INTRODUCTION The hypothesis of Geschwind and Galaburda suggests that specific cognitive superiority arises as a result of an alteration in development of the nervous system. In this article we review the co-existence of ‘superiority’ and ‘inferiority’.
PATIENTS AND METHODS A study was made of six children aged between 6 and 8 years old at the Instituto de Belles Artes Antonio Maria Valencia in Cali,Columbia with an educational level between second and third grade at a primary school and of medium-low socio-economic status. The children were considered to have superior musical ability by music experts, which is the way in which the concept of ‘superiority’ was to be tested. The concept of ‘inferiority’ was tested by neuropsychological tests = 1.5 DE below normal for the same age. We estimated the perinatal neurological risk in each case. Subsequently the children’s general intelligence and specific cognitive abilities were evaluated. In the first case the WISC-R and MSCA were used. The neuropsychological profiles were obtained by broad evaluation using a verbal fluency test, a test using counters, Boston vocabulary test, the Wechster memory scale, sequential verbal memory test, super-imposed figures test, Piaget-Head battery, Rey-Osterrieth complex figure and the Wisconsin card classification test. The RESULTS showed slight/moderate deficits in practical-construction ability and mild defects of memory and concept abilities. In general the results supported the hypothesis tested. The mechanisms of superiority proposed in the classical hypothesis mainly involve the contralateral hemisphere: in this study the ipsilateral mechanism was more important.
KeywordsCognitive ‘superiority’ and ‘inferiority’Neuropsychological profilePerinatal neurological riskSuperior musical abilityTheory of multiple intelligence
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