Lo que es puede no ser lo que parece. A propósito de las altas capacidades
Lo que es puede no ser lo que parece. A propósito de las altas capacidades
Contenido principal del artículo
Resumen
Se estudió el DN-CAS versus el WISC para altas capacidades con aprendizaje o conductas disfuncionales (doble excepcionalidad). 114 casos de alta capacidad, entre 10 y 14 años (56% mujeres), 54 con dificultades de aprendizaje y 60 con conductas disfuncionales, fueron evaluados con el DN-CAS (PASS) y el WISC. Un análisis factorial mostró cuatro factores PASS y uno WISC. El WISC cargó principalmente en el simultáneo. Ningún otro procesamiento PASS cargó en el WISC. Se halló débil o moderada correlación entre DN-CAS y WISC. El simultáneo es el proceso menos correlacionado por lo que puede inferirse es el más independiente. El análisis estadístico descriptivo mostró que el simultáneo fue el procesamiento PASS con mayor puntuación y el procesamiento atención fue el con menor puntuación. En el análisis de agrupamiento de los procesos PASS superiores a 115 (+1DS) y 130 (+2DS), el simultaneo es el más frecuentemente involucrado. Por último, un patrón singular (patrón “N”) aparece como marcador de disfunción emocional ligada al planning. En resumen, se demuestra la estructura de cuatro factores del DNCAS. El simultáneo aparece ligado al WISC. Un buen o excelente simultáneo aparece en alta capacidad. El DN-CAS es ventajoso para alta capacidad con aprendizaje o conducta disfuncional (doble excepcionalidad) pues el DN-CAS valora planificación, creatividad y metacognición.
Citas
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Calero, M.D., García-Martín, M.B., y Robles, M.A. (2011). Learning Potential in High IQ Children: The Contribution of Dynamic Assessment to the Identification of Gifted Children. Learning and Individual Differences, 21(2), 176-181.
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Dai, D.Y. (2005). Reductionism versus emergentism: a framework for understanding conceptions of giftednees. Roeper Review, 27,144-151.
Das,J.P., y Naglieri, J.A. (1997). Cognitive Assessment System. Chicago, IL: Riverside Publishing.
Das, J.P., Naglieri, J.A., y Kirby, J.R. (1994). Assessment of cognitive processes. Needham & Heights, MA: Allyn & Bacon.
Das, J.P., Kar, R., y Parrilla, R.K. (1996). Cognitive planning. The psychological basis of intelligent behavior.London: Sage Publications.
Deng, C.P., Liu, M., Wei, W., Chan, R.C., yDas, J.P. (2011). Latent factor structure of the Das-Naglieri Cognitive Assessment System: A confirmatory factor analysis in a Chinese setting. Research inDevelopmental Disabilities, 32(5), 1988–1997.
Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23,91-95.
Hernández, M.E, Speirs, K.L., Burney, V.H., y Cook, A.L. (2014). The Relationship of Cognitive and Executive Functioning With Achievement in Gifted Kindergarten Children. Gifted Child Quarterly, 58, 167-182.
Kaufman, J.C. (2015). Why creativity isn’t in IQ tests, why it matters, and why it won ?t change anytime soon probably. Journal of Intelligence, 3, 59-72.
McCrea, S.M. (2009). A review and empirical study of the composite scales of the Das-Naglieri: Cognitive Assessment System. Psychology Research and Behavior Management, 2,59-79.
Naglieri, J.C. (1999). Essentials of CAS Assessment. New York: Wiley.Naglieri, J.A., yDas, J.P. (1997). Das-Naglieri Cognitive Assessment System.Itasca, IL. Riverside.
Naglieri, J.A., yKaufman, J.C. (2001). Understanding intelligence, giftedness and creativity using the PASS theory. Roeper Review, 23, 151-156.
Nicpon, M.F., Allmon, A., Sieck, B., yStinson, R. (2010). Empirical investigation of twice-exceptionality: where have we been and where are we going? Gifted Child Quarterly, 55,3-17.
Pérez-Álvarez, F., y Timoneda, C. (2007). A Better Look at Intelligent Behavior. Hauppauge, NY: Nova Science Publishers, Inc.
Pérez-Álvarez, F.,yTimoneda-Gallart, C. (2014).Intelligent behavior and neuroscience: What we know—and don’t know—about how we think. EnT.C. Papadopoulos, R.K. Parrila, yJ.R.Kirby,Cognition, Intelligence, and Achievement: A Tribute to J.P. Das.(pp.419-442). NY Elsevier Inc.
