The gifted person has a cognitive function different from the neurotypical person ("normal"). In fact, the High potential (HP) is not necessarily plus Smart, as we tend to think. Even if we agree that the gift starts from 130 points of intellectual quotient (IQ) on the Wechsler scale – so with the WAIS - the result is not synonymous with superior intelligence. Or at least not as you imagine. What happens is that the young person will develop two particular skills. The first is hypersensitivity. I have written several articles on this subject. The second characteristic of zebras is intellectual functioning (or cognitive, or brain) exceptional. This characteristic of the gifted adult is the subject of this article.
Thus, I like to sum up the gift as the mixture of high potential emotional (HEP, with hypersensitivity) and high potential intellectual (HIP, with cognitive functioning). It is certainly a somewhat simplistic view of the phenomenon, but I find that it allows us to understand its main ideas.
As a first step, I'm going to summarize the information gathered about the gifted brain, but from a purely biological point of view. What makes it like this? Then we will talk about the two major impacts that this has: (1) on the functioning of memory and (2) on the system of thought.
Disclaimer
Nevertheless, I invite you to keep a critical eye on your different readings about the gifted and other early ones. I quickly realized that, on the internet, we find everything and nothing. What you will read here is the story of my young experience intellectually young child now, with discussions with my psychologist and other scientific resources (specified if applicable). The subject of today being the cognitive functioning of the zebra, the basic structure came following what I found logical for me, with my different cognitive functioning. Maybe she'll be different from yours, and I don't claim to have infuse science. In this regard, if you want to share your experience with me, I will be delighted to exchange with you!
The brain of the gifted
So let's start with studying the brain under steroids of the gifted person.
Increased neuronal connections
It appears that one of the causes of doubt is a high rate of myelinization of the brain. What is it? In fact, to make it simple, myelins are membranes that surround the axons responsible for the connections between the neurons. They ensure the quality of neuronal exchanges, but also their speed.
A high rate of myelinization of the brain therefore allows for stronger and faster neuronal connections. In addition, in gifted children, myelins continue to develop after 7 years of age. In "normal" children, the process stops. This system allows the zebra to (1) think faster and (2) learn more. I'll come back a little later on how the gifted think, but keep all this information in mind.
Use of the 2 hemispheres
The brain interconnectivity of gifted adults does not stop there. But before going further, here is a small summary of the brain structure. It is divided into two hemispheres: the left hemisphere, and the right hemisphere. The left side is generally more used in tasks that involve reasoning, whereas on the right it is rather about creation and intuition. This is where the expression comes from being left brain (or right brain). The two hemispheres are connected by what is called the callous body.
Usually, the callous body prevents much information from passing from one hemisphere to another. So when you do something, you activate the left brain and the right brain in parallel, but they don't communicate too much with each other. They work together, but each side. However, in the High Intellectual PotentialThe callous body lets the nerve flows from one hemisphere to another. This superconnectivity is demonstrated by passing an MRI. Here, for example, is the video of a recent study in Lyon where you can discover their detailed results.
You will see that they made a distinction between thecomplex gifted and laminar gifted. This differentiation occurs when testing for IQ. In fact, the overall test consists of several sub-tests (called sub-tests). They make it possible to establish "under IQ" such as verbal IQ – which is therefore part of the overall intellectual quotient. If you get consistent results at these subtests, they say you are a high laminar potential. Conversely, if you have heterogeneous results, you are a high complex potential.
Additional classifications
The emotional load felt by the zebra is enormous. He feels the slightest variations in his environment. If you combine this hyperreceptivity of the environment with the hyperconnectivity of the brain, you get an unusual system. What is mainly interesting – in my opinion – is that high potential will classify information differently in his brain. By mixing the two hemispheres of his brain, he is able to make new connections.
In my head, for example, memories are classified by logical bonds, emotional feelings, physical sensations that I had at that time, by color, etc. See it as a computer in which each folder is classified according to several different criteria, and not just alphabetically.
Later, the links are made following the same infinite possibilities of categories. It is moreover this improbable thread of thought for many that accurately reflects the way in which a gifted person works. But this is a subject for later.
The memory of the gifted
First of all, we'll talk about memorizing the gifted.
A more effective short-term or "work" memory
The short-term memory, also called working memory, is the memory that is used to remember the little things of everyday life that do not require going into memory in the long term. This can be used to hold a telephone number until it is noted in our directory, or to memorize the findings of several articles to summarize them. It's a bit like the "copy/paste" function of the computer: it can be used while working, but if you turn off the copied text (and not yet glued) is lost.
In zebra, this memory is on average more effective than in a normal person. Indeed, the early child will put in place memorization strategies because he is aware of his difficulties to memorize. For example, it is common to remember a phone number with colors. Personally, I keep things by telling myself stories about it. I can imagine a storytelling, and it's good. This is called metamemory.
That was the general idea. More recently, research tends to support this point of view by adding a crucial fact: yes, it is true, but it depends! Basically, metamemory (or strategic memory because strategies are put in place to memorize more easily) is a feature General or base But each individual is different. Thus, a gifted adult may find it difficult to use his work memory. This is not an "obligation".
Long-term memory promotion
As we have seen in the previous section, the child with high potential andadult zebra will classify and organize information differently in their brains. This particular arrangement is also true for memory and memory classification. The links between them are more varied and stronger than in a neurotypical person.
Let's take for example a memory I can have of an afternoon at the beach (I miss Montpellier...). This memory could only be related to other moments at the beach, or my youth in the south. Now, my brain makes much more and deeper connections according to several characteristics. For example, this afternoon can make me think of a moment in the sauna because I was hot too, or meditation because I also feel relaxed when I practice. Each idea is then connected to another node of ideas. And all these ideas are explored at the same time. I tell you no more, it will be the theme of the functioning of thought (the next part!).
In general, the gifted learns and works a lot using his unusual memory. Since he is a curious person, he learns a lot and on many subjects. Inter-subject connections are increasing.
Use of memory for mathematical calculations
We have just seen that high potentials use their memory a lot because it is generally more efficient than the average (more "fuller", but also organized differently). This use therefore applies to many subjects, including some that are not necessarily thought of as... mathematics. You've certainly heard of the two big stereotypes about the gift. The first zebra has academic difficulties and learning disabilities. The second, he, seems quite comfortable at school, makes one (or several) class jump, and feels boredom in progress. And often we take the example of the fact that he (or she) is a genius or a canker in mathematics. Either it works too well or not at all.
In fact, these two myths come from the fact that the gifted do their mathematical calculations using their memory. Ever since they were small, they've been playing with numbers. I loved it from 1 and then multiply it all by two until I got vertiginous numbers (1, 2, 4, 8, 16, 32, 64, 128...). Growing up, the calculations got complicated, but my internal calculator is still there, deep down. Gradually, I memorized the results of these operations, so I know by heart the unlikely equations answers... without knowing how I know! Indeed, the result "appears" before us, but it is very hard to remember how we got there. In other words, I can't reproduce the path my internal calculator did.
This difficulty therefore explains the fact that some fail to write their mathematical reasoning during the exercise (they do not remember, however, they are sure of the result). She also explains that others do calculations of the future with confusing simplicity. In fact, they have already memorized the responses of dozens of "intercalculations".
The thought of the gifted
As we began to see quickly throughout this article, gifted people have a unique way of thinking. The idea is that it's going fast, and in every direction.
Multiple customs and thinking
First of all, the thought goes fast because, as we have seen, the brain of zebras has a higher rate of myelination than normal. The nerve connections are therefore made faster, and stronger, more intense. Second, the two brain hemispheres that join together offer the opportunity to make spectacular connections between ideas. I had quickly addressed this phenomenon in the memorization section. I'm going to go into more detail here.
To this day, this way of thinking remains mysterious because it is very difficult to demonstrate. Scientists have already managed to prove the existence of this difference, but not yet to fully understand how it works.
To explain this, two schools exist. The first one calls tree thinking (or tree thinking), and the second is the divergent thought. I will present these two theories (you will see, they remain broadly similar despite everything).
Zebra tree thought
To understand tree thinking, one must visualize the "normal" thought called linear thought. Here, ideas follow a line. Idea A leads to idea B, which in turn leads to idea C. The links are logical, and easy to follow if we ever try to study them. In tree thinking, the first idea leads to 2 or 3 other ideas. And each of these ideas leads to two or three more, and so on. In the end, we end up with a gigantic tree made up of plenty of ideas.
To illustrate my point, here are the ideas that might arise from the word "boat". It is clear that linear thinking only leads to a single new idea, while the zebra evaluated several ideas in parallel to finish with 4 proposals.
This visualization in a tree still poses a problem: when does the tree stop? When does everything start all over in my brain? Indeed, everything happens very quickly and I find it very difficult to identify it. But I find it difficult to conceive the fact that, at one point, I say to myself " All right, Paul, that's it, this idea has been explored enough so we move on to another tree of ideas. " That's why, even though this visualization of the mind of the gifted is the most widespread, I tend to prefer the following: the divergent thought.
Divergent thought of the zebra
Divergent thinking is the search for several solutions to a given problem, or several ideas to a main idea. The opposite is the converging thought, in which we will seek one idea in connection with many others. Divergent thought opens up to the world and seeks, while converging thought will instead identify a common denominator.
I think the concept is very much like a brainstorming meeting. At first, we look for a variety of solutions around a defined problem (different thought), then at the end we categorise these ideas around a common notion or a general theme (converging thought).
