Search

A high IQ is an opportunity that no one considers in terms of executive performance, should it be within universities or organizations. Notwithstanding the fact that academic and professional worlds do not consider the potential of higher intelligence to the extent of setting up measurement processes, researchers also neither agree on the meaning of intelligence nor on the best ways to assess it. Consequently, if there is a great number of tests aiming at measuring giftedness, the will to update their structure and relevance is not a priority. In order to support the potential of intelligence, we here propose a new IQ testing concept, which we have built from the pioneers' observations and enriched with aggregated items that are as free as possible from educational and cultural influences. In this regard, we present historical conceptual oppositions, we diagnose the currently existing tests, and we set up the conceptual framework into which we anchor our test's components for us to be able to identify higher intelligence while preserving it from cultural or educational distortions., Un Haut Quotient Intellectuel (HQI) est une chance que l'on ne saisit ni dans les uni-versités, ni dans les organisations. Outre l'absence de reconnaissance de la part des mondes académique et professionnel pour la diversité de l'intelligence et le potentiel qu'elle représente, elle ne fait pas non plus l'unanimité chez les chercheurs qui tentent de la mesurer, d'où la multiplication des tests et de leurs limites heuristiques, et le ralen-tissement très sensible de la création, de l'utilisation, de la publication et de la mise à jour de tests d'intelligence. Dans le but de défendre ce potentiel, nous proposons la création d'un nouveau test qui se ressaisisse d'un objectif qui a été soit écarté d'emblée, soit délaissé une fois les travaux des pionniers qui visaient à saisir l'intelligence chez les plus doués de leurs contemporains furent publiés : l'agrégation d'items visant à détecter un HQI aussi peu influencée que possible par des éléments culturels ou éducatifs. Pour cela, nous présentons les oppositions conceptuelles historiques, nous critiquons les tests actuels, puis nous définissons le cadre conceptuel au sein duquel nous suggérons les composantes d'un test permettant la mesure du HQI afin que celui-ci subisse le moins de distorsions possibles lorsqu'elles sont issues d'une culture ou d'une éducation.

The objectives of this study were: 1) to describe the psychiatric comorbidities in adult individuals with high potential; 2) to assess self-esteem and quality of life in comparison with general population; 3) to study the relationships between intelligent quotient (IQ), self-esteem, psychiatric comorbidities and quality of life.This cross-sectional study was conducted in the psychiatric department of a public university hospital (Marseille, France). An outpatient hospital service has been specifically opened to test intelligence since 2012. During a period of six months, it was proposed to all the major individuals with high intellectual potential to receive a psychiatric evaluation using the Mini International Neuropsychiatric Interview (MINI) and to complete self-report questionnaires assessing depression (Beck scale), anxiety (STAI), self-esteem (Rosenberg scale) and quality of life (SF-36). Relationships between IQ, self-esteem, psychiatric comorbidities and quality of life were analyzed using a Bayesian path analysis.Twenty-eight subjects were included, 8 had an IQ between 115 and 130, and 20 had an IQ130. Fifty-seven percent of individuals had generalized anxiety, 21.4% a current major depressive episode, and 75% a past major depressive episode. Subjects had a low self-esteem and quality of life levels significantly lower than those in the French general population. Subjects with higher self-esteem levels had more depressive (β=0.726, P0.001) and anxiety (β=0.335, P0.001) disorders, associated with lower quality of life levels (β=-0.447, P0.001 and β=-0.276, P=0.012), suggesting that self-esteem was defensive and inadequate.Our study found a high frequency of psychiatric disorders associated with low levels of self-esteem and quality of life. A psychological treatment focusing on self-esteem may have a beneficial effect on anxiety, depression and quality of life.

Learning disorders are increasingly a concern for Tunisians parents. These difficulties are divided into two groups: specific learning disabilities and non-specific learning disorders.Our work is part of a federated research project. Our aim is to determine the incidence, etiology and management of learning disorders in the region of Sfax.We conducted a descriptive cross-sectional study on a population of 304 children assessed by their teachers as having academic difficulty. A multidisciplinary assessment including a neurological examination, an assessment of score of intelligence and language assessment has been performed for 209 children.Referring to our sample, learning disorders affect 21.3% of children in the region Sfax. The frequency of specific learning disorder is estimated at 10.3% (reading disorder 5.9%, dyscalculia 2.4%, reading disorder associated with dyscalculia 2%). Non-specific learning disorders were found in 11% of children. Etiologies in this group were dominated by mental retardation (2.1%), inappropriate education (2.3%).Our study revealed the high frequency of learning difficulties. It allows us to distinguish between specific learning disabilities and non specific learning disorders secondary to neurological or precarious socio-economic conditions. However, the profile and severity of specific learning disorders could not be studied due to the lack of standardized Arabic tests in Tunisia. In countries with a lack of professional and specialized unit care as in Tunisia, reading interventions in school should be proposed. Only children with remaining difficulties after this training will be sent to specialized professionals.

