INTRODUCTION From a differential perspective it is essential to identify high intellectual capacity (HIC) as a valuable personal and social resource. A valid, stable and reliable metric approach is needed that prevents both false positives and non-detection, thus facilitating the planning and implementation of educational intervention programmes that enable the individual to express his or her personal well-being and potential.
AIM To explore the reliability and stability of the metric approach to HIC at different times of measurement.
SUBJECTS AND METHODS The study examined a sample of 58 children with HIC, aged 8-14 years, who attended an extracurricular enrichment programme. A multidimensional intellectual measure was administered at two points in time with an interval of one year (T1 and T2), by means of the differential and general aptitudes battery or the differential aptitudes test (according to the age), and the Torrance test of creative thinking. Calculations were performed to determine whether there were any statistically significant differences between the scores obtained by each participant at T1 and T2. An intra-individual regression analysis was also performed to establish the meaning of the significant differences obtained.
RESULTS There were significant differences between the T1-T2 measurements in 25 of the profiles studied. Of these, the regression analysis indicated that there were five with instability between the T1 and T2 measures, which implies a change in intellectual profile. CONCLUSION. We discuss the importance of ensuring the stability and reliability of the psychological measure, and the role of the intelligence quotient to increase the efficacy of the diagnosis of HIC, given its repercussion in educational adaptation, the expression of potentiality and the patients personal well-being.KeywordsDevelopmentDiagnosisGiftednessHigh intellectual capacityMetric approachReliabilityTalent
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