Título: Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos. Resumen: Este trabajo tiene por objeto probar la utilidad de la Batería para la Evaluación de la Superdotación (BaSH/S, por sus siglas en portugués) para identificar diferentes grupos de alumnos superdotados en las aéreas de talento académico y artístico. La batería valora cuatro factores latentes: (a) inteligencia fluida, (b) producción de metáforas (creatividad verbal), (c) fluidez figurativa (creatividad figurativa), y (d) calidad del pensamiento divergente figurativo (creatividad figurativa). Se tomó una muestra de 987 alumnos adolescentes, 464 chicos y 523 chicas de edades de 8 a 17 años, que pertenecían a dos grupos: alumnos no superdotados (N=866) y alumnos superdotados (N= 67 habilidades académicas, N=34 habilidades artís-ticas y N=20 no identificados en un dominio especifico). El grupo de superdotados académicos presento las puntuaciones más altas en razonamiento y podían producir metáforas más originales y remotas, eran figurativamente más fluidos y sus dibujos eran más originales. Las habilidades académicas eran relativamente mayores en los superdotados académicos que en los artísticos (r = .39 vs r =.14). En el grupo de superdotados artísticos la fluidez figurativa y sus puntuaciones en originalidad eran relativamente más importantes que el razonamiento (r = .25 y r = .21 vs .14). El trabajo enfatiza la importancia de evaluar la creatividad en distintos dominios además de la inteligencia para mejorar el entendimiento de la superdotación y el talento. Palabras clave: Superdotación, Talento, Creatividad, Inteligencia, Evaluación multidimensional, Producción de metáforas, Razonamiento fluido. Abstract:We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity). A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (r = .39 vs r =.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (r = .25 and r = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition ...

RESUMOO tema das altas habilidades/superdotação, no cenário da avaliação psicológica, tem se constituído um desafio, haja vista a sua multidimensionalidade. Nesse estudo buscou-se investigar a validade de construto da Bateria para Avaliação das Altas Habilidades. Participaram desta pesquisa 588 alunos do 2º ano do ensino fundamental ao 3º ano do ensino médio, ambos os sexos, divididos em grupo controle (N = 470) e grupo critério (N = 118), com média de idade de 11,11 anos. O instrumento foi composto por quatro subtestes de inteligência (Raciocínio Verbal, Abstrato, Numérico e Lógico) e dois subtestes de criatividade (Completando Figuras e Criação de Metáforas). Obteve-se através da análise fatorial exploratória, três fatores explicando 70,72% da variância total, representando uma medida de criatividade verbal, uma medida de inteligência e uma última, de criatividade figural. No geral, foram observadas correlações baixas entre os fatores. Conclui-se que o instrumento apresentou validade de construto para avaliação dos construtos envolvidos no fenômeno.Palavras-chave: Superdotados. Inteligência. Criatividade. Avaliação psicológica. Testes psicológicos. ABSTRACT Validity of the Factor Structure of a Battery of Assessment of High AbilitiesThe theme of high abilities/giftedness in psychological assessment context, has been a challenge, given its multidimensionality. This study we sought to investigate the construct validity of the Battery for Assessment of High Ability. The sample was composed by 588 students of the 2 nd year of elementary school to 3 rd year of high school, both sexes. They were divided into a control group (N = 470) and test group (N = 118), with a mean age of 11.11 years. The instrument was composed of four subtests of intelligence (Verbal, Abstract, Numerical and Logical Reasoning) and two subtests of creativity (Construction of Figures and Metaphors Creation). The results of exploratory factor analysis indicated three factors explaining 70.72% of the total variance, representing a measure of verbal creativity, a measure of intelligence and a measure of figural creativity. In general, low correlations were observed between the factors. We conclude that the instrument presented construct validity for assessing three constructs involved in this phenomenon. El tema de altas capacidades/superdotación, en el escenario de la evaluación psicológica, ha sido un desafío, dada su multidimensionalidad. En este estudio hemos tratado de investigar la validez de constructo de la Batería de Evaluación de Alta Capacidad. La muestra fue de 588 estudiantes de la 2da. año de la escuela primaria a tercero. año de la escuela secundaria, ambos sexos fueron divididos en un grupo control (N = 470) y el grupo de prueba (N = 118), con una edad media de 11,11 años. El instrumento consta de cuatro pruebas de inteligencia (Razonamiento Verbal, Abstracto, numérico y lógico) y dos subpruebas de la creatividad (Figuras redondeo y Metáforas creación). Se obtuvo mediante un análisis factorial exploratorio, tres factores que explic...

The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative).