In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study was to identify the social representations of gifted characters in French children’s literature. For this, we used a coding grid to analyze a corpus of 23 French books. The grid was designed based in the emotional and creative characteristics and their associated behaviors. Results showed that the representations of the gifted characters in the books studied were stereotypical, particularly in terms of their emotional characteristics. Applications and perspectives for future studies are discussed.
AdomatD. S. (2014). Exploring issues of disability in children’s literature discussions. Disability Studies Quarterly, 34(3). https://doi.org/10.18061/dsq.v34i3.3865
5.
AliasA.RahmanS.MajidR. A.YassinS. F. M. (2013). Dabrowski’s overexcitabilities profile among gifted students. Asian Social Science, 9(16), 120–125. https://doi.org/10.5539/ass.v9n16p120
AmabileT. M. (1996). Creativity in context. Westview Press.
8.
BaharA.OzturkM. A. (2018). An exploratory study on the relationship between creativity and processing speed for gifted children. International Education Studies, 11(3), 77–91. https://doi.org/10.5539/ies.v11n3p77
9.
BarbotB.BesançonM.LubartT. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education 3-13, 43(4), 371–381. https://doi.org/10.1080/03004279.2015.1020643
10.
BaruthL. G.PhillipsM. W. (1976). Bibliotherapy and the school counselor. School Counselor, 23(3), 191–199.
11.
BatesT. C.ShielesA. (2003). Crystallized intelligence as a product of speed and drive for experience: The relationship of inspection time and openness to g and Gc. Intelligence, 31(3), 275–287. https://doi.org/10.1016/s0160-2896(02)00176-9
12.
BateyM.FurnhamA. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429. https://doi.org/10.3200/mono.132.4.355-430
13.
BeckettA.EllisonN.BarrettS.ShahS. (2016). ‘Away with the fairies?’ Disability within primary-age children’s literature. Disability & Society, 25(3), 373–386. https://doi.org/10.1080/09687591003701355
14.
BeerJ. (1991). Depression, general anxiety, test anxiety, and rigidity of gifted junior high and high school children. Psychological Reports, 69(3 Pt 2), 1128–1130. https://doi.org/10.2466/pr0.1991.69.3f.1128
15.
BeghettoR. A.KaufmanJ. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73–79. https://doi.org/10.1037/1931-3896.1.2.73
16.
BergoldS.HastallM. R.SteinmayrR. (2021). Do mass media shape stereotypes about intellectually gifted individuals? Two experiments on stigmatization effects from biased newspaper reports. Gifted Child Quarterly, 65(1), 75–94. https://doi.org/10.1177/0016986220969393
17.
BesançonM.GuignardJ. H.LubartT. (2006). Giftedness, creativity, and the school environment. Bulletin de Psychologie, 485(5), 491–504. https://doi.org/10.3917/bupsy.485.0491
18.
BesançonM.LubartT. (2015). La créativité de l’enfant: évaluation et développement [The creativity of the child: assessment and development]. Mardaga.
19.
BesançonM.ZenasniF.LubartT. (2010). Le haut potentiel créatif [The high creative potential]. Enfance, 62(1), 77–84. https://doi.org/10.3917/enf1.101.0077
20.
BlaasS. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Journal of Psychologists and Counsellors in Schools, 24(2), 243–255. https://doi.org/10.1017/jgc.2014.1
21.
BlandC. M. (2013).A case study of general education teacher use of picture books to support inclusive practice in the primary grades of an inclusive elementary school[Doctoral dissertation, University of North Carolina].
22.
BouchardL. L. (2004). An instrument for the measure of Dabrowskian overexcitabilities to identify gifted elementary students. Gifted Child Quarterly, 48(4), 339–350. https://doi.org/10.1177/001698620404800407
23.
CarmanC. A. (2013). Comparing apples and oranges: Fifteen years of definitions of giftedness in research. Journal of Advanced Academics, 24(1), 52–70. https://doi.org/10.1177/1932202x12472602
24.
CernovaL. (2005). Aggression and anxiety of intellectually gifted Russian adolescents in Latvia. Baltic Journal of Psychology, 6(1), 45–56.
25.
ChartierA. M. (2010). La lecture des jeunes et les institutions éducatives: De la transmission à la médiation [The reading of young people and educational institutions: From transmission to mediation]. Forumlecture.ch. [Online], 4, 1.18.
26.
ChelebourgC.MarcoinF. (2007). La littérature de jeunesse [Children’s literature]. Colin.
27.
CicchettiD. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037//1040-3590.6.4.284
28.
Connan-PintadoC. (2019). Stéréotypes et littérature de jeunesse [Stereotypes and children’s literature]. Hermes, La Revue, 83(1), 105–110. https://doi.org/10.3917/herm.083.0105
CrossJ. R.VaughnC. T.MammadovS.CrossT. L.KimM.O’ReillyC.SpielhagenF. R.Pereira Da CostaM.HymerB. (2019). A cross-cultural study of the social experience of giftedness. Roeper Review, 41(4), 224–242. https://doi.org/10.1080/02783193.2019.1661052
31.
CrossT. L.CassadyJ. C.DixonF. A.AdamsC. M. (2008). The psychology of gifted adolescents as measured by MMPI-A. Gifted Child Quarterly, 52(4), 326–339. https://doi.org/10.1177/0016986208321810
32.
CsikszentmihalyiM. (2014). Creativity and genius: A systems perspective. In The systems model of creativity: The collected works of Mihaly Csikszentmihalyi (pp. 99–125). Springer. https://doi.org/10.1007/978-94-017-9085-7_8
33.
CucheC.BrasseurS. (2017). Le haut potentiel en questions [Giftedness in question]. Mardaga.
DabrowskiK.PiechowskiM. M. (1977). Theory of levels of emotional development. Dabor Science Publications.
36.
DiedrichJ.JaukE.SilviaP. J.GredleinJ. M.NeubauerA. C.BenedekM. (2018). Assessment of real-life creativity: The inventory of creative activities and achievements (ICAA). Psychology of Aesthetics, Creativity, and the Arts, 12(3), 304–316. https://doi.org/10.1037/aca0000137
37.
DychesT. T.PraterM. A.LeiningerM. (2009). Juvenile literature and the portrayal of developmental disabilities. Education and Training in Developmental Disabilities, 44(3), 304–317.
FakoladeO. A.ArchibongI. E. (2013). Stress and intelligence: Understanding and encouraging the exceptionally gifted and talented learners to cope with stress. African Journal for the Psychological Study of Social Issues, 16(1), 148–153.
40.
FeistG. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5
41.
ForniaG. L.FrameM. W. (2001). The social and emotional needs of gifted children: Implications for family counseling. The Family Journal, 9(4), 384–390. https://doi.org/10.1177/1066480701094005
42.
ForsythP. (1987). A study self-concept, anxiety, and security of children in gifted, French immersion, and regular classes. Canadian Journal of Counselling and Psychotherapy, 21(2-3), 153–156.
43.
FrancisR.HawesD. J.AbbottM. J.CostaD. S. J. (2018). Cognitive mechanisms for worry in early adolescence: Re-Examining the role of high verbal intelligence. Personality and Individual Differences, 120, 179–184. https://doi.org/10.1016/j.paid.2017.08.044
44.
FraserC. (1994). Attitudes, social representations, and widespread beliefs. Papers on Social Representations, 3(1), 13–25.
GagnierS. (2016). Un modèle didactique de littérature de vulgarisation scientifique destinée à de jeunes lecteurs [A didactic model of popular science literature for youngreaders] [Doctoral dissertation, University of Montréal].
47.
Garces-BacsalR. M. (2021). Of grit and gumption, sass, and verve: What gifted students can learn from multicultural picture book biographies. In SmithS. R. (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 431–453). Springer. https://doi.org/10.1007/978-981-13-3041-4_18
48.
Garces-BacsalR. M.AlhosaniN. M.ElhowerisH.Al GhufliH. T.AlOwaisN. M.BajaE. S.TupasR. (2022). Using diverse picture books for inclusive practices and transformative pedagogies. In EfstratopoulouM. (Ed.), Rethinking inclusion and transformation in special education (pp. 72–92). IGI Global. https://doi.org/10.4018/978-1-6684-4680-5.ch005
49.
