Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort

Shevchenko, V. I.; Labouret, Ghislaine; Guez, Ava; Côté, Sylvana M.; Heude, Barbara; Peyre, Hugo; Ramus, Franck

doi:10.1016/j.intell.2023.101753

Intelligence

2023

DOI: 10.1016/j.intell.2023.101753

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Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort

V. I. Shevchenko

Ghislaine Labouret

Ava Guez

et al.

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Cited by 3 publications

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Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country

Schmitt,

Wollschläger,

Blanchette Sarrasin

et al. 2023

Front. Psychol.

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IntroductionUnderstanding brain functioning and intellectual giftedness can be challenging and give rise to various misconceptions. Nonetheless, there seems to be a widespread fascination and appetite for these subjects among the lay public and diverse professionals. The present study is the first to investigate general knowledge about the brain, neuromyths and knowledge about giftedness in a highly multilingual and educated country.MethodsStarting from and extending two seminal studies on neuromyths, several novel statements on intellectual giftedness have been included in order to explore knowledge and misconceptions concerning giftedness. Our sample (N = 200) was composed of Luxembourgish education professionals, including students in educational science and cognitive psychology, thus allowing to analyze responses in general and according to training and professional profiles. Specifically, Group 1 consisted of teachers and futures teachers (n = 152). Group 2 consisted of other education professionals and psychology students (n = 48).ResultsDespite the size and the unbalanced distribution of the sample, our findings indicate a good level of general knowledge about the brain and learning (71.3% of correct responses in average) which does, however, not preclude the presence of the typically observed original neuromyths. Thus, we replicate the classical finding that misconceptions on Learning Styles (70% of error rate) and the Multiple Intelligence Theory (71.5% of error rate) are the most represented, both in (future and in-service) teachers and other education professionals. Moreover, the present sample also revealed a high presence of misconceptions on intellectual giftedness.DiscussionLimitations and future directions are discussed.

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Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country

Schmitt,

Wollschläger,

Blanchette Sarrasin

et al. 2023

Front. Psychol.

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Depression severity and verbal comprehension in children and adolescents with a major depressive episode

Trasolini,

Serra,

Iannoni

et al. 2024

Front. Psychiatry

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IntroductionSevere depression is a prevalent psychiatric illness in children and adolescents associated with high levels of morbidity, disability, and a high risk of suicidal behavior. Cognitive factors associated with depression severity in juveniles have been poorly reported. MethodsWe investigated the relationship between depression severity and intelligence quotient (IQ)with its subscales in 65 juveniles (aged 10–17 years) with a current major depressive episode evaluated at the Mood Disorder Program of Bambino Gesù Children’s Hospital in Rome. Pearson’s correlation analyses were followed by a Benjamini–Hochberg correction and linear multivariable regression model. ResultsDepression severity measured with the total score of the Children’s Depression Rating Scale-Revised (CDRS-R) was positively associated with the Verbal Comprehension Index (VCI; Pearson’s r = 0.309 [0.042−0.534]; p = 0.024). The CDRS-R subscales positively associated with VCI by Pearson’s correlation were depressed feelings, suicidal ideation, excessive weeping, and reduced facial expressions. Suicidal ideation was the only factor independently and significantly associated with higher VCI in the multivariable linear regression model.DiscussionSuicidal ideation was significantly and independently associated with higher verbal comprehension, indicating that depressed juveniles with better verbal ability may be at a greater risk of showing suicidal ideation.

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La légende noire des surdoués, suite et fin

Ramus

2024

Enfance

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Depuis de longues années, l’idée selon laquelle les enfants et adultes à haut quotient intellectuel (HQI) seraient particulièrement à risque d’échec scolaire ou de troubles psychologiques tourne en boucle dans les médias, un phénomène que nous avons décrit et surnommé « La légende noire des surdoués » (Ramus & Gauvrit, 2017). Dans cet article, nous rappelons tout d’abord les connaissances scientifiques sur l’intelligence et ses corrélats, qui rendent cette idée fort peu plausible. Puis nous détaillons cinq études que nous avons menées pour tester cette hypothèse de la manière la plus directe possible, y compris en France. Les résultats de nos travaux sont sans ambiguïté : les enfants à haut QI ont de bien meilleurs résultats scolaires que les autres, et ils n’ont pas plus de symptômes psychologiques ; les adultes à haut QI n’ont pas plus de troubles mentaux que les autres, et parfois moins. Nous concluons que la légende noire des surdoués est scientifiquement indéfendable.

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Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort

Cited by 3 publications

References 38 publications

Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country

Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country

Depression severity and verbal comprehension in children and adolescents with a major depressive episode

La légende noire des surdoués, suite et fin

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