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This systematic review delineates how gifted children differ from typically developing peers across cognitive abilities, psychophysiology, and psychological traits, and documents the prevalence and criteria of intelligence tests used. Across 104 studies from 25+ countries (77,705 children aged 5–18), results show culturally adapted assessment trends, stronger cognitive performance, heightened brain activity during complex cognition, and higher intrinsic motivation, self-efficacy, and openness, alongside better grades and strategies.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/giftedness-identification-and-cognitive-physiological-and-psychological-characteristics-of-gifted-children-a-systematic-review/501537/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/giftedness-identification-and-cognitive-physiological-and-psychological-characteristics-of-gifted-children-a-systematic-review/501537.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why is giftedness identification considered difficult in research and practice?","Question",{"text":113,"@type":114},"The components and diagnostic criteria for giftedness are not consistently operationalized and lack precision, which affects identification quality and downstream educational planning.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What differences does the review report between gifted children and typically developing peers?",{"text":118,"@type":114},"Gifted children generally outperform peers in multiple cognitive domains, show heightened and accelerated brain activity during complex cognitive effort, and score higher on measures such as intrinsic motivation, self-efficacy, and openness to experience.",{"name":120,"@type":111,"acceptedAnswer":121},"How were intelligence tests used to assess giftedness in the included studies?",{"text":122,"@type":114},"The review documents the prevalence and criteria of intelligence tests across studies and finds a trend toward adopting more culturally appropriate measures for assessing giftedness.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},501537,1791135239,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":31},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","TYPE Systematic Review PUBLISHED 20 November 2024 DOI 10.3389/fpsyg.2024.1411981  \nOPEN ACCESS  \nEDITED BY  \nDouglas F. Kauffman,  \nConsultant, Greater Boston area, MA, United States  \nREVIEWED BY  \nIstván Szamosközi,  \nBabeș-Bolyai University, Romania Ismail Xodabande,  \nKharazmi University, Iran  \n*CORRESPONDENCE  \nElizaveta Kuznetsova  \n [elizaveta.kuznetsova@helsinki.fi](elizaveta.kuznetsova@helsinki.fi)  \n†These authors have contributed equally to this work  \nRECEIVED 03 April 2024  \nACCEPTED 04 November 2024  \nPUBLISHED 20 November 2024  \nCITATION  \nKuznetsova E, Liashenko A,  \nZhozhikashvili N and Arsalidou M (2024) Giftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review.  \nFront. Psychol. 15:1411981 .  \ndoi: 10.3389/fpsyg.2024.1411981  \nCOPYRIGHT  \n© 2024 Kuznetsova, Liashenko, Zhozhikashvili and Arsalidou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.  \nGiftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review  \nElizaveta Kuznetsova 1*†, Anastasiia Liashenko 2†, Natalia Zhozhikashvili3† and Marie Arsalidou4  \n1 Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland, 2 Pedagogy and Medical Psychology Department, Institute of Psychology and Social Work, Sechenov University, Moscow, Russia, 3 Laboratory for Cognitive Research, HSE University, Moscow, Russia, 4 Faculty of Graduate Studies, York University, Toronto, ON, Canada  \nDespite the extensive history of investigation, characterization and diagnostics of giftedness is still a point of debate. The lack of understanding of the phenomenon affects the identification process of gifted children, development of targeted educational programs and state of research in the field of gifted education. In the current systematic review, we seek to delineate the specific aspects in which gifted children differ from their typically developing peers in cognitive abilities, psychophysiology and psychological characteristics. Secondly, we aim to document the prevalence and criteria of intelligence tests used to assess gifted children and adolescents. We reviewed 104 articles from more than 25 countries that examined a total of 77,705 children ages 5–18 years. Results reveal a discernible trend toward adopting more culturally appropriate measures for assessing giftedness in children. Findings highlight that gifted children generally outperform their peers in several cognitive domains such as verbal working memory, inhibition, geometric problem solving, attention-switching and elemental information processing, showcasing an accuracy-reaction time trade-off. Psychophysiological assessments demonstrate heightened and accelerated brain activity during complex effortful cognitive processes. Psychological and behavioral measures reveal that gifted children score higher on tests measuring intrinsic motivation, self-efficacy, and openness to experience; as well as achieving higher grades in school and employing better problem-solving strategies. Our systematic review can be beneficial in educational and research contexts, giving directions in assessment of giftedness and designing future research.  \nKEYWORDS  \ngiftedness, intelligence, children, intelligence tests, cognitive abilities  \nIntroduction  \nSuperior cognitive abilities or ‘giftedness’ have attracted the interest of philosophers (Comte, 1844; Saint-Simon, 1813), educators (Gardner, 2004; Harris, 1867), psychologists, psychiatrists (Galton, 1870; Lombroso, 1895; Renzulli, 1978),","cbCaiprm3FTFmzd8","https://ap.wps.com/l/cbCaiprm3FTFmzd8","pdf",876031,"English","# Introduction\n## Rationale and debate around giftedness\n## Role of intelligence tests and existing criteria\n# Review scope and aims\n## Differences in cognitive abilities, psychophysiology, and psychology\n## Prevalence and criteria of intelligence tests\n# Results and implications\n## Cultural appropriateness of assessment measures\n## Cognitive, psychophysiological, and psychological findings\n## Educational and research relevance","[{\"question\":\"Why is giftedness identification considered difficult in research and practice?\",\"answer\":\"The components and diagnostic criteria for giftedness are not consistently operationalized and lack precision, which affects identification quality and downstream educational planning.\"},{\"question\":\"What differences does the review report between gifted children and typically developing peers?\",\"answer\":\"Gifted children generally outperform peers in multiple cognitive domains, show heightened and accelerated brain activity during complex cognitive effort, and score higher on measures such as intrinsic motivation, self-efficacy, and openness to experience.\"},{\"question\":\"How were intelligence tests used to assess giftedness in the included studies?\",\"answer\":\"The review documents the prevalence and criteria of intelligence tests across studies and finds a trend toward adopting more culturally appropriate measures for assessing giftedness.\"}]","Giftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review | PDF",1791020329]