Garces-BacsalR. M.AlhosaniN. M.ElhowerisH.TupasR. (2023). A diverse social and emotional learning booklist for gifted learners and advanced readers. Roeper Review, 45(1), 21–36. https://doi.org/10.1080/02783193.2022.2145397
50.
GardouC. (2013). Les interprétations culturelles du handicap [Cultural interpretations of disability]. In RaynaudJ. PScellesR. (Eds.), Psychopathologie et handicap de l’enfant et de l’adolescent: Approches cliniques (pp. 49–61). ERES.
51.
GauvritN. (2014). Précocité intellectuelle: un champ de recherches miné [Intellectual precocity: an undermined field of research]. Approche Neuropsychologique des Apprentissages chez l’Enfant, 132(133), 527–534.
52.
GeorgeP. G.ScheftT. (1998). Children’s thoughts about the future: Comparing gifted & nongifted students after 20 years. Journal for the Education of the Gifted, 21(2), 224–239. https://doi.org/10.1177/016235329802100206
53.
GiordanA.SaltetJ. (2020). Comprendre et accompagner l’enfant à haut potentiel: A la maison, à l’école [Understand and support the gifted child: At home, at school]. Librio.
54.
GrégoireJ. (2012). Les défis de l’identification des enfants à haut potentiel [The challenges of identifying gifted children]. Approche Neuropsychologique des Apprentissages chez l’Enfant, 24(119), 419–424.
55.
GrégoireJ.VliegheM. (2010). Haut potentiel, créativité et personnalité [Giftedness, creativity, and personality]. Enfance, 62(1), 85–98. https://doi.org/10.3917/enf1.101.0085
56.
GuénoléF.LouisJ.CreveuilC.MontlahucC.BaleyteJ. M.FourneretF.RevolO. (2013). A cross-sectional study of trait-anxiety in a group of 111 intellectually gifted children. L’Encéphale, 39(4), 278–283. https://doi.org/10.1016/j.encep.2013.02.001
57.
GuignardJ. H.JacquetA. Y.LubartT. I. (2012). Perfectionism and anxiety: A paradox in intellectual giftedness?PLoS One, 7(7), Article e41043. https://doi.org/10.1371/journal.pone.0041043
58.
GuignardJ. H.KermarrecS.TordjmannS. (2016). Relationships between intelligence and creativity in gifted and non-gifted children. Learning and Individual Differences, 52, 209–215. https://doi.org/10.1016/j.lindif.2015.07.006
59.
GuignardJ. H.ZenasniF. (2004). Les caractéristiques émotionnelles des enfants à haut potentiel [The emotional characteristics of gifted children]. Psychologie Française, 49(3), 305–319. https://doi.org/10.1016/j.psfr.2004.07.001
GuthrieK. H. (2019). “Nothing is ever easy”: Parent perceptions of intensity in their gifted adolescent children. Qualitative Report, 24(8), 2080–20101. https://doi.org/10.46743/2160-3715/2019.3598
62.
HaberlinS. (2015). Don’t stress: What we really know about teaching gifted children to cope with stress and anxiety?Gifted and Talented International, 30(1–2), 146–151. https://doi.org/10.1080/15332276.2015.1137465
63.
HalstedJ. W. (1988). Guiding gifted readers. Ohio Psychology Publishing.
64.
HalstedJ. W. (1994). Some of my best friends are books: Guiding gifted readers from preschool to high school. Ohio Psychology.
65.
HarmaK.GombertA.MarroneT.VernayF. (2016). Evolution de la représentation sociale du handicap des collégiens scolarisés dans un cadre inclusif selon des facteurs contextuels. Bulletin de Psychologie, 544(4), 279–291. https://doi.org/10.3917/bupsy.544.0279
66.
HarrisonG. E.Van HaneghanJ. P. (2021). The gifted and the shadow of the night: Dabrowski’s overexcitabilities and their correlation to insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34(4), 669–697. https://doi.org/10.1177/016235321103400407
67.
HembreeR. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77. https://doi.org/10.2307/1170348
68.