I explained earlier that this idea of divergence seemed more appropriate to me than the tree to express what I feel because, after a while, it does not involve more hierarchy. Each idea is related to others, like a big spider web, and there is not one possible path but several. To go from a point A to a point B studies all the paths. When I think, I do a lot of ideas, and I can come back several times on the same idea but from a different idea (from a different point of view if you prefer). In tree thinking, if the idea does not fit within its branch, it will never be reviewed. Here, I can do it several times. I feel like it's closer to what happens when I think.
Different reasoning among gifted people
The system of thinking different from the zebra adult logically brings a different reasoning. If internal connections are not made in the same way, the path will not be identical either. The most complicated for me remains, I think, the identification of the path of my reasoning. Sometimes (all the time), it goes too fast and I have no idea how I got from an A idea to an B idea. But even without being able to explain the logic between the two, I remain convinced that they are connected. It's like when you feel like you've already seen a person: you're sure of yourself, but you can't know where the memory comes from. Now I'm sure the two ideas are connected, but I don't know why.
From this reasoning in its own right arises two characteristics peculiar to the gift: the question continues, and the search for meaning – or rather, the need of meaning.
Constant questioning "thanks" to divergent thought
As explained, my thread of thought works continuously, deep in my brain. This diverging thinking tends to make me see problems or situations from a new perspective. Indeed, at the same time I am implementing (1) the ideas that I had previously and (2) the links that I am making with my memory.
It's this operation that often, starting from the same problem as my manager, I don't get the same solutions. That's why hierarchical orders are not necessarily the right ones for me, because I don't validate their logic. I trust my ideas, and sometimes it's very hard for me to accept to work for someone who's going to have projects that I don't think are good. We constantly question the reasoning of others because ours does not bring us to the same place.
After that, go tell your superior that his idea is not the right one. Go explain to the big boss of the box that his long-term strategy could be improved, and that you know where to go but that you are unable to explain your reasoning to him. It's a very complicated discussion to have.
At the end of a while, we'll hold back. We enter in accordance with the divine thought of the Direction, and we keep silent. It can work for a while, but very quickly it comes to ruin our need for meaning. (* Don't see any political a priori on this image, I was just looking for a visual way to illustrate "The Directorate").
The zebra is looking for meaning
The actions of the zebra need to be justified, to have meaning. And a sense Just. If one remains in the business world, ruining the environment to increase its profit is, in fact, a justification. However, this is not just or moral justification. It is not part of the common good. This notion of common good and justice is very important for zebras. He needs it, and needs to participate.
The grail would be to spend its days in harmony with its internal search for justice and common sense. That's why staying under the orders of instructions for a long time is not feasible. This research is that of Ikigai – on which I will come back in a future article.
Nevertheless, the fact is that this extraordinary intelligence of the gifted can be made available for a laudable purpose, and this is generally what it seeks. Ideally, I would like to work in an association that does good in the world. I am particularly attached to the animal and environmental cause, but this is only a detail. My deep need is to help. In this sense, writing this site does me a lot of good. Finally, it is above all your feedback that makes me realize that I am helping some of you. It's hyper-stimulating, and it fully justifies the time that I invested in it.
A special relationship with words
We now begin the last part of this article: the particular relationship between zebras and words. Before going further, I think we need to explain a first point. The great intellectual curiosity of the early child, the gifted teenager and the zebra adult allow him to learn new things, including words. Thus, they generally get a better knowledge of vocabulary than normal people. This greater semantic richness is generally detected during the verbal IQ subtest.
We will first see what this knowledge brings into the relationship that zebras have with humor. Then we will see the link between the gift and the meaning of words and implicits.
The special humor of the gifted
High intellectual potentials tend to use humour a lot. In fact, by being very creative people, they quickly make connections and associations of ideas (we have seen). In addition, they use humor as a weapon against stress (they are anxious) and to integrate more easily – two big difficulties facing zebras, as seen in the article on hypersensitivity.
The problem is that the humor of the gifted can be misunderstood. It flies high enough, and can sometimes be (very) intellectual. I'm considered a very funny person. Still, some people have a lot of trouble understanding the puns that I can be doing or will sometimes find it a bit silly. The connections I make between things are not necessarily perceived by everyone and the joke can sometimes fall to the water (ops). I've been called daintello, and some have even had the impression that I was making fun of them!
What's too bad is that I really use humor to manage my stress. I'm stressed out to look weird when there's a world around me, so I make jokes (which can be misunderstood, and in this case I totally messed up my normalization approach...). When I was at the Bac, I made jokes to the jury to relieve my anxiety. Recently, I went to the hospital to do some tests. I dressed my best humor (very black!) to relax in the waiting room (NDLR: The jokes about death in the hospital, it's not crazy). Every time there's nothing bad. Just stress to evacuate.
Meaning of words and implicits
Greater knowledge of words also implies better control of their meