{"title":"诊断为多动症的智力天才儿童的认知特征","authors":"Cesare Cornoldi , David Giofrè , Enrico Toffalini","doi":"10.1016/j.intell.2023.101736","DOIUrl":null,"url":null,"abstract":"<div><p>Some children may be intellectually gifted, and yet experience behavioral and academic difficulties. We examined 82 twice exceptional children (2e-ADHD), having an excellent General Ability Index (GAI) derived from the Wechsler Intelligence Scale for Children-IV (GAI ≥ 125), and a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD). They accounted for 8.8% of a large sample of children with ADHD, which is twice as high as the proportion of intellectually gifted children in a typical population. This over-representation does not reflect a misdiagnosis of ADHD, as these children showed the typical features predicted on the grounds of data regarding the ADHD sample, including lower scores in working memory and processing speed measures, combined with the inclusion criteria for giftedness. Based on information concerning intellectually gifted children with either a Specific Learning Disorder (SLD) or typical development, we observed that these characteristics of intelligence are similar to those seen in SLD, but not in typical development, irrespective of whether 2e-ADHD children had a comorbid SLD.</p></div>","PeriodicalId":3,"journal":{"name":"ACS Applied Electronic Materials","volume":null,"pages":null},"PeriodicalIF":4.3000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD\",\"authors\":\"Cesare Cornoldi , David Giofrè , Enrico Toffalini\",\"doi\":\"10.1016/j.intell.2023.101736\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Some children may be intellectually gifted, and yet experience behavioral and academic difficulties. We examined 82 twice exceptional children (2e-ADHD), having an excellent General Ability Index (GAI) derived from the Wechsler Intelligence Scale for Children-IV (GAI ≥ 125), and a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD). They accounted for 8.8% of a large sample of children with ADHD, which is twice as high as the proportion of intellectually gifted children in a typical population. This over-representation does not reflect a misdiagnosis of ADHD, as these children showed the typical features predicted on the grounds of data regarding the ADHD sample, including lower scores in working memory and processing speed measures, combined with the inclusion criteria for giftedness. Based on information concerning intellectually gifted children with either a Specific Learning Disorder (SLD) or typical development, we observed that these characteristics of intelligence are similar to those seen in SLD, but not in typical development, irrespective of whether 2e-ADHD children had a comorbid SLD.</p></div>\",\"PeriodicalId\":3,\"journal\":{\"name\":\"ACS Applied Electronic Materials\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.3000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ACS Applied Electronic Materials\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S016028962300017X\",\"RegionNum\":3,\"RegionCategory\":\"材料科学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"ENGINEERING, ELECTRICAL & ELECTRONIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Electronic Materials","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S016028962300017X","RegionNum":3,"RegionCategory":"材料科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ENGINEERING, ELECTRICAL & ELECTRONIC","Score":null,"Total":0}
引用次数: 2
摘要
有些孩子可能有智力上的天赋，但却经历了行为和学业上的困难。我们检查了82名两次异常儿童(2 -ADHD)，他们的一般能力指数(GAI)来自韦氏儿童智力量表- iv (GAI≥125)，并且诊断为注意缺陷和多动障碍(ADHD)。他们占了大量ADHD儿童样本的8.8%，是典型人群中智力超常儿童比例的两倍。这种过度代表并不能反映ADHD的误诊，因为这些孩子表现出了根据ADHD样本数据预测的典型特征，包括工作记忆和处理速度测量的较低分数，以及天才的纳入标准。基于关于患有特殊学习障碍(SLD)或典型发展的智力天才儿童的信息，我们观察到这些智力特征与特殊学习障碍(SLD)相似，但与典型发展不同，无论2 - adhd儿童是否患有共病的SLD。
Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD
Some children may be intellectually gifted, and yet experience behavioral and academic difficulties. We examined 82 twice exceptional children (2e-ADHD), having an excellent General Ability Index (GAI) derived from the Wechsler Intelligence Scale for Children-IV (GAI ≥ 125), and a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD). They accounted for 8.8% of a large sample of children with ADHD, which is twice as high as the proportion of intellectually gifted children in a typical population. This over-representation does not reflect a misdiagnosis of ADHD, as these children showed the typical features predicted on the grounds of data regarding the ADHD sample, including lower scores in working memory and processing speed measures, combined with the inclusion criteria for giftedness. Based on information concerning intellectually gifted children with either a Specific Learning Disorder (SLD) or typical development, we observed that these characteristics of intelligence are similar to those seen in SLD, but not in typical development, irrespective of whether 2e-ADHD children had a comorbid SLD.
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