HendersonB. B.GoldS. R.McCordM. T. (1982). Daydreaming and curiosity in gifted and average children and adolescents. Developmental Psychology, 18(4), 576–582. https://doi.org/10.1037//0012-1649.18.4.576
JangS. J. (2009). Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum. Computers & Education, 52(1), 247–255. https://doi.org/10.1016/j.compedu.2008.08.002
JoselinL. (2010). Images de la famille de l’enfant déficient dans la littérature jeunesse [Images of the family of the child with disabilities in children’s literature]. Dialogue, 188(2), 109–121. https://doi.org/10.3917/dia.188.0109
73.
KarwowskiM.DulJ.GralewskiJ.JaukE.JankowskaD. M.GajdaA.ChruszczewskiM. H.BenedekM. (2016). Is creativity without intelligence possible? A necessary condition analysis. Intelligence, 57, 105–117. https://doi.org/10.1016/j.intell.2016.04.006
74.
KimK. H. (2008a). Meta-analyses of the relationship of creative achievement to both IQ and divergent thinking test scores. Journal of Creative Behavior, 42(2), 106–130. https://doi.org/10.1002/j.2162-6057.2008.tb01290.x
75.
KimK. H. (2008b). Underachievement and creativity: Are gifted underachievers highly creative?Creativity Research Journal, 20(2), 234–242. https://doi.org/10.1080/10400410802060232
76.
KongD. T. (2014). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT/MEIS) and overall, verbal, and nonverbal intelligence: Meta-analytic evidence and critical contingencies. Personality and Individual Differences, 66, 171–175. https://doi.org/10.1016/j.paid.2014.03.028
LemoineL.MietkiewiczM. C.SchneiderB. (2012). L’enfant porteur de trisomie 21 et sa fratrie dans la littérature jeunesse [The child with Down’s syndrome and his/her siblings in children’s literature]. Revue Francophone de la Deficience Intellectuelle, 23, 43–55. https://doi.org/10.7202/1011600ar
79.
LemoineL.MietkiewiczM. C.SchneiderB. (2020). « Myope comme une taupe, muette comme une carpe, mais… malin comme un singe ». Les animaux anthropomorphisés porteurs de handicaps dans les albums jeunesse [Anthropomorphized animals with disabilities in children’s books]. Bulletin de Psychologie, 565(1), 3–16. https://doi.org/10.3917/bupsy.565.0003
80.
LemoineL.SchneiderB. (2021). Littérature jeunesse et handicap: le point de vue des étudiants en orthophonie sur son intérêt [Children’s literature and disability: The view of speech therapy students on its interest]. ANAE–Approche Neuropsychologique des Apprentissages chez l’Enfant, 33(174), 584–592.
81.
LiratniM.PryR. (2012). Profils psychométriques de 60 enfants à haut potentiel au WISC IV [Psychometric profiles of 60 gifted children at WISC IV]. Pratiques Psychologiques, 18(1), 63–74. https://doi.org/10.1016/j.prps.2011.01.006
82.
LoCiceroK. A.AshbyJ. S. (2000). Multidimensional perfectionism in middle school gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182–185. https://doi.org/10.1080/02783190009554030
83.
LubartT.MouchiroudC.TordjmanS.ZenasniF. (2015). Psychologie de la créativité [Psychology of creativity] (2nd ed.). Armand Colin.
84.
LubartT. I.GeorgsdottirA. S. (2004). Créativité, haut potentiel et talent [Creativity, giftedness and talent]. Psychologie Française, 49(3), 277–291. https://doi.org/10.1016/j.psfr.2004.05.005
85.
MachuE. (2012). The manifestations of gifted children from the perspective of their parents. E–Pedagogium, 12(4), 32–43. https://doi.org/10.5507/epd.2012.048
86.
MatthewsG.LinJ.ZeidnerM.RobertsR. D. (2018). Emotional intelligence and giftedness. In PfeifferS. I.Shaunessy-DedrickE.Foley NicponM. (Eds.), APA handbook of giftedness and talent (pp. 585–600). American Psychological Association.
87.
MendaglioS. S. (2021). Overexcitability and giftedness research: Whose constructs are being investigate and how? In SmithS. R. (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 359–376). https://doi.org/10.1007/978-981-13-3021-6_16-1
88.
