Relations between Executive Functions and Intelligence in Gifted Children

Abstract

In this study, it was aimed to investigate the relationship between psychometric intelligence level (WISC-R) and executive functions measured by Wisconsin Card Mapping Test (WKET) in gifted children. The sample of the study consisted of 50 students, 22 girls (44%) and 28 boys (56%), all of whom diagnosed as gifted at İzmir Sıdıka Akdemir Science and Art Center (BİLSEM). The Wisconsin Card Matching Test was applied individually to highly skilled children in a computer environment. The results of the study revealed that there is a relationship between WISC-R Verbal IQ and WKET in Verbal IQ 114-130 in gifted children, that there is no general relationship between Performance IQ and WKET and that WKET subscales differ significantly by age. An exploratory factor analysis was performed on the WKET scores in the sample group. Two basic factors were found as the result of the principal components and varimax rotation analyses. According to the PCA results, factor 1 has 6.27 eigenvalues and accounts for 57% of the total variance. These results indicate that the WKET factor structure is valid for gifted children. © 2017AUJES. All rights reserved Keywords: Executive functions, gifted children, intelligence Extended Abstract PurposeThe dynamic and complex nature of information processing in the brain reveals the concept of executive functions in defining high-level cognitive functions. This concept includes mental functions such as reasoning, problem solving, mental flexibility, creativity, decision making, planning, disruptive interference, and confession of response (Funahashi, 2001;Lezak, 1995;Smith and Jonides, 1999;). The executive function is a term that is interdependent for complex cognitive processes and critical for purposeful, targeted behavior. (Lezak, Howieson, Loring, and Hannay, 2004).