Adverse effects of general anesthesia have been observed repeatedly, mainly in animal model studies and in rodents. Already in 2005, the Food and Drug Administration recommended proceeding to similar studies in human infants, highlighting that there were several methodological issues to solve before being able to appreciate the risk of anesthetic agents on the developing brain. Most studies conducted in humans were observational studies, showing a very mild adverse effect on cognitive functions, an effect that disappeared when properly adjusted analysis was performed (with various modalities for analysis and protocols for these adjusted results). Due to numerous biases in these observational studies - bias related to selection of the population and the control subjects and their comparability as well as outcome measure assessment, it has become extremely important to conduct prospective studies. Two international studies are currently under way, but their results will not be available for a few years. How animal model results can be relevant to human babies remains controversial. Until today, and according to the current state of the art, no changes in practices are indicated, and it is important for infants and their families to avoid sensationalist messages.

Allogeneic hematopoietic stem-cell transplantation (HSCT) is the only curative treatment for sickle cell disease (SCD). Cerebral vasculopathy was the principal indication for transplantation. These children could present impaired neuropsychological development related to different causes, hence the value of exploring their intellectual capacities before and after transplantation.Prospective longitudinal study from 1992 to 2006 in all transplanted SCD patients. The patients were assessed using Wechsler scales with four different indices: verbal comprehension, perceptual reasoning, working memory, and processing speed (PSI), providing a full-scale intellectual quotient (IQ).Fifteen SCD patients (8 females and 7 males; mean age, 8.9 years) were evaluated before and 36 and 60 months after transplantation. All were from Africa and lived in France. All patients except 2 had experienced ischemic stroke before HSCT. The median full-scale IQ was 87, 94, and 94 before transplantation and 36 months and 60 months after HSCT, respectively.At pre-HSCT evaluation, full-scale IQ was considered as "low average". This relatively poor result could be related to impairment of PSI, which reflects frequent graphic and motor abnormalities related to the previous stroke experienced by almost all patients. At 3 years after HSCT, all indices including IQ had increased. Only the PSI had decreased, this observation being potentially related to previous stroke and to the depression frequently experienced by the transplant recipient patient after the acute phase, when the disease is cured. At 5 years after HSCT, the median full-scale IQ was stable and the PSI had increased.At the end of follow-up, the patients improved their physical and psychological well-being. This allowed them to build projects for the future and to manifest the desire of becoming an adult. Bone marrow transplantation in this cohort of children with SCD and severe cerebral vasculopathy is associated with improved performance as measured by the Wechsler scale.

Equally called gifted, supergifted or with high potential, intellectually precocious children are characterised by a fast rhythm of development which is only achieved by 2 to 5% of children. It is only since 2002 that the French National Education System, following the Delaubier report, has recognized their existence and their abilities but also the difficult answer of the education system facing their specific needs. IQ tests remain the basic mean for identifying intellectual precocity but, better than the place determined by the IQ, the analysis of the developmental profile in terms of level or mental age allows a better understanding of each child in his specificity. These children present an affective and psychomotor development relatively less advanced than their intellectual development. This is named internal dyssynchrony. Besides, the discrepancy between their own rhythm of development compared to that of other children causes a social dyssynchrony, evident in their relationships with other children of the same age and facing the standard pace of progression imposed by the school. In order to help them manage their abilities linked to their intelligence, it matters firstly to identify and recognize them as precocious to help them fully express their personality and achieve their full potential.