MendaglioS. S. (2022). Overexcitability research: Implications for the theory of positive disintegration and the field of gifted education. SENG Journal: Exploring the Psychology of Giftedness, 1(2), 23–32. https://doi.org/10.25774/16cy-5b24
89.
MiddletonJ. A.LittlefieldJ.LehrerR. (1992). Gifted students’ conceptions of academic fun: An examination of a critical construct for gifted education. Gifted Child Quarterly, 36(1), 38–44. https://doi.org/10.1177/001698629203600109
90.
MillêtreB. (2015). L’enfant précoce au quotidien: Tous mes conseils pour lui simplifier la vie à l’école et à la maison [The gifted child in everyday life: All my advice to make life easier for him/her at school and at home]. Payot.
91.
MoscoviciS. (1961). La psychanalyse, son image et son public [Psychoanalysis, its image and its audience]. Presses Universitaires de France.
PardeckJ. T. (1992). Bibliotherapy and cancer patients. Family Therapy, 19(3), 223–232.
94.
PiechowskiM. M. (1979). Development potential. In ColangeloN.ZaffrannR. T. (Eds.), New voices in counseling the gifted (pp. 25–57). Kendall Hunt.
95.
PiechowskiM. M. (1992). Emotional development and emotional giftedness. In ColangeloN.DavisG. (Eds.), Handbook of gifted education (pp. 238–305). Allyn & Bacon.
96.
PoulinR.RevolO.Perrodin-CarlenD. (2015). 100 idées pour accompagner les enfants à haut potentiel: Changeons notre regard sur ces enfants à besoins spécifiques afin de favoriser leur épanouissement [100 ideas to support gifted children: Let’s change our view of these children with specific needs in order to promote their development]. Tom Pousse.
97.
PreckelF.HollingH.WieseM. (2006). Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40(1), 159–170. https://doi.org/10.1016/j.paid.2005.06.022
98.
Pufal-StruzikI. (1999). Self-actualization and other personality dimensions as predictors of mental health of intellectually gifted students. Roeper Review, 22(1), 44–47. https://doi.org/10.1080/02783199909553997
99.
ReisS. M.RenzulliJ. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119–130. https://doi.org/10.1002/pits.10144
RinnA. N.MendaglioS.RudasillK. M.McQueenK. S. (2010). Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly, 54(1), 3–7. https://doi.org/10.1177/0016986209352682
102.
RobertA. D.BouillaguetA. (2007). Méthodologie générale de l’analyse de contenu et application à un exemple [General methodology of content analysis and application to an example]. In RobertA. D. (Ed.), L’analyse de contenu (pp. 24–46). Presses Universitaires de France.
103.
RobertsS. M.LovettS. B. (1994). Examining the “F” in gifted: Academically gifted adolescents’ physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17(3), 241–259. https://doi.org/10.1177/016235329401700304
104.
RobinsonN. M.Olszewski-KubiliusP. M. (1996). Gifted and talented children: Issues for pediatricians. Pediatrics in Review, 17(12), 427–434. https://doi.org/10.1542/pir.17-12-427
105.
RollandJ. P. (2004). L’évaluation de la personnalité. Le modèle en cinq facteurs [Personality assessment. The five-factor model]. Mardaga.
106.
RuncoM. A. (1986). Divergent thinking and creative performance in gifted and nongifted children. Educational and Psychological Measurement, 46(2), 375–384. https://doi.org/10.1177/001316448604600211
RuncoM. A. (2010). Divergent thinking, creativity, and ideation. In KaufmanJ. C.SternbergR. J. (Eds.), The Cambridge handbook of creativity (pp. 413–446). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.026
109.
RuncoM. A.AlbertR. S. (1986). The threshold theory regarding creativity and intelligence: An empirical test with gifted and nongifted children. Creative Child and Adult Quarterly, 11(4), 212–218.
110.
RutiglianoA.QuarshieN. (2021). Policy approaches and initiatives for the inclusion of gifted students in OECD countries. Documents de travail de l’OCDE sur l’éducation, 262, 1–71. https://doi.org/10.1787/19939019
111.
SanchezC.BrigaudE.MolinierP.BlancN. (2022). The social representations of gifted children in childhood professionals and the general adult population in France. Journal for the Education of the Gifted, 45(2), 179–199. https://doi.org/10.1177/01623532221085610
112.