Pérez-Álvarez, F., Pérez-Serra, A., yTimoneda-Gallart, C. (2013). A better look at learning: how does the brain express the mind. Psychology, 4,760-770.
Plucker, J.A. (2001). Looking back, looking around, looking forward: The impact of intelligence theories on gifted education. Roeper Review, 23, 124-125.
Reis, S.M., yMcCoach, D.B. (2000). The underachievement of gifted students. What do we know and where do we go? Gifted Child Quaterly, 44,158-170.
Robinson, S.M. (1999). Meeting the needs of students who are gifted and have learning disabilities. Journal ofLearning Disabilities, 34, 195-204.
Schmader, T.,yJohns, M.(2003). Converging evidence that stereotype threat reduces working memory capacity.Journal of Personality and Social Psychology, 85(3),440-452.
Schofield, N.J., yAshman, A.F. (1987). The cognitive processing of gifted, high average and low average ability students. British Journal of Educational Psychology, 57(1), 9-20.
Shore, B.M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R.C. Friedman, & B.M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 17-187). Washington, DC: American Psychological Association.
Steiner, H.H., yCarr, M. (2003). Cognitive development in gifted children: toward a more precise understanding of emergent differences in intelligence. Educational Psychology Review, 15, 215-246.
Steiner, H.H. (2006). A micro genetic analysis of strategic variability ingifted and average-ability children. Gifted Child Quarterly, 50, 62-74.
Sternberg, R.J., Jarvin, L.,yGrigorenko, E.L. (2011). Exploration in giftedness. New York: Cambridge. University Press.
Swaiman, K.F., Ashwal, S., and Ferriero, D.M. (2006).Pediatric Neurology. Principles & Practice.4th ed. Philadelphia, PA: Mosby Inc.
Yuste, C., Martínez, R., y Galve, J.L. (2002). Batería de aptitudes diferenciales y generales. [Differential and general skills battery]. BADyG-BADyG-M.CEPE. Madrid.
Webb, J.T. (2001). Mis-diagnosis and dual diagnosis of Gifted children: Gifted and LD, ADHD, OCD, oppositional defiant disorder. En N. HafensteinyF. Rayney, (Eds.), Perspectives in gifted education: Twice excepcional children(pp. 23-31). Denver: Ricks Center for Gifted Children, University of Denver.
Wechsler, D. (2003). WISC-IV technical and interpretive manual.San Antonio, TX: Psychological Corporation.
Weinfeld, R.,Barnes-Robinson, L.,Jeweler, S., y Shevitz, B. (2002).Academic programs for gifted and talented/learning disabled students. Roeper Review, 24, 226-233.
Artola, T., Barraca, J., Martín-Azañedo, C., Mosteiro, P., Ancillo, I.,y Poveda, B. (2008). PIC-J. Prueba de Imaginación Creativa para Jóvenes.[Creative Imagination Test for Young Children].Madrid: TEA Ediciones.
Baker-Sennet, J. (1995). Improvisation, planning and the creative process. Infancia y Aprendizaje, 69, 111-126.
Calero, M.D., García-Martín, M.B., y Robles, M.A. (2011). Learning Potential in High IQ Children: The Contribution of Dynamic Assessment to the Identification of Gifted Children. Learning and Individual Differences, 21(2), 176-181.
Corbalán, F.J., Martínez, F., Donolo, D.S., Alonso, C., Tejerina, M., y Limiñana, R.M. (2003). CREA. Inteligencia CreativaUna medida cognitiva de la creatividad. [Creative Intelligence. A cognitive measure of creativity]. Madrid. TEA Ediciones.
Craggs, J.G., Sanchez, J., Kibby, M.Y., Gilger, J.W., y Hynd, G.W.(2006). Brain morphology and neuropsychological profiles in a family displaying dyslexia and superior nonverbal intelligence. Cortex, 42(8),1107–1118.
Dai, D.Y. (2005). Reductionism versus emergentism: a framework for understanding conceptions of giftednees. Roeper Review, 27,144-151.
Das,J.P., y Naglieri, J.A. (1997). Cognitive Assessment System. Chicago, IL: Riverside Publishing.
Das, J.P., Naglieri, J.A., y Kirby, J.R. (1994). Assessment of cognitive processes. Needham & Heights, MA: Allyn & Bacon.
Das, J.P., Kar, R., y Parrilla, R.K. (1996). Cognitive planning. The psychological basis of intelligent behavior.London: Sage Publications.
