Analysis of the Relationship between Executive Functions and Intelligence in Gifted Student: A Pilot Study.

Rojas, María Jesús Luque; D.J, Luque; Elósegui, Eduardo; Mouček, Roman; Casquero, Dolores; Scheithauerová, L

doi:10.20944/preprints202102.0423.v1

Cited by 3 publications

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“…The results showed that gifted students performed better in verbal and visual working memory. Moreover, Rojas et al (2021) analyzed the relationship between EF and intelligence in gifted student. They studied 20 gifted students assessments by a school counselor.…”

Section: Conceptual Approach Of Efmentioning

confidence: 99%

Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Kontostavlou

Drigas²

2021

Retos

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The purpose of this article is to clarify the relationship between Executive Functions (EF) training and giftedness. In this paper we provide a literature review of condemnatory literature. Executive Functions are a set of cognitive skills considered as necessary for the cognitive control of behavior and they are important for self- regulation and adaptation. The proper functioning of the executive functions is associated with high IQ. Moreover, executive function training can be achieved by brain training programs, that aim to improve basic brain functions. Through education, various tasks are improved. Techniques that improve cognitive skills can benefit individuals with superior mental abilities and can be used as intervention techniques to improve and develop giftedness. The training of executive functions can be achieved through brain training. Brain training is a scientific field that has highly progressed over the last years and has offered extremely interesting results that lead to new developments in the field of giftedness. After analyzing what brain training is, we refer to the executive functions that can improve through brain training. Afterwards, we refer to brain training programs, which have had positive effects on the training of executive functions. Resumen: El propósito de este artículo es aclarar la relaciόn entre la formaciόn de funciones ejecutivas y la superdotación. En este artículo proporcionamos una revisión de la literatura condenatoria. Las funciones ejecutivas son un conjunto de habilidades cognitivas consideradas necesarias para el control cognitivo de la conducta y son importantes para la autorregulación y adaptación. El buen funcionamiento de las funciones ejecutivas está asociado a un alto coeficiente intelectual. Además, el entrenamiento de la función ejecutiva se puede lograr con programas de entrenamiento cerebral, que tienen como objetivo mejorar las funciones cerebrales básicas. A través de la educación, se mejoran varias tareas. Las técnicas que mejoran las habilidades cognitivas pueden beneficiar a las personas con capacidades mentales superiores y pueden utilizarse como técnicas de intervención para mejorar y desarrollar la superdotación. El entrenamiento de las funciones ejecutivas se puede lograr mediante el entrenamiento del cerebro. El Brain Training es un campo científico que ha avanzado mucho en los últimos años y ha ofrecido resultados sumamente interesantes que conducen a nuevos desarrollos en el campo de la superdotación. Tras analizar qué es el entrenamiento cerebral, nos referimos a las funciones ejecutivas que pueden mejorar mediante el entrenamiento cerebral. Posteriormente, nos referimos a los programas de entrenamiento cerebral, que han tenido efectos positivos en el entrenamiento de las funciones ejecutivas.

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Section: Conceptual Approach Of Efmentioning

confidence: 99%

Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Kontostavlou

Drigas²

2021

Retos

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Stimulation of Executive Functions with Embedded Preliteracy Skills in High Ability Preschoolers: An Educational Software

Rachanioti

Alevriadou

Bratitsis

et al. 2023

Research on E-Learning and ICT in Education

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The Relevance of the Early Childhood Executive Functions With Preliteracy Learning

Rachanioti

Alevriadou

Bratitsis

et al. 2022

Advances in Psychology, Mental Health, and Behavioral Studies

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High ability preschoolers manifest a great variability on neuropsychological measures and preliteracy skills within their population, despite their intelligence quotient scores in the above average range. The present chapter begins with a definition of the executive functions (EFs), followed by recent research on the penetration of EFs sufficiency or insufficiency in early oral language development. Research data on the EFs and preliteracy skills of high ability preschool children are also presented, followed by the description of an educational EFs training software with embedded preliteracy activities. Its development was based on recent documented evidence on the relevance of early childhood EFs and young children's preliteracy skills. After taking part in a pretest assessment of core EFs and preliteracy skills, a group of 12 high ability preschool children participated in two 30-min sessions of the educational EFs training program with integrated preliteracy activities per week for 12 weeks. Preliminary findings are promising for its efficacy.

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Analysis of the Relationship between Executive Functions and Intelligence in Gifted Student: A Pilot Study.

Cited by 3 publications

References 0 publications

Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Executive Functions Training and Giftedness (Capacitatión en funciones ejecutivas y superdotación)

Stimulation of Executive Functions with Embedded Preliteracy Skills in High Ability Preschoolers: An Educational Software

The Relevance of the Early Childhood Executive Functions With Preliteracy Learning

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