Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample
Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely...
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2025-07-01
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| author | Daniela Pia Rosaria Chieffo Valentina Arcangeli Valentina Delle Donne Giulia Settimi Valentina Massaroni Angelica Marfoli Monia Pellizzari Ida Turrini Elisa Marconi Laura Monti Federica Moriconi Delfina Janiri Gabriele Sani Eugenio Maria Mercuri |
| author_facet | Daniela Pia Rosaria Chieffo Valentina Arcangeli Valentina Delle Donne Giulia Settimi Valentina Massaroni Angelica Marfoli Monia Pellizzari Ida Turrini Elisa Marconi Laura Monti Federica Moriconi Delfina Janiri Gabriele Sani Eugenio Maria Mercuri |
| author_sort | Daniela Pia Rosaria Chieffo |
| collection | DOAJ |
| description | Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; <i>p</i> = 0.032), while females scored higher in processing speed (112 vs. 106; <i>p</i> = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, <i>p</i> = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. |
| format | Article |
| id | doaj-art-e1e082b03ea8497dafa7cbaf736ac3f3 |
| institution | DOAJ |
| issn | 2227-9067 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
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| series | Children |
| spelling | doaj-art-e1e082b03ea8497dafa7cbaf736ac3f32025-08-20T02:45:54ZengMDPI AGChildren2227-90672025-07-0112792610.3390/children12070926Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical SampleDaniela Pia Rosaria Chieffo0Valentina Arcangeli1Valentina Delle Donne2Giulia Settimi3Valentina Massaroni4Angelica Marfoli5Monia Pellizzari6Ida Turrini7Elisa Marconi8Laura Monti9Federica Moriconi10Delfina Janiri11Gabriele Sani12Eugenio Maria Mercuri13Clinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyFaculty of Medicine and Surgery, Department of Health Science and Public Health, Catholic University of the Sacred Heart, 20123 Rome, ItalyComplex Operational Unit of Clinical and Emergency Psychiatry, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyComplex Operational Unit of Child Neuropsychiatry, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyClinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Largo Francesco Vito 1, 00168 Rome, ItalyComplex Operational Unit of Clinical and Emergency Psychiatry, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, ItalyComplex Operational Unit of Clinical and Emergency Psychiatry, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, ItalyComplex Operational Unit of Child Neuropsychiatry, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, ItalyBackground/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; <i>p</i> = 0.032), while females scored higher in processing speed (112 vs. 106; <i>p</i> = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, <i>p</i> = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study.https://www.mdpi.com/2227-9067/12/7/926above-average cognitive functioningcognitive assessmenttwice-exceptionalityexecutive functionsinternalizing symptomslearning difficulties |
| spellingShingle | Daniela Pia Rosaria Chieffo Valentina Arcangeli Valentina Delle Donne Giulia Settimi Valentina Massaroni Angelica Marfoli Monia Pellizzari Ida Turrini Elisa Marconi Laura Monti Federica Moriconi Delfina Janiri Gabriele Sani Eugenio Maria Mercuri Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample Children above-average cognitive functioning cognitive assessment twice-exceptionality executive functions internalizing symptoms learning difficulties |
| title | Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample |
| title_full | Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample |
| title_fullStr | Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample |
| title_full_unstemmed | Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample |
| title_short | Cognitive, Behavioral, and Learning Profiles of Children with Above-Average Cognitive Functioning: Insights from an Italian Clinical Sample |
| title_sort | cognitive behavioral and learning profiles of children with above average cognitive functioning insights from an italian clinical sample |
| topic | above-average cognitive functioning cognitive assessment twice-exceptionality executive functions internalizing symptoms learning difficulties |
| url | https://www.mdpi.com/2227-9067/12/7/926 |
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