SaricamH.SahinS. H. (2015). The relationship between the environmental awareness, environmental attitude, curiosity, and exploration in highly gifted students: Structural equation modelling. Educational Process: International Journal, 4(1-2), 7–17. https://doi.org/10.12973/edupij.2015.412.1
113.
SavalleI.LemoineL.SchneiderB.BesançonM. (2022). Les représentations du TDAH dans la littérature jeunesse – Analyse d’un corpus francophone et comparaison avec un corpus anglophone [Representations of ADHD in children’s literature—Analysis of a French-speaking corpus and comparison with and English-speaking corpus]. La Psychiatrie de l’Enfant, 65(1), 101–125. https://doi.org/10.3917/psye.651.0101
SchreierM. (2012). Qualitative content analysis in practice. Sage.
116.
Schroeder-DavisS. (1992). The gifted child in contemporary fiction: An annotated bibliography. ERIC Clearinghouse.
117.
SebireG.StanilewiczC. (2018). Avec lui c’est compliqué! Vivre avec un enfant précoce, l'aider à grandir et à réussir [With him it’s complicated! Living with a gifted child, helping him grow and succeed]. Eyrolles.
118.
Siaud–FacchinJ. (2002). L’enfant surdoué: L’aider à grandir, l’aider à réussir [The gifted child. Helping him grow, helping him succeed]. Odile Jacob.
119.
SilvermanL. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–116. https://doi.org/10.1080/02783199409553636
SilvermanL. K. (2017). The construct of asynchronous development. In CornA. L.HendersonL. M. (Eds.), Charting a new course in gifted education (pp. 36–58). Routledge. https://doi.org/10.1080/0161956X.1997.9681865
122.
SolanoC. H. (1987). Stereotypes of social isolation and early burnout in the gifted: Do they still exist?Journal of Youth and Adolescence, 16(6), 527–539. https://doi.org/10.1007/BF02138819
SternbergR. J.LubartT. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37(1), 7–15. https://doi.org/10.1177/001698629303700102
125.
TavaniJ. L.ZenasniF.Pereira-FradinM. (2009). Social representation of gifted children: A preliminary study in France. Gifted and Talented International, 24(2), 61–70. https://doi.org/10.1080/15332276.2009.11673530
126.
TofahaJ. A. (2012). The effect of bibliotherapy intervention program on self-esteem of gifted primary school children. Psycho-Educational Research Reviews, 1(1), 63–70.
TourreixE.GonthierC.LubartT.BesançonM. (2021). Haut potentiel intellectuel et haut potentiel créatif [High intellectual potential and high creative potential]. In ClobertN.GauvritN. (Eds.), Psychologie du haut potentiel (pp. 103–119). De Boeck Sup.
129.
Vaivre-DouretL. (2004). Les caractéristiques développementales d’un échantillon d’enfants tout venant “à hautes potentialités” (surdoués): suivi prophylactique [The developmental characteristics of a sample of gifted children: prophylactic follow-up]. Neuropsychiatrie de l’enfance et de l’adolescence, 52(3), 129–141. https://doi.org/10.1016/j.neurenf.2004.01.006
130.
Vaivre-DouretL. (2011). Developmental and cognitive characteristics of “High-level potentialities” (highly gifted) children. International Journal of Pediatrics, 2011, Article 420297. https://doi.org/10.1155/2011/420297
131.
VialleW. (2007). Pink or paris? Giftedness in popular culture. Australasian Journal of Gifted Education, 16(1), 5–11.
132.
WhitmoreJ. R. (1980). Giftedness, conflict, and underachievement. Allyn & Bacon.
133.
WilkinsJ.HoweK.SeiloffM.RowanS.LillyE. (2016). Exploring elementary students’ perceptions of disabilities using children’s literature. British Journal of Special Education, 43(3), 233–249. https://doi.org/10.1111/1467-8578.12138
134.
WinklerD.VoightA. (2016). Giftedness and overexcitability: Investigating the relationship using meta-analysis. Gifted Child Quartely, 60(4), 243–257. https://doi.org/10.1177/0016986216657588
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
