002). Cognitive Development and Reading . Journal of Educational Psychology.

  • García-Rona, A., & Sierra-Vázquezb, J. (2011). Children with high intellectual abilities. Warning signs and neuropsychological profile .

  • Gómez-León, MI (2020). Psychobiological bases of creativity in children with high abilities .

  • Luders, E. et al. (2007). Positive Correlations between Corpus Callosum Thickness and Intelligence . Neuroimaging.

  • Torrego, JC, et al. (2011). Students with high abilities and cooperative learning .

  • Sastre-Riba, S., & Ortiz, T. (2018). Executive neurofunctionality: a comparative study in high abilities . Journal of Neurology.