4.6.5 Performance in working memory and attentional networks in gifted children
The aim of this study is to explore the working memory capacity (WMC) and its determinants in intellectually gifted children (IGC) and intellectually average children (IAC). The relationship between the WMC and intelligence seems to be explained by attentional abilities. Thus, we used a composite and adaptive complex span task to assess the WMC. In addition, we assessed the attentional abilities with the Attention Network Test (ANT). Our results show that IGC have a higher WMC than IAC. We discuss this WMC difference between both groups, in light of the attentional networks evaluated by the ANT.
Author(s):
Alexandre Aubry
alexandre.aubry@icloud.com
CRP-CPO [Research Center in Psychology : Cognition, Psychism, Organizations] (EA 7273)
France
Psychologist and a PhD student at the University of Picardie Jules Verne, France. His doctorate thesis is funded by the Regional Council of Picardie (RCP) and European Regional Development Fund (ERDF) and consists in studying the cognitive functioning and the scholastic adaptation of the intellectually gifted children. His thesis is in the part of the project « HPISCOL. Enfants et adolescents à haut potentiel : Identification et scolarisation ». His research interests are focused on cognitive functioning of the gifted students, specifically on their working memory capacity.
Béatrice Bourdin*
She is an associate professor at the University of Picardie Jules Verne, France. She is the codirector of the Research Center in Psychology: Cognition, Psyche, Organizations (CRP-CPO, EA 7273). His main fields of research are the cognitive development in typically and atypically children, specifically the gifted children. She is coordinating a project funded by the Regional Council of Picardie (CRP) and European Regional Development Fund (ERDF) called HPISCOL about the cognitive functioning of the gifted students and their scholastic adaptation.