The aim of this study was to complete the identification of predictive factors of depression during adolescence. For some authors, depression is characterized by a style of attribution, which consists essentially in attributing most of the negative outcomes to internal, stable, and uncontrollable factors. It seems that these attributions depend essentially on the type of their beliefs and in particular, those concerning the nature of intelligence. These beliefs called "implicit theories of intelligence", are the entity theory of intelligence and the incremental theory of intelligence. The entity theory of intelligence corresponds to the belief according to which intelligence is the expression of a relatively stable, fixed, and noncontrollable feature, and which we cannot change. In contrast, the incremental theory corresponds to the belief according to which intelligence is a controllable quality, which we can develop through effort and work. Several studies have demonstrated that the adolescents who consider intelligence as a malleable quality explain their bad results by internal, unstable, and controllable factors. Conversely, students who consider intelligence as a fixed capacity tend to strongly attribute their failure to internal, stable, and uncontrollable factors. We have consequently formulated the hypothesis according to which the entity theory should be a predictive factor of depression. We have also tested the fact that anxiety should be a mediating factor within the relation between the entity theory and depression.The sample was composed of 424 adolescents. Using different questionnaires, we measured implicit theories of the intelligence (TIDI), self-esteem (EES), anxiety (STAI-Form Y-B) and depression (CDI).Multiple regression analyses demonstrated that the entity theory of intelligence positively predicts depression. Self-esteem negatively predicts anxiety and depression. Moreover, anxiety is a mediator of the relation between self-esteem and depression, on one hand, and the relation between the entity theory of intelligence and depression, on the other. Finally, the effect of the entity theory of intelligence appears to be modulated by the level of self-esteem.This study explains the mechanisms by which the implicit theories of intelligence engender anxiety and depression. Furthermore, this approach provides interesting perspectives in the prevention and management of adolescents presenting depression.

Very preterm children can experience cognitive and behavioral difficulties. The aim of this study was to assess the impact of very preterm birth on visuospatial processes at preschool age.Data come from the Epipage study. Participants underwent a follow-up evaluation at age 5 years. During the psychological evaluation, children took subtests of the K-ABC and the WPPSI-R. Six subtests are based on visuospatial information.The results concern 183 children assessed in the Lorraine region of France, who were born with birthweight appropriate for gestational age and had no neurological sequelae. Thirty-six children were born at term, 112 were born very prematurely (28-32 GW), and 35 were born extremely prematurely (28 GW). Birth term was significantly correlated with performance on the six subtests. In all cases, the children born at term obtained higher scores compared to the children born very prematurely and extremely prematurely. On two subtests of the K-ABC, the children born extremely prematurely obtained lower scores than those of the children born very prematurely. The mother's level of education was correlated with performance on three subtests.The results suggest that a very preterm birth can exert a negative impact on visuospatial and visuomotor processes. These deficits may involve difficulties in some activities at school and in daily life.

Gifted children account for about 2% of the population but are not always identified. Nonsynchronous intellectual, biological and affective development may cause problems and disrupt relationships at home and in school. GP's are consulted for mood or behavior disorders or somatization. If maladjustment at school appears to be related to mood or behavior disorders, a complete psychological assessment is essential. It is especially important to rule out the differential diagnosis of ADHD because of the differences in treatment. A substantial portion of management depends on teachers and the overall school environment. GP's are involved in long-term support of children and families, and in treatment of related disorders: depression, anxiety, sleep disorders, and somatization. Drug therapy has a very limited role in treatment of related disorders.

International audience; UNLABELLED: Factors of intellectual talent as well as physiological and psychological characteristics are little known. However, giftedness is now a social problem and the knowledge of precocity hallmarks should permit the diagnosis in order to undertake the adequate educational orientation of these children. From questionnaires given anonymously to parents, this work showed comparative results between a population of gifted children and a control one. OBJECTIVES: The aim of this study was to present precocity hallmarks in the gifted population, following factorial analysis of socio-economic and familial parameters, as well as medical and psycho-physiological variables linked with the children's post-natal life. POPULATION: Four hundred and twelve children aged eight to 11 years, from Lyon, have been used in the survey: 217 children (control group) were included after a random selection in schools, and 195 children (gifted group, IQ >130, Wechsler test) were enrolled after clinician's diagnoses in four medical departments. RESULTS: Regression analysis allowed to draw relation between several factors and giftedness: abnormal pregnancy (CR =3.205, P =0.009), perinatal stress (CR =2.166, P =0.003), and presence of migraine (CR =3.169, P =0.001). Parents living together (married or not) (CR =2.100, P =0.080) with a good and superior level of learning (CR =5.464, P =0.0002) were also linked with giftedness. CONCLUSION: Our results indicate that precocity hallmarks are multifactorial. These data confirm some socio-economic and medical physiological features correlated with giftedness, and suggest that psychological factors may bear on the etiology of intellectual talent. We focus on the hypothesis than early stress may play a role on central nervous system maturation in these children.

