A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2024-04-04 DOI:10.1177/00169862241239652

H. Elise Samsen-Bronsveld, Anouke W. E. A. Bakx, Stefan Bogaerts, Sanne H. G. Van der Ven

引用次数: 0

Abstract

High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two self-report questionnaires to assess SPS (HSC scale and ChiSSEQ). The results revealed that the 10% best-performing children on the cognitive ability test did not differ significantly from their peers in SPS. There was one exception: Only on the HSC scale did children with high cognitive abilities score higher than those with low abilities (not higher than those with average and above-average abilities). However, this difference disappeared when applying stricter cut-offs to define high cognitive abilities.

查看原文本刊更多论文

资优儿童与认知能力处于低、中、高水平的儿童在小学感官处理敏感性方面的比较

高敏感度通常被认为是资优的一个特征，但这方面的科学证据却很有限。因此，本研究旨在探究资优儿童是否比同龄儿童对自己的感觉处理敏感度（SPS）有更高的评价。共有 882 名来自小学四、五、六年级的儿童参与了这项研究。他们均完成了认知能力测试（COVAT-3）和两份自我报告问卷（HSC量表和ChiSSEQ），以评估感官处理敏感度。结果显示，在认知能力测试中表现最好的 10%的儿童在 SPS 方面与同龄儿童没有显著差异。但有一个例外：只有在 HSC 量表中，认知能力高的儿童得分高于认知能力低的儿童（不高于认知能力中等和高于中等的儿童）。不过，如果采用更严格的分界点来定义高认知能力，这种差异就会消失。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.