Copyright © 2011 Laurence Vaivre-Douret. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

1. C. Lombroso, The Man of Genius, Scott, London, UK, 1891.
2. F. Galton, Hereditary Genius, Horizon Press, New York, NY, USA, 1952.
3. L. M. Terman, Mental and Physical Traits of a Thousand Gifted Children: Genetic Studies of Genius, vol. 1, Standfort University Press, Standfort, Calif, USA, 1925.
4. L. Vaivre-Douret, “Le développement de l’enfant aux “aptitudes hautement performantes” (surdoués): importance des fonctions neuropsychomotrices,” Approche Neuropsychologique des Apprentissages chez l’Enfant, vol. 67, pp. 95–100, 2002.
5. L. Vaivre-Douret, “Les caractéristiques développementales d'un échantillon d'enfants tout venant à “hautes potentialités” (surdoués): suivi prophylactique,” Neuropsychiatrie de l'Enfance et de l'Adolescence, vol. 52, pp. 129–141, 2004.
6. WPPSI, Wechsler Preschool and Primary School Intelligence Scale (Echelle d'Intelligence de Wechsler pour la Période Pré-Scolaire et Primaire), Centre de Psychologie Appliquée, Paris, Farnce, 3rd edition, 2004.
7. WISC-IV, Weschler Intelligence Scale for Children (Echelle d'Intelligence de Wechsler pour Enfants et Adolescents), Centre de Psychologie Appliquée, Paris, Farnce, 4th edition, 2005.
8. L. Vaivre-Douret, Précis Théorique et Pratique du Développement Moteur, Edition du Centre de Psychologie Appliquée, Paris, Farnce, 2nd edition, 2004.
9. I. Brunet-Lézine, Echelle de Développement Psychomoteur de la Première Enfance Révisée [Revised Scale of Psychomotor Development of Infancy], Editions du Centre de Psychologie Appliquée, Paris, Farnce, 2001.
10. W. Stern, “The supernormal child,” Journal of Educational Psychology, vol. 2, no. 3, pp. 143–149, 1911. View at Publisher · View at Google Scholar
11. WAIS-III, Weschler Adult Intelligence Scale (Echelle d'Intelligence de Wechsler pour Adultes), Centre de Psychologie Appliquée, Paris, Farnce, 3rd edition, 2000.
12. J. C. Terrassier, “Le syndrome de dyssynchronie,” Neuropsychiatrie de l'Enfance et de l'Adolescence, vol. 10, pp. 445–450, 1979.
13. J. C. Terrassier, Les Enfants Surdoués ou la Précocité Embarrassante, ESF, Paris, Farnce, 4th edition, 1999.
14. J. de Ajuriaguerra, “Problèmes psychosociologiques posés par les enfants ‘surdoués’,” in Psychiatrie de l'Enfant, J. de Ajuriaguerra, Ed., pp. 929–930, Masson et Cie, Paris, Farnce, 2nd edition, 1974.
15. J. P. Delaubier, “La scolarisation des enfants intellectuellement précoces,” Rapport à Monsieur le Ministre de l'Education Nationale, 2002, http://www.education.gouv.fr/cid2022/la-scolarisation-des-eleves-intellectuellement-precoces.html.
16. R. Cox-Miles, “Les enfants bien doués,” in Manuel de Psychologie de l'Enfant, Tome III. Les Déficients Mentaux et les Bien-Doués Psychologie Différentielle des Sexes, L. Carmichael, Ed., p. 1401, Presses Universitaires de France, Paris, Farnce, 1952.
17. J. S. Renzulli and S. M. Reis, The Schoolwide Enrichment Model: A Comprehensive Plan for Educational Excellence, Creative Learning Press, Mansfield Center, Conn, USA, 1985.
18. R. J. Sternberg, The Triarchicmind: A New Theory of Human Intelligence, Viking-Penguin, New York, NY, USA, 1988.
19. R. J. Sternberg, “The theory of successful intelligence,” Review of General Psychology, vol. 3, no. 4, pp. 292–316, 1999.
