Giftedness from the perspective of neuroimaging and differential pedagogy. Are we talking about the same thing?

Alta capacidad intelectual desde la neuroimagen y la pedagogía diferencial. ¿Hablamos de lo mismo?

María Isabel Gómez-León

DOI: https://doi.org/10.22550/REP80-3-2022-02

Advances in neuroimaging techniques have significantly enhanced our ability to study differences in cognitive efficiency in children and adolescents. However, these studies have traditionally used intelligence quotient (IQ) as the sole measure of cognitive ability. Talent development experts are increasingly drawing attention to the major limitations of exclusively using this measure to identify the variables associated with giftedness, in terms of the validity of the construct they intend to measure and in respect of the measurement’s reliability and stability. The aim of this study is to analyse whether the construct of intelligence on which recent neuroimaging studies are based, the type of instrument used to quantify giftedness and the corresponding neurobiological results are consistent with the advances made by differential pedagogy in respect of the multidimensional construct of intelligence. To this end, a systematic review both of neuroimaging research that seeks to explain the neural correlates of giftedness in children and adolescents, on the one hand, and of research focussing more prominently on the field of giftedness development, on the other, has been carried out. The findings suggest that brain networks and dynamics associated with creativity and motivation may have a bearing on cognitive performance variability. However, as the majority of neuroimaging studies continue to use IQ as the sole measure of intellectual ability, most of the data produced by these studies cannot be generalised for the purpose of determining what differential pedagogy experts refer to as “giftedness”.

 


 

Please, cite this article as follows: Gómez-León, M. I. (2022). Alta capacidad intelectual desde la neuroimagen y la pedagogía diferencial. ¿Hablamos de lo mismo? | Giftedness from the perspective of neuroimaging and differential pedagogy. Are we talking about the same thing? Revista Española de Pedagogía, 80 (283), 451-473. https://doi.org/10.22550/REP80-3-2022-02

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María Isabel Gómez-León is a postgraduate Lecturer of the Master’s Degree in Special Education, the Master’s Degree in Early Care and Child Development, the Master’s Degree in Neuropsychology and Education and the Master’s Degree in Neuromarketing at the Universidad Internacional de La Rioja and of the Master’s Degree in Educational Processes of Teaching and Learning, the Master’s Degree in Attention to Diversity and the Master’s Degree in Advanced Studies in Giftedness and Talent Management; and a graduate professor of the Degree in Early Childhood Education and Primary Education at Universidad Antonio de Nebrija; and a postgraduate Lecturer of the Master’s Degree in Advanced Teaching Competences and the Master’s Degree in Psycho-pedagogical Orientation and Intervention at Universidad Camilo José Cela; and Director and postgraduate professor of the Master’s Degree in Early Intervention at Universidad Francisco de Vitoria.

 https://orcid.org/0000-0001-7466-5441

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