Relative weaknesses in visual-motor skills und visual-spatial perception as risk factors inhibiting the development of gifted children and adolescents: An analysis of AID 3 intelligence-test profiles for children with superior intelligence.

Autor/inn/en	Holocher-Ertl, Stefana; Seistock, David
Titel	Relative weaknesses in visual-motor skills und visual-spatial perception as risk factors inhibiting the development of gifted children and adolescents: An analysis of AID 3 intelligence-test profiles for children with superior intelligence. Gefälligkeitsübersetzung: Relative Schwächen der visuell-motorischen Fähigkeiten und der visuell-räumlichen Wahrnehmung als Risikofaktoren, die die Entwicklung begabter Kinder und Jugendlicher behindern: Eine Analyse der Intelligenztestprofile des AID 3 für hochbegabte Kinder.
Quelle	In: Psychological test and assessment modeling, 61 (2019) 3, S. 301-319Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493
Schlagwörter	Intelligenz (Psychologie); Kognition; Kognitive Entwicklung; Psychische Störung; Intelligenzquotient; Schulleistung; Soziale Kompetenz; Visuelle Wahrnehmung; Messung; Leistung; Hoch Begabter
Abstract	To shed light on causes of underachievement in highly gifted students, lower order processing abilities of highly gifted students with and without psychological problems and of nongifted students are investigated. The intelligence profiles of the intelligence test AID 3 (Adaptive Intelligence Diagnosticum, Third Edition) of a clinical sample of 81 highly gifted children were compared to a nonclinical, highly gifted sample of 42 children and a nonclinical nongifted sample of 389 children. In the nonclinical, nongifted sample no content-related differences between the particular subtests measuring lower order processing abilities were identified. Analyses by means of dependent ANOVA revealed systematically occurring, comparably low values in those sub-tests that examined the children's visual-motor processing speed, visual-spatial perception and social abilities in the sample of the clinical, highly gifted children. These abilities were also lowest developed in the non-clinical, highly gifted sample, whereas the abilities' distribution was distinctly more homogeneous. It is argued that highly gifted children show individual weaknesses in very specific areas that can become development-inhibiting within the framework of school achievement. Why these weaknesses are expressed in the mentioned range of abilities, and how this correlates with high cognitive abilities, is discussed by applying empirical findings as well as observations from clinical practice. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3