20. C. Spearman, “General intelligence objectively measured and determined,” The American Journal of Psychology, vol. 15, pp. 201–209, 1904.
21. C. Spearman, The Abilities of Man: Their Nature and Measurement, The Macmillan Company, New York, NY, USA, 1927.
22. S. P. Marland, “Education of gifted and talented,” (report to the Subcommittee on Education, Committee on Labor and Public Welfare, U.S. Senate), U.S. Government Printing Office, Washington, DC, USA, 1972.
23. H. Gardner, Frame of Mind: The Theory of Multiple Intelligences, Basic Book, New York, NY, USA, 1983.
24. L. Vaivre-Douret, “Les surdoués,” in Les Troubles d'Apprentissage chez l'Enfant, un Problème de Santé Publique? L. Vaivre-Douret and A. Turtz, Eds., pp. 26–34, Revue du Haut Comité de Santé Publique, Paris, Farnce, 1999.
25. T. I. Lubart and A. S. Georgsdottir, “Créativité, haut potentiel et talent,” Psychologie Française, vol. 49, no. 3, pp. 277–291, 2004. View at Publisher · View at Google Scholar
26. J. P. Guilford, “Varieties of creative giftedness: their measure and development,” Gifted Child Quarterly, vol. 19, pp. 107–121, 1975.
27. E. P. Torrance, Tests de Pensée Créative, Centre de Psychologie Appliquée, Paris, Farnce, 1972.
28. T. I. Lubart, C. Mouchiroud, S. Tordjman, and F. Zenasni, Psychologie de la Créativité, Colin, Paris, Farnce, 2003.
29. J. S. Renzulli, “A pratical system for identifying gifted and talented students,” in Scale for Rating Behavioural Characteristics of Superior Students (Revised Edition). Technical and Administration Manual, J. S. Renzulli, L. H. Smith, A. J. White, C. M. Callahan, R. K. Hartman, and K. L. Westberg, Eds., Creative Learning Press, Mansfield Center, Conn, USA, 1997.
30. H. H. H. Mueller, U. N. Dash, D. W. Matheson, and R. H. Short, “WISC-R subtest patterning of below average, average, and above average IQ children: a meta-analysis,” Alberta Journal of Educational Research, vol. 30, pp. 68–85, 1984.
31. A. Bessou, C. Montlahuc, J. Louis, P. Fourneret, and O. Révol, “Profil psychométrique de 245 enfants intellectuellement précoces au WISC-III,” Approche Neuropsychologique des Apprentissages chez l'Enfant, vol. 81, pp. 23–28, 2005.
32. C. L. Hollinger and S. Kosek, “Beyond the use of full scale IQ scores,” Gifted Child Quarterly, vol. 30, pp. 74–77, 1986.
33. J. Louis, O. Revol, C. Nemoz, R. M. Dulac, and P. Fourneret, “Les facteurs psychophysiologiques de la précocité intellectuelle: résultats d'une enquête comparative chez l'enfant entre 8 ans et 11 ans,” Archives de Pédiatrie, vol. 12, no. 5, pp. 520–525, 2005. View at Publisher · View at Google Scholar · View at PubMed
34. J. R. Flynn, “The mean IQ of Americans: a massive gains 1932 to 1978,” Psychological Bulletin, vol. 95, no. 1, pp. 29–51, 1984. View at Publisher · View at Google Scholar
35. J. R. Flynn, “Massive IQ gains 14 nations: what intelligence tests measure?” Psychological Bulletin, vol. 101, no. 2, pp. 171–191, 1987.
36. A. W. Gottfried, A. E. Gottfried, K. Bathurst, and D. Wright-Guerin, Gifted IQ: Early Developmental Aspects, the Fullerton Longitudinal Study, Plenum, New York, NY, USA, 1994.
37. M. Schiff, M. Duyme, A. Dumaret, J. Stewart, S. Tomkiewicz, and J. Feingold, “Intellectual status of working class children adopted early in upper-class families,” Science, vol. 200, pp. 1503–1504, 1978.
