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ABSTRACT
Previous research has suggested that intellectually gifted individuals appear to be better able to utilize higher levels of conceptual problem solving, mental efficiency, and more effective use of their executive functioning. As IQ increases into the superior ranges, clear improvement on neuropsychological measures of executive functioning occurs (Arffa, Lovell, Podell, and Goldberg, 1998). The purpose of this review is to examine previous and current literature regarding intelligence, executive functioning, and learning processes in gifted children and adolescents. This includes the exploration of broader aspects of executive functioning (e.g., planning, organization, strategic functioning and stability in strategy use, inhibition, and cognitive flexibility), as well as more specific executive functions and the impact these functions have on learning in gifted populations. Neurocognitive, neuroanatomical, and neurochemical characteristics thought to play a role in intellectual giftedness, executive functioning, and twice-exceptionality will be discussed. Planning and organizational profiles unique to learning processes in twice-exceptional children and adolescents possessing intellectual giftedness and ADHD (oftentimes associated with executive functioning deficits) will also be explored. Finally, implications of age, gender, and language will be examined.
Keywords: intelligence, executive functioning, gifted, twice-exceptional
1. INTRODUCTION
Executive functioning and intelligence are two constructs that play very important roles in early learning processes. There is a large amount of literature exploring the implications of executive functioning on learning during childhood and adolescence; however, little is known regarding the impact gifted intellect has on the relationship between executive functioning and early learning processes. Additionally, existing literature has focused on the important role that executive dysfunction plays in academic, behavioral, and social-emotional problems, with much of this research involving arguably the most common neurodevelopmental disorder of childhood associated with executive dysfunction, Attention-Deficit/Hyperactivity Disorder (ADHD). However, while much of this literature has focused on executive dysfunction in children and adolescents of average or below average intellectual and academic functioning, very little research has been conducted with executive dysfunction in intellectually bright or gifted youth. The following review explores executive functioning strengths, as well as executive functioning deficits, in children and adolescents with superior intellectual abilities, including intellectually bright, gifted, and twice-exceptional populations.
2. INTELLIGENCE
In order to understand executive functioning in intellectually bright and gifted populations, one must first define intelligence. Multiple models of intelligence have been...