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Resumen: Tradicionalmente la determinación de la sobredotación se ha realizado con tests tradicionales de inteligencia. El principal argumento para hacerlo ha sido la estabilidad temporal de esta medida. En los últimos años algunos autores defienden una determinación temprana de la sobredotación en niños, aunque otros señalan que la determinación del C.I. en niños pequeños arroja un número importante de falsos positivos debido a la variabilidad de la medida de la inteligencia por influencia de diferentes factores tales como la plasticidad cerebral, la estimulación, etc…, por lo que proponen el uso de índices complementarios para el diagnóstico de sobredotación. En este trabajo se realiza un estudio longitudinal de dos años a 49 niños de entre 5 y 9 años, -inicialmente identificados como superdotados-, para comprobar la estabilidad de su C.I. y de otras medidas tales como el potencial de aprendizaje y la memoria de trabajo. Los resultados muestran como las medidas de potencial de aprendizaje y memoria de trabajo permanecen estables en el tiempo mientras que el C.I. de un grupo de niños de menor edad no se mantiene en dicho periodo. Estos resultados señalan la utilidad de las medidas de P.A. como un índice complementario en la determinación de la sobredotación en niños pequeños. Palabras clave: C.I.; sobredotación; potencial de aprendizaje; estudio longitudinal; inteligencia, evaluación dinámica.Title: Temporal stability of IQ and learning potential in gifted children: diagnostic implications. Abstract: Traditionally the determination of the giftedness has performed with traditional intelligence tests. The main argument to do so has been the temporal stability of this measure. In recent years some authors defend a determination early giftedness in children, although others point out that toddlers evaluation produces a significant number of false positives due to the variability in the measurement of intelligence by different factors such as plasticity, stimulation, etc.., therefore proposed the use of complementary indices for giftedness diagnosis. This paper presents a longitudinal study of two years to 49 children aged between 5 and 9 years, initially identified as gifted, to check the stability of your IQ and other measures such as the learning potential and working memory. The results show how learning potential and working memory measures remain stable in time while the IQ of a group of younger children is not maintained during this period. These results indicate the usefulness of P.A. measures as a supplementary index in the determination of the giftedness on young children. Key words: I.Q.; giftedness; learning potential; longitudinal study; intelligence; dynamic assessment. IntroducciónDurante más de 100 años la determinación de sobredotación intelectual se ha realizado de manera casi exclusiva en base a la puntuación de C.I.. No obstante, desde hace más de una década se viene planteando la falta de exactitud de la evaluación realizada sólo con tests tradicionales de inteligencia para la identificación de ...

Old age is an extended period of life characterized by major inter-individual differences and different life trajectories which have been synthesized in three modalities of ageing: usual, pathological and successful (Rowe and Khan, 1997). Analysis of the variables associated with these patterns and with cognitive evolution in old age has generated a large number of studies, many of which involve the analysis of learning potential or cognitive plasticity as an assessment tool which enables us to establish differences between old adults with greater precision than static assessments (Schreiber and Schneider, 2006). The present study analysed the performance of an initial sample of 312 old adults with different cognitive profiles in the AVLT-PA learning potential assessment task, with the objective of determining which components of the task may be used to classify participants most correctly, and which may be used to predict the long-term cognitive evolution of old adults. Results indicate that the most appropriate marker of the AVLT-PA task for classifying old adults and determining their cognitive evolution is the Delayed Recall measure.

Since the mid-70s, the beginning of research on cognitive plasticity and the influence of the environment on the maintenance or cognitive decline of the elderly marked the beginning of a flourishing period of cognitive stimulation, cognitive rehabilitation, cognitive training, etc. in order to achieve optimal aging at the cognitive level Calero [1]. From these investigations it is accepted that the environment is a relevant variable in active aging; that

Old age is an extended period of life characterized by major inter-individual differences and different life trajectories which have been synthesized in three modalities of ageing: usual, pathological and successful (Rowe and Khan, 1997). Analysis of the variables associated with these patterns and with cognitive evolution in old age has generated a large number of studies, many of which involve the analysis of learning potential or cognitive plasticity as an assessment tool which enables us to establish differences between old adults with greater precision than static assessments (Schreiber and Schneider, 2006). The present study analysed the performance of an initial sample of 312 old adults with different cognitive profiles in the AVLT-PA learning potential assessment task, with the objective of determining which components of the task may be used to classify participants most correctly, and which may be used to predict the long-term cognitive evolution of old adults. Results indicate that the most appropriate marker of the AVLT-PA task for classifying old adults and determining their cognitive evolution is the Delayed Recall measure.