38. J. M. Tuma, A. S. Appelbaum, and D. E. Bee, “Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds,” Psychology in the Schools, vol. 15, pp. 339–346, 1978.
39. F. Vallot, Enquête Nationale sur le Niveau Intellectuel des Enfants d'Âge Scolaire, Travaux et Documents, Cahier no. 64, PUF, Paris, Farnce, 1973.
40. B. S. Bloom, Developing Talent in Young People, Ballantine, New York, NY, USA, 1985.
41. D. H. Feldman and L. T. Goldsmith, Nature's Gambit: Child Prodigies and the Development of Human Potential, Teachers College Press, New York, NY, USA, 1991.
42. D. H. Feldman, “A developmental framework for research with gifted children,” New Directions for Child Development, vol. 17, pp. 31–45, 1982.
43. D. H. Feldman, “The theory of co-incidence: how giftedness develops in extreme and less extreme cases,” in Proceedings of the 9th World Conference on Gifted and Talented Children—Talent for the Future, W. Peters and F. Monks, Eds., pp. 10–22, Van Gorcum, Assen, Pays-Bas, 1992.
44. J. S. Renzulli, “What makes giftedness? Re-examining a definition,” Philadelphia Delta Kappan, vol. 60, pp. 180–184, 1978.
45. J. S. Renzulli, “Emerging conceptions of giftedness: building a bridge to the new century,” Exceptionality, vol. 10, pp. 67–75, 2002.
46. R. J. Sternberg, “Giftedness as developing expertise: a theory of the interface between high abilities and achieved excellence,” High Ability Studies, vol. 12, no. 2, pp. 159–179, 2001.
47. R. J. Sternberg, “WICS as a model of giftedness,” High Ability Studies, vol. 14, no. 2, pp. 109–137, 2003. View at Publisher · View at Google Scholar
48. A. J. Tannenbaum, “Giftedness: a psychosocial approach,” in Conceptions of Giftedness, R. J. Sternberg and J. E. Davidson, Eds., pp. 21–51, Cambridge University Press, New York, NY, USA, 1986.
49. L. Vaivre-Douret, “Point de vue développemental sur l'enfant à “hautes potentialités” (surdoué),” Journal of Pediatrics Puériculture, vol. 17, no. 5, pp. 254–261, 2004. View at Publisher · View at Google Scholar
50. K. Ennouri and H. Bloch, “Visual control of hand approach movements in new-borns,” The British Journal of Developmental Psychology, vol. 14, pp. 327–338, 1995.
51. A. N. Meltzoff and M. K. Moore, “Newborn infants imitate adult facial gestures,” Child Development, vol. 54, pp. 702–709, 1977.
52. C. Sann and A. Stréri, “Perception of object shape and texture in newborn infants: evidence from cross-modal tasks,” Developmental Science, vol. 10, no. 3, pp. 398–409, 2007. View at Publisher · View at Google Scholar · View at PubMed
53. E. S. Spelke, “Exploring audible and visible events in infancy,” in Perception and Its Development: A Tribute to Eleanor, J. Gibson and A. D. Pick, Eds., Erlbaum, Hillsdale, NJ, USA, 1979.
54. L. Vaivre-Douret, “DEF-MOT, normes du développement fonctionnel posturo-moteur, locomoteur et de la coordination visuo-manuelle,” in Précis Théorique et Pratique du Développement Moteur du Jeune Enfant: Normes et Dispersions, L. Vaivre-Douret, Ed., p. 117, Elsevier, Paris, Farnce, 1997.
55. A. Bessou and M. Yziquel, “Enquête auprès de l'Association d’Aide à la Reconnaissance des Enfants Intellectuellement Précoces (AAREIP),” Approche Neuropsychologique des Apprentissages chez l'Enfant, vol. 67, pp. 125–131, 2002. View at Scopus
56. F. D'Agostino, C. H. Bammatter, and M. Hubeaux, “L'enfant à haut potentiel intellectuel: du dépistage aux reconnaissances de la famille et à l'école,” Actes du Deuxième Congrès de l'Association Suisse des Enfants Précoces (ASEP), 2001.
