EARLY INTELLECTUAL DEVELOPMENT IN GIFTED GIRLS: RELATIONSHIP BETWEEN IQ AND PRECOCITY IN GIFTED GILRS.

Abstract

Research is carried out to analyse early intellectual development in gifted girls. We start from the following hypothesis: There is a relationship between the presence of giftedness or a high IQ, with early intellectual development in different cognitive skills and observable behaviours. For this purpose, a quantitative methodology is proposed with the analysis of 41 socio-demographic variables, early detection variables and environmental variables, by means of an ad hoc questionnaire (α = .722). It was applied to a sample of 47 girls with giftedness diagnosed according to the Wechsler scales. Frequency analysis, reliability analysis (Cronbach's Alpha) and Pearson correlation analysis (with 67 significant correlations between p=0.01 and p=0.05) were applied. Contingency tables were used for cross referencing variables linked to the hypotheses. Main findings: There is a relationship between the presence of giftedness or high IQ, with early intellectual development in different cognitive skills and observable behaviours and educational processes.