Up to 3 percent of the children in France present severe and specific language and/or reading disorders, despite regular remedial therapies. Few studies have measured the effectiveness of treatment administered in a specialist unit.The aims of this study, focusing on children diagnosed as dysphasic and/or dyslexic, were: During the academic year 2001-2002, 31 children (18 dyslexic and 13 dysphasic) were attending school in our unit. The teaching program and intensive speech therapy (3 hours/week) were tailored for each child according to his/her specific disorders. Reading, spelling and numeracy developmental skills of each child were evaluated by appropriate tools at the beginning and at the end of the year. Impairment was defined by measuring the gap between the observed and the expected skills, according to each child's age. Using a self-control method, progress achieved by each child throughout the year was calculated with each tool, in each subject, by subtracting the impairments disclosed at the beginning from those disclosed at the end of the year. Progression was classified within three groups according to the progress normally expected over an academic year (i.e. nine months) from children with no disabilities attending school regularly; a progression fewer than three months was considered as no progression. Uni- and multivariate analyses including age (or= or /9), type of pathology (dysphasia/dyslexia), and intellectual quotient (IQ) as covariates was carried out to search for independent prognosticators.The entire group demonstrated during the year significant progress for reading (p = 0.0001), spelling (p = 0.0001) and numeracy (p = 0.0001). Nineteen children (61 percent) showed more progress in reading than normally expected over nine months. Out of the remaining 12 children, 10 demonstrated more progress in spelling and/or numeracy than normally expected over nine months. All three reading evaluation tools disclosed a progression although one was less efficient (p = 0.05). Multivariate analysis disclosed ageor=9 and dysphasia as independent progress prognosticators.Placement in a specialist unit allows children suffering from severe dyslexia and dysphasia to lessen the gap in reading, spelling and numeracy. The two prognosticators disclosed highlight the importance of early diagnosis (i.e. before nine years old) and treatment of specific language and/or reading disorders.

We studied 23 vascular or traumatic head injury subjects, five years after their injury.Neuropsychological testing included language tests, memory performance, frontal lobe tests and standard tests of intelligence (QI). Behavior was evaluated with the neuropsychiatric interview (NPI). Using an analogic visual scale, subjects performed a self-evaluation of their memory, language, attention, physical and thymic complaints.Neuropsychological assessment was heterogeneous but seemed to show severe impairment. Mean NPI score was 31.4: 91 percent of patients showed depression or anxiety and 78 percent of them showed irritability. Mean memory and thymic complaints were scored 6 on the analogic visual scale. Thymic complaint was not correlated with neuropsychological tests but with physical complaints. Thymic complaint was correlated with NPI score. Language complaint was correlated with VIQ, attentional complaint was correlated with PIQ, memory complaint with memory tests. In a second part, we studied 21 patients again 6 months later and 14 patients 1 year later. Mean complaints were scored over 5 after 6 months and over 4 after 1 year. With neuropsychological remediation and social activities, memory complaints improved significantly after 6 months and attentional and thymic complaints after 1 year.Using of analogical visual scales appears to be feasible: patients were able to evaluate their difficulties. This could be useful to elaborate remediation programs and evaluate outcome.

The goal of the present study was to examine the effects of children's age, cognitive abilities and the characteristics of their sexual abuse experience on the quantity of details revealed about the sexual abuse in an investigative interview as a function of the type of questions asked. METHOD VERSION: Transcripts of 37 investigative interviews conducted with children between 6 and 12 years of age were analyzed according to the type of interviewer questions used and the quantity of details given by the child. The children's cognitive abilities were measured using the vocabulary, information and block design subtests of the WISC-III.Results of multiple regression analyses indicate that children's age and verbal abilities as well as their relationship with the perpetrator explain 50% of the variance of the mean number of details obtained from the child following open-ended interviewer questions.The results of this study suggest that the quantity of details obtained during an investigative interview is influenced not only by children's age but also by their verbal skills and the child-perpetrator relationship.