57. N. Monod and L. Curzi-Dascalova, “Les états transitionnels de sommeil chez le nouveau-né à terme,” Revue d’Electroencéphalogramme de Neurophysiologie, vol. 3, pp. 87–96, 1973. View at Scopus
58. L. Vaivre-Douret, “Developmental characteristics of “high-level potentialities children” (gifted),” Actes du Congrès International de la Société Française de Psychologues et de Psychologie sur l'Intelligence de l'Enfant, Paris, France, p. 14, 2005.
59. L. Vaivre-Douret, C. Lalanne, C. Charlemaine, et al., “Relationship between growth status at birth and motor and cognitive development in a French sample of gifted children,” European Review of Applied Psychology, vol. 60, pp. 1–9, 2010.
60. L. Vaivre-Douret, “Les caractéristiques précoces des enfants à hautes potentialités,” Journal Français de Psychiatrie, vol. 18, pp. 33–35, 2003.
61. B. Bril and H. Lehalle, Le Développement Psychologique Est-Il Universel? Approches Interculturelles, PUF, Paris, Farnce, 1988.
62. P. L. Kilbride, “Sensori-motor behaviour of Baganda and Samia infants: a controlled comparison,” Journal of Cross-Cultural Psychology, vol. 11, pp. 131–152, 1980.
63. C. M. Super, “Environment effect on motor development: the case of African infant precocity,” Developmental Medicine and Child Neurology, vol. 18, no. 5, pp. 561–567, 1976. View at Scopus
64. C. M. Super, “Behavioural development in infancy,” in Handbook of Cross-Cultural Human Development, R. H. Munroe, R. L. Munroe, and B. B. Whiting, Eds., Garland, New York, NY, USA, 1981.
65. N. Warren and J. M. Parkin, “A neurological and behavioral comparison of African and European newborns in Uganda,” Child Development, vol. 45, no. 4, pp. 966–971, 1974. View at Scopus
66. E. E. Werner, “Infant around the world: cross-cultural studies of psychomotor development from birth to two years,” Journal of Cross-Cultural Psychology, vol. 3, pp. 111–134, 1972.
67. I. Casati and I. Lézine, Les Étapes de l'Intelligence Sensori-Motrice, Edition du Centre de Psychologie Appliquée, Paris, Farnce, 1968.
68. S. D. Porteus, Test des Labyrinthes, Les Editions du Centre de Psychologie Appliquée, Paris, Farnce, 1952.
69. A. I. Brown, “Conservation of number and continuous quantity in normal, bright and retarded children,” Child Development, vol. 44, no. 2, pp. 376–379, 1973. View at Scopus
70. R. Devries, “Relationships among piagetian, IQ, and achievement assessments,” Child Development, vol. 45, no. 3, pp. 746–756, 1974. View at Scopus
71. R. P. Ferretti and E. C. Butterfield, “Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies,” Intelligence, vol. 16, no. 2, pp. 207–223, 1992. View at Scopus
72. A. Little, “A longitudinal study of cognitive development in young children,” Child Development, vol. 43, pp. 1025–1034, 1972.
73. P. Planche, “Modalités fonctionnelles et conduites de résolution de problème chez des enfants précoces de cinq, six et sept ans d’âge chronologique,” Archives de Psychologie, vol. 53, pp. 411–415, 1985.
74. P. Planche, “Précocité intellectuelle: fonctionnement cognitif et dysharmonie. Actes du XXVIème Congrès International de Psychologie à Montréal,” International Journal of Psychology, vol. 31, p. 371, 1996.
75. P. Planche, “Etude comparative d'enfants “précoces” et d'enfants “moyens” face à une épreuve de décentration spatio-cognitive,” in Psychologie et Différences Individuelles: Questions Actuelles, J. Juhel, T. Marivain, and G. Roussel, Eds., pp. 133–138, Presses Universitaires de Rennes, Rennes, Farnce, 1997.