Deng, C.P., Liu, M., Wei, W., Chan, R.C., yDas, J.P. (2011). Latent factor structure of the Das-Naglieri Cognitive Assessment System: A confirmatory factor analysis in a Chinese setting. Research inDevelopmental Disabilities, 32(5), 1988–1997.
Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23,91-95.
Hernández, M.E, Speirs, K.L., Burney, V.H., y Cook, A.L. (2014). The Relationship of Cognitive and Executive Functioning With Achievement in Gifted Kindergarten Children. Gifted Child Quarterly, 58, 167-182.
Kaufman, J.C. (2015). Why creativity isn’t in IQ tests, why it matters, and why it won ?t change anytime soon probably. Journal of Intelligence, 3, 59-72.
McCrea, S.M. (2009). A review and empirical study of the composite scales of the Das-Naglieri: Cognitive Assessment System. Psychology Research and Behavior Management, 2,59-79.
Naglieri, J.C. (1999). Essentials of CAS Assessment. New York: Wiley.Naglieri, J.A., yDas, J.P. (1997). Das-Naglieri Cognitive Assessment System.Itasca, IL. Riverside.
Naglieri, J.A., yKaufman, J.C. (2001). Understanding intelligence, giftedness and creativity using the PASS theory. Roeper Review, 23, 151-156.
Nicpon, M.F., Allmon, A., Sieck, B., yStinson, R. (2010). Empirical investigation of twice-exceptionality: where have we been and where are we going? Gifted Child Quarterly, 55,3-17.
Pérez-Álvarez, F., y Timoneda, C. (2007). A Better Look at Intelligent Behavior. Hauppauge, NY: Nova Science Publishers, Inc.
Pérez-Álvarez, F.,yTimoneda-Gallart, C. (2014).Intelligent behavior and neuroscience: What we know—and don’t know—about how we think. EnT.C. Papadopoulos, R.K. Parrila, yJ.R.Kirby,Cognition, Intelligence, and Achievement: A Tribute to J.P. Das.(pp.419-442). NY Elsevier Inc.
Pérez-Álvarez, F., Pérez-Serra, A., yTimoneda-Gallart, C. (2013). A better look at learning: how does the brain express the mind. Psychology, 4,760-770.
Plucker, J.A. (2001). Looking back, looking around, looking forward: The impact of intelligence theories on gifted education. Roeper Review, 23, 124-125.
Reis, S.M., yMcCoach, D.B. (2000). The underachievement of gifted students. What do we know and where do we go? Gifted Child Quaterly, 44,158-170.
Robinson, S.M. (1999). Meeting the needs of students who are gifted and have learning disabilities. Journal ofLearning Disabilities, 34, 195-204.
Schmader, T.,yJohns, M.(2003). Converging evidence that stereotype threat reduces working memory capacity.Journal of Personality and Social Psychology, 85(3),440-452.
Schofield, N.J., yAshman, A.F. (1987). The cognitive processing of gifted, high average and low average ability students. British Journal of Educational Psychology, 57(1), 9-20.
Shore, B.M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R.C. Friedman, & B.M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 17-187). Washington, DC: American Psychological Association.
Steiner, H.H., yCarr, M. (2003). Cognitive development in gifted children: toward a more precise understanding of emergent differences in intelligence. Educational Psychology Review, 15, 215-246.
Steiner, H.H. (2006). A micro genetic analysis of strategic variability ingifted and average-ability children. Gifted Child Quarterly, 50, 62-74.
Sternberg, R.J., Jarvin, L.,yGrigorenko, E.L. (2011). Exploration in giftedness. New York: Cambridge. University Press.
Swaiman, K.F., Ashwal, S., and Ferriero, D.M. (2006).Pediatric Neurology. Principles & Practice.4th ed. Philadelphia, PA: Mosby Inc.
Yuste, C., Martínez, R., y Galve, J.L. (2002). Batería de aptitudes diferenciales y generales. [Differential and general skills battery]. BADyG-BADyG-M.CEPE. Madrid.
Webb, J.T. (2001). Mis-diagnosis and dual diagnosis of Gifted children: Gifted and LD, ADHD, OCD, oppositional defiant disorder. En N. HafensteinyF. Rayney, (Eds.), Perspectives in gifted education: Twice excepcional children(pp. 23-31). Denver: Ricks Center for Gifted Children, University of Denver.
Wechsler, D. (2003). WISC-IV technical and interpretive manual.San Antonio, TX: Psychological Corporation.
Weinfeld, R.,Barnes-Robinson, L.,Jeweler, S., y Shevitz, B. (2002).Academic programs for gifted and talented/learning disabled students. Roeper Review, 24, 226-233.