Most studies have tried to explain the school difficulties by analysing the intellectual factors that lead to school failure. However in addition to the instrumental capacities, authors also recognize the role played by other factors such as motivation. More specifically, the theory of achievement motivation aims to determine motivational factors involved in achievement situations when the students have to demonstrate their competencies. This paradigm attributes a central place to beliefs in order to explain children's behavior in academic situations. According to Dweck, it seems that beliefs about the nature of intelligence have a very powerful impact on behavior. These implicit theories of intelligence create a meaning system or conceptual framework that influences the individual interpretation of school situations. Thus, an entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. Students who subscribe to this theory believe that although people can learn new things, their underlying intelligence remains the same. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. The identification of these two theories allows us to understand the cognition and behavior of individuals in achievement situations. Many studies carried out in the academic area show that students who hold an entity theory of intelligence (ie they consider intelligence like a stable quality) have a strong tendency to attribute their failures to a fixed trait. They are more likely to blame their intelligence for ne-gative outcomes and to attribute failures to their bad intellectual ability. In contrast, students who hold an incremental theory of intelligence (ie they consider intelligence as a malleable quality) are more likely to understand the same ne-gative outcomes in terms of specific factors: they attribute them to a lack of effort. This differential emphasis on traits versus specific mediators in turn fosters different reactions to negative events. Several studies have shown that entity theorists of intelligence are more likely than incremental theorists to react helplessly in the face of failure. They are not only more likely to make negative judgments about their intelligence from the failures, but also more likely to show negative affect and behaviors. This helpless response pattern is cha-racterized by a lack of persistence, and performance decrements. In contrast, incremental theorists, who focus more on behavioral factors (eg effort, problem-solving strategies) as causes of negative achievement outcomes, tend to act on these mediators. They try harder and develop better strategies and continue to work. Some authors have tendency to consider implicit theories of intelligence as a disposition or a stable dimension. But in the last few years, several studies showed that people's theories are not fixed traits; they are beliefs that may be influenced. These studies also suggested that students use the two types of beliefs and that the context determines the choice between the two types of theories. According to these authors, the psychological state of the student depends on dispositional factors but also on situational factors. Thus, several studies have tried to demonstrate that it is possible to modify experimentally implicit theories of intelligence and subsequent cognitions and behaviors by modifying situational factors. Several studies have demonstrated that it was possible to induce students to adopt one of the two theories of intelligence by presenting them a scientific article that compelling argued for either an entity or an incremental view of intelligence. The results showed that participants who had received the entity theory induction exhibited more evidence of a helpless reaction to failure. These studies show that some of the judgments and reactions associated with implicit theories can be experimentally induced by manipulating participant theories. However in the context of school difficulties, only few works have been conducted. We think that the model of the motivation of achievement would allow us to better understand maladjusted behaviors that engender failure and scholastic exclusion. In one study, reseachers have demonstrated that children with mental disorders are less likely than other children to hold an incremental theory of their intellectual abilities. Other studies have demonstrated that entity theorists interpret their bad results according to their global intelligence level by negatively judging their global abilities ("I think I am stupid"). It is interesting to note that these students make the same attributions as depressive students. These results reveal the need to determine systems of beliefs within populations with anxiety or depressive symptoms in order to characterise their motivational profiles. Indeed, we think that these symptoms contribute to modify implicit theories of intelligence and the nature of the subsequent scholastic achievement. Finally, we think that it is inte-resting to demonstrate the positive motivational effects of the experimental induction of the incremental theory. A series of studies showed that children's theories of intelligence expe-rimentally induced will influence their tendency to persevere in the face of failure. Like normally developing children, children with mental disorders were more likely to prefer challenging activities and report high levels of interest-enjoyment when the task was presented as one which is improvable. It suggests that although children with difficulties are pessimistic about improving their intellectual capacities, if a new task is introduced in a way that highlights the possibility of self-improvement (incremental theory), then they will pursue the challenge in an adaptive manner (strong perseverance, enjoy, and important interest). These results are very inte-resting. Indeed, highlighting an incremental theory had a po-sitive motivational effect on behavior in achievement situations. In addition, all these results also may open up several interesting perspectives for the treatment of learning disabi-lities. The results should lead to plan programmes of cognitive therapy in order to modify beliefs that underlie maladjusted achievement behaviors of children and adolescents in scholastic failure.

Neuropsychological testing is an integral part of investigation and management of pharmacologically intractable epilepsy. Patients often complain of cognitive difficulties, in particular memory disturbances. A review of the literature demonstrates that correlations between subjective memory difficulties and objective memory deficits are often poor with mood correlating more consistently with subjective complaints. Nevertheless, objective memory difficulties are often found, especially in patients with temporal lobe epilepsy. Many factors can contribute to cognitive difficulties in patients with pharmacoresistant partial epilepsy. These include brain pathology that may be the cause or the consequence of chronic seizures (or both), physiological brain dysfunction due to epileptic activity and effects of antiepileptic medications. We review some of the abundant relevant literature. Neuropsychological evaluation is routinely used in pre-surgical evaluations of patients and cognitive dysfunction has some degree of correlation with lateralization and localization of epileptic activity, thus helping to determine a surgical strategy. The goal of seizure control is tempered with an assessment of the potential cognitive loss resulting from resective surgery. A number of studies have addressed postoperative neuropsychological findings and it is universally recognized that patients who have high levels of cognitive functioning in the areas targeted for resection (for instance verbal memory in dominant temporal lobe) show the greatest functional loss following surgery. More selective surgery probably results in some level of preservation of cognitive function.