76. P. Planche, “La construction des notions spatiales chez les enfants intellectuellement précoces, âgés de 6 à 8 ans,” Enfance, vol. 2, pp. 159–171, 1998.
77. R. A. Webb, “Concrete and formal operations in very bright 6 to 11 year olds,” Human Development, vol. 17, no. 4, pp. 292–300, 1974. View at Scopus
78. R. Case, “Neo-piagetian theory: retrospect and prospect,” International Journal of Psychology, vol. 22, pp. 773–791, 1987.
79. K. W. Fischer, “A theory of cognitive development: the control and construction of hierarchies of skills,” Psychological Review, vol. 87, no. 6, pp. 477–531, 1980. View at Publisher · View at Google Scholar · View at Scopus
80. J. Pascual-Leone, “A mathematical model for the transition rule in Piaget's developmental stages,” Acta Psychologica, vol. 32, pp. 301–345, 1970. View at Scopus
81. J. Pascual-Leone, “Organismic processes for neo-piagetian theories: a dialectical causal account of cognitive development,” International Journal of Psychology, vol. 22, pp. 531–570, 1987.
82. J. Lautrey, Classe Sociale, Milieu Familial, Intelligence, PUF, Paris, Farnce, 1980.
83. J. P. Changeux, L'Inné et l'Acquis dans la Structure du Cerveau. La Recherche en Neurobiologie, Seuil, Paris, Farnce, 1977.
84. A. Adda, Le Livre de l'Enfant Doué, Editions Solar, Paris, Farnce, 1999.
85. J. Louis, O. Revol, F. Noir, F. De Magneval, M. T. Amato, and P. Fourneret, “Sommeil et précocité,” Approche Neuropsychologique des Apprentissages chez l'Enfant, vol. 73, pp. 151–158, 2003. View at Scopus
86. B. Gibello, L'Enfant à l'Intelligence Troublée, Païdos le Centurion, Paris, Farnce, 1984.
87. S. Lebovici and D. Braunschweig, “A propos de la névrose infantile,” Psychiatrie de l'Enfant, vol. 10, pp. 43–122, 1967.
88. O. Revol, J. Louis, and P. Fourneret, “Les troubles du comportement de l’enfant précoce,” Approche Neuropsychologique des Apprentissages chez l’Enfant, vol. 67, pp. 120–124, 2002. View at Scopus
89. H. J. Eysenck, “The psychophysiology of intelligence,” in Advances on Personality Assessment, C. D. Spielberger and J. N. Butcher, Eds., vol. 1, Lawrence Erlbaum, Hillsdale, NJ, USA, 1982.
90. J. C. Grubar, “Sommeil et efficience mentale: sommeil et précocité intellectuelle,” in La Précocité Intellectuelle, de la Mythologie à la Génétique, J. C. Grubar, M. Duyme, and S. Côte, Eds., pp. 83–90, Mardaga, Belgique, 1997.
91. J. Huon, “Le sommeil des sujets à quotient intellectuel élevé,” Electroencephalography and Clinical Neurophysiology, vol. 52S, 128, 1981.
92. O. Pètre-Quadens, “Contribution à l'étude de la phase dite paradoxale du sommeil,” Acta Neurological Psychiatrica Belgica, vol. 69, no. 10, pp. 769–798, 1969. View at Scopus
93. O. Pètre-Quadens, “Sleep in mental retardation,” in Sleep and the Maturing Nervous System, D. P. Purpura and F. E. Mayer, Eds., pp. 229–249, Academic Press, New York, NY, USA, 1972.
94. De Groot, Statistiche redundanzbildungsprocesse, in ihrer beziehung zu intelligenz, Diplomarbeit am Psychomogischen, Institut Von Universität Erlangen, 1974.
