Intellectual abilities and psychological intensities in young children: Implications for the gifted

Abstract

While empirical literature supports the conception of intellectually gifted children as emotionally well adjusted, such children are often described as possessing potential problem characteristics (psychological “intensities") related to their superior cognitive abilities. This preliminary study investigated relationships between parent perceived intensities of a heterogeneous sample of preschool‐age children and standardized measures of intelligence and creativity. Total intensity scores as measured by a parent questionnaire correlated negatively with children's chronological age and positively with intelligence scores. Factor analysis of questionnaire items yielded seven intensity factors. Several significant correlations were found between intensity factors and chronological age and intelligence measures. Results were interpreted as lending some support to the observation that, while bright children tend to display positive self concepts, they may also tend to possess some characteristics that may bring them into conflict with their social environment.