Gifted children: Psychopathology, socialization and adaptive behaviors;Enfants à haut potentiel intellectuel: psychopathologie, socialisation et comportements adaptatifs

Neuropsychiatrie de l'Enfance et de l'Adolescence

Volumn 59, Issue 6, 2011, Pages 327-335

  Liratni, M ^a,b,c   Pry, R ^a,c  

^a UNIVERSITÉ PAUL VALÉRY   (France)

^b SESSAD sésame autisme 'L'ombrelle' ^*  (France)

^c MONTPELLIER UNIVERSITY HOSPITAL   (France)

Author keywords

Giftedness; Intelligence; Psychometrics; Psychopathology; Socialization

Indexed keywords

ADAPTIVE BEHAVIOR; ARTICLE; CHILD; CLINICAL ARTICLE; COGNITION; CONTROLLED STUDY; GIFTED CHILD; HUMAN; INTELLIGENCE QUOTIENT; MENTAL DISEASE; SOCIAL ADAPTATION; SOCIAL BEHAVIOR; SOCIAL INTERACTION; SOCIALIZATION; WECHSLER INTELLIGENCE SCALE;

EID: 80053328355     PISSN: 02229617     EISSN: 17696615     Source Type: Journal    
DOI: 10.1016/j.neurenf.2010.11.005     Document Type: Article

References (30)

1. Barthélémy C. Haut potentiel et développements atypiques. Enfants surdoués en difficultés 2005, PUR, Rennes. S. Tordjman (Ed.).
2. Carroll J.B. Human cognitive abilities 1993, Cambridge University Press, Cambridge.
3. Cattell R.B. The three basic factor-analytic research designs: their interactions and derivations. Psychol Bull 1952, 49:499-520.
4. Crick N.R., Dodge K.A. A review and reformulation of social information-processing mechanisms in children's social adjustement. Psychol Bull 1994, 115:74-101.
5. Cohen D.J., Volkmar F. Handbook of autism and pervasive developmental disorders 1997, Wiley and Sous Inc, New York.
6. Cohen R., Duncan M., Cohen S.L. Classroom peer relations of children participating in a pull-out enrichment program. Gifted Child Quarterly 1994, 38:33-37.
7. Field T., Harding J., Yando R., et al. Feelings and attitudes of gifted students. Adolescence 1998, 33:331-342.
8. Gagné F. Understanding the complex choregraphy of talent development through DMGT-based analysis. International handbook of giftedness and talent 2000, Pergamon Press, New York. K.A. Heller, F.J. Mönks, R.J. Sternberg (Eds.).
9. Gardner H. Les intelligences multiples 2004, Retz, Paris.
10. Kostogianni N., Andronikof A. Estime de soi, centration sur soi et ajustement socioaffectif des enfants et adolescents surdoués. Encephale 2009, 35:417-422.
11. Hollingworth L.S. Children above 180 IQ: their origins and development 1942, World Book, New York.
12. Lautrey J. A pluralistic approach to cognitive differenciation and development. Models of intelligence. International perspectives 2003, APA Books, Washington. R.J. Sternberg, J. Lautrey, T.I. Lubart (Eds.).
13. Lehman E.B., Erdwins C.J. The social and emotional adjustment of young, intellectually gifted children. Social/emotional issues, underachievement, and counseling of gifted and talented students 2004, Corwin Press, US. S.M. Moon (Ed.).
14. Liratni M., Pry R. La créativité des enfants à haut potentiel. Approche neuropsychologique des apprentissages chez l'enfant 2008, p. 73-80, 96, 97.
15. Liratni M., Pry R. Psychométrie et WISC IV, quel avenir pour l'identification des enfants à haut potentiel intellectuel ?. Neuropsychiatr Enfance Adolesc 2007, 55:214-219.
16. Lubart T.I. Psychologie de la créativité 2003, Armand Colin, Paris.
17. Luftig R.L., Nichols M.L. Assessing the social status of gifted students by their age peers. Gifted Child Quarterly 1990, 34(3):111-115.
18. Luthar S.S., Zigler E., Goldstein D. Psychosocial adjustment among intellectually gifted adolescents: the role of cognitive-developmental and experiential factors. J Child Psychol Psychiatry 1992, 33(2):371-373.
19. Preuss L.J., Dubow E.F. A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Rev 2004, 26(2):105-111.
20. Renzulli J.S. The three ring conception of giftedness: a developmental model of creative productivity. Conceptions of giftedness 1986, Cambridge University Press, New York. R.J. Sternberg, J.E. Davidson (Eds.).
21. Sanders C.E., Lubinski D., Benbow C.P. Does the defining issues test measure psychological phenomena distinct from verbal ability? An examination of Lykken's query. J Pers Soc Psychol 1995, 69(3):498-504.
22. Schneider B.H., Clegg M.R., Byrne B.M., et al. Social relations of gifted children as a function of age and school program. J Educ Psychol 1989, 81(1):48-56.
23. Siegler R. Intelligence et développement de l'enfant: variations, évolution, modalité 2000, DeBoeck Université, Bruxelles.
24. Sowa C.J., May K.M. Expanding Lazarus and Folkman's paradigm to the social and emotional adjustment of gifted children and adolescents. Social/emotional issues, underachievement, and counseling of gifted and talented students 2004, Corwin Press, US. S.M. Moon (Ed.).
25. Sparrow S., Balla B., Cicchetti V. Vineland adaptative behaviour scale 1984, American guidance service, Circle pines (MN).
26. Spearman C.E. General intelligence objectively measured and determined. Am J Psychol 1904, 15:201-209.
27. Sternberg RJ, Lautrey J, Lubart TI. Models of intelligence. International perspectives. Washington: APA Books; 2003.
28. Terrassier JC. Guide pratique de l'enfant surdoué. Paris: Éditions ESF; 2003.
29. Thorndike E.L. Intelligence and its use. Harpers 1920, 140:227-235.
30. Wechsler D. WISC IV. Paris: ECPA; 2005.