95. F. N. Dempster, “Inhibitory processes: a negleted dimension of intelligence,” Intelligence, vol. 15, no. 2, pp. 157–173, 1991. View at Scopus
96. M. A. Just and P. A. Carpenter, “A capacity theory of comprehension: individual differences in working memory,” Psychological Review, vol. 99, no. 1, pp. 122–149, 1992. View at Scopus
97. R. Kail, “Processing time declines exponentially during childhood and adolescence,” Developmental Psychology, vol. 27, no. 2, pp. 259–266, 1991. View at Scopus
98. H. Davis and M. Anderson, “Developmental and individual differences in fluid intelligence: evidence against the unidimensional hypothesis,” The British Journal of Developmental Psychology, vol. 19, no. 2, pp. 181–206, 2001. View at Publisher · View at Google Scholar · View at Scopus
99. A. R. Jensen, “The chronometry of intelligence,” in Advances in Research on Intelligence, R. J. Stenberg, Ed., vol. 1, pp. 242–267, Erlbaum, Hillsdale, NJ, USA, 1982.
100. A. R. Jensen, “The suppressed relationship between IQ and the reaction time slope parameter of the Hick function,” Intelligence, vol. 26, no. 1, pp. 43–52, 1998. View at Scopus
101. T. Nettelbeck, “Jensen's chronometric research: neither simple nor sufficient but a good place to start,” Intelligence, vol. 26, no. 3, pp. 233–241, 1998. View at Scopus
102. A. C. Neubauer and E. Knorr, “Three paper-and-pencil tests for speed of information processing: psychometric properties and correlations with intelligence,” Intelligence, vol. 26, no. 2, pp. 123–151, 1998. View at Scopus
103. M. Anderson, “Inspection time and IQ in young children,” Personality and Individual Differences, vol. 7, no. 5, pp. 677–686, 1986. View at Scopus
104. A. D. Baddeley and G. Hitch, “Working memory,” in The Psychology of Learning and Motivation, G. H. Bower, Ed., pp. 47–90, Academic Press, New York, NY, USA, 1974.
105. A. F. Fry and S. Hale, “Processing speed, working memory, and fluid intelligence: evidence for a developmental cascade,” The American Psychologist Society, vol. 7, pp. 237–241, 1996.
106. A. F. Fry and S. Hale, “Relationships among processing speed, working memory, and fluid intelligence in children,” Biological Psychology, vol. 54, pp. 1–34, 2000. View at Publisher · View at Google Scholar · View at Scopus
107. N. Jaušovec, “Differences in EEG alpha activity related to giftedness,” Intelligence, vol. 23, no. 3, pp. 159–173, 1996. View at Publisher · View at Google Scholar · View at Scopus
108. E. A. Joel, M. W. O'Boyle, and C. P. Benbow, “Developmentally advanced EEG alpha power in gifted male and female adolescents,” International Journal of Psychophysiology, vol. 23, no. 1-2, pp. 25–31, 1996. View at Publisher · View at Google Scholar · View at Scopus
109. M. H. Bornstein and M. D. Sigman, “Le développement de l'intelligence chez les enfants: nouvelles recherches sur la ‘continuité’,” Année Psychologique, vol. 85, pp. 383–394, 1985.
110. M. H. Bornstein and M. D. Sigman, “Continuity in mental development from infancy,” Child Development, vol. 57, no. 2, pp. 251–274, 1986. View at Scopus
111. K. K. Harnishfeger and D. F. Bjorklund, “A developmental perspective on individual differences in inhibition,” Learning and Individual Differences, vol. 6, no. 3, pp. 331–355, 1994. View at Scopus
112. O. Houdé, Rationalité, Développement et Inhibition. Un Nouveau Cadre d'Analyse, PUF, Paris, Farnce, 1995.
113. O. Houdé, L. Zago, E. Mellet, et al., “Shifting from the perceptual brain to the logical brain. The neural impact of cognitive inhibition training,” Journal of Cognitive Science, vol. 12, pp. 721–728, 2000.
114. J. Lautrey, A. De Ribaupierre, and I. Riben, “Les différences dans la forme du développement cognitif évalué avec les épreuves piagétiennes: une application de l'analyse des correspondances,” Cahiers de Psychologie Cognitive, vol. 6, pp. 575–613, 1986.
115. P. Planche, “Le fonctionnement et le développement cognitif de l'enfant intellectuellement précoce,” Année Psychologique, vol. 100, no. 3, pp. 503–525, 2000. View at Scopus
116. D. F. Bjorklund, W. Schneider, W. S. Cassel, and E. Ashley, “Training and extension of a memory strategy: evidence for utilization deficiencies in the acquisition of an organizational strategy in high- and low-IQ children,” Child Development, vol. 65, no. 3, pp. 951–965, 1994. View at Scopus
117. S. J. Cohn, J. S. Carlson, and A. R. Jensen, “Speed of information processing in academically gifted youths,” Personality and Individual Differences, vol. 6, no. 5, pp. 621–629, 1985. View at Scopus
118. J. F. Gaultney, D. F. Bjorklund, and D. Goldstein, “To be young, gifted, and strategic: advantages for memory performance,” Journal of Experimental Child Psychology, vol. 61, no. 1, pp. 43–66, 1996. View at Publisher · View at Google Scholar · View at Scopus
119. W. Schneider, J. Korkel, and F. E. Weinert, “The effect of intelligence self-concept and attributional style on metamemory and memory behaviour,” International Journal of Behavioural Development, vol. 10, pp. 281–299, 1987.
120. I. Swanson, “The relationship between metacognition and problem-solving in gifted children,” Roeper Review, vol. 15, pp. 43–48, 1992.
121. S. Arffa, M. Lovell, K. Podell, and E. Goldberg, “Wisconsin card sorting test performance in above and superior school children: relationship to intelligence and age,” Archives of Clinical Neuropsychology, vol. 13, no. 8, pp. 713–720, 1998. View at Publisher · View at Google Scholar · View at Scopus
122. J. Duncan, R. J. Seitz, J. Kolodny et al., “A neural basis for general intelligence,” Science, vol. 289, no. 5478, pp. 457–460, 2000. View at Publisher · View at Google Scholar · View at Scopus
123. M. W. O'Boyle and C. P. Benbow, “Enhanced right hemisphere involvement during cognitive processing may relate to intellectual precocity,” Neuropsychologia, vol. 28, no. 2, pp. 211–216, 1990. View at Publisher · View at Google Scholar · View at Scopus
124. M. W. O'Boyle, D. Vaughan, R. Cunnington, A. Puce, S. Syngeniotis, and G. Egan, “3-Dimensional rotation in mathematically gifted adolescents: an fMRI investigation,” NeuroImage, vol. 16, p. S673, 2002.
125. H. Singh and M. W. O'Boyle, “Interhemispheric interaction during global-local processing in mathematically gifted adolescents, average-ability youth and colleges students,” Neuropsychology, vol. 18, no. 2, pp. 371–377, 2004. View at Publisher · View at Google Scholar · View at PubMed · View at Scopus
126. C. P. Benbow, “Physiological correlates of extreme intellectual precocity,” Neuropsychologia, vol. 24, no. 5, pp. 719–725, 1986. View at Scopus
127. C. P. Benbow, “Sex differences in mathematical reasoning ability in intellectually talented preadolescents: their nature, effects, and possible causes,” Brain, Behaviour and Science, vol. 11, pp. 132–169, 1988.
128. M. W. O'Boyle, “A new millennium in cognitive neuropsychology research: the era of individual differences?” Brain and Cognition, vol. 42, no. 1, pp. 135–138, 2000. View at Publisher · View at Google Scholar · View at PubMed · View at Scopus
129. D. Posthuma, E. J. C. DeGeus, W. F. C. Baare, H. E. Hulshoffpol, R. S. Kahn, and D. I. Boomsma, “The association between brain volume and intelligence is of genetic origin,” Nature Neuroscience, vol. 5, pp. 83–84, 2002.
130. M. Wilke, J. H. Sohn, A. W. Byars, and S. K. Holland, “Bright spots: correlations of gray matter volume with IQ in a normal pediatric population,” NeuroImage, vol. 20, no. 1, pp. 202–215, 2003. View at Publisher · View at Google Scholar · View at Scopus
131. R. J. Haier, B. V. Siegel, K. H. Nuechterlein et al., “Cortical glucose metabolic rate correlates of abstract reasoning and attention studied with positron emission tomography,” Intelligence, vol. 12, no. 2, pp. 199–217, 1988. View at Scopus
132. R. W. Parks, D. A. Loewenstein, K. L. Dodrill et al., “Cerebral metabolic effects of a verbal fluency test: a PET scan study,” Journal of Clinical and Experimental Neuropsychology, vol. 10, no. 5, pp. 565–575, 1988. View at Scopus
133. I. Simoes Loureiro, L. Lowenthal, L. Lefebvre, and L. Vaivre-Douret, “Le trouble déficitaire de l'attention chez l'enfant à haut potentiel: étude exploratoire,” Approche Neuropsychologique des Apprentissages chez l'Enfant, vol. 101, pp. 317–322, 2009.
134. G. Prat, “Vingt ans de psychopathologie de l'enfant doué et surdoué en internat psychothérapique,” Neuropsychiatrie de l'Enfance, vol. 27, no. 10-11, pp. 467–474, 1979. View at Scopus
135. L. Roux-Dufort, “A propos des surdoués,” Psychiatrie de l'Enfant, vol. 21, pp. 126–149, 1982.
136. L. E. Brody and C. J. Mills, “Gifted children with learning disabilities: a review of the issues,” Journal of Learning Disabilities, vol. 20, pp. 282–296, 1997.
137. T. J. Landrum, “Gifted and learning disabled students: practical considerations for teachers,” Academic Therapy, vol. 24, pp. 533–545, 1989.
138. D. C. Geary and S. C. Brown, “Cognitive addition: strategy choice and speed of processing differences in gifted, normal and mathematically disabled children,” Developmental Psychology, vol. 27, no. 3, pp. 398–406, 1991. View at Scopus
139. A. Neubauer, “Les clés de l'intelligence,” Cerveau & Psycho, vol. 1, pp. 51–53, 2003.
140. P. Baraduc and E. Guigon, “Population computation of vectorial transformations,” Neural Computation, vol. 14, no. 4, pp. 845–871, 2002. View at Publisher · View at Google Scholar · View at PubMed · View at Scopus
141. J. C. Defries, G. E. McClearn, P. McGuffin, and R. Plomin, Behavioural Genetics, WH Freeman, San Francisco, Calif, USA, 4th edition, 2000.
142. N. G. Martin, R. Jardine, and L. J. Eaves, “Is there only one set of genes for different abilities? A reanalysis of the National Merit Scholarship Qualifying Test (NMSQT) data,” Behavior Genetics, vol. 14, no. 4, pp. 355–370, 1984. View at Scopus
143. R. Plomin and J. C. Defries, “Multivariate behavioural genetic analysis of twin data on scholastic abilities,” Behaviour Genetics, vol. 9, pp. 505–517, 1979.
144. R. Plomin, N. L. Pedersen, P. Lichtenstein, and G. E. McClearn, “Variability and stability in cognitive abilities are largely genetic later in life,” Behavior Genetics, vol. 24, no. 3, pp. 207–215, 1994. View at Publisher · View at Google Scholar · View at Scopus
145. I. Simoes Loureiro, L. Lowenthal, L. Lefebvre, and L. Vaivre-Douret, “Etude des caractéristiques psychologiques, physiologiques et sociales des enfants à haut potentiel,” Enfance, vol. 1, pp. 27–44, 2010.
146. E. Turkheimer, “Individual and group differences in adoption studies of IQ,” Psychological Bulletin, vol. 110, no. 3, pp. 392–405, 1991. View at Scopus
147. E. Turkheimer, A. Haley, M. Waldron, B. D'Onofrio, and I. I. Gottesman, “Socioeconomic status modifies heritability of IQ in young children,” Psychological Science, vol. 14, no. 6, pp. 623–628, 2003. View at Publisher · View at Google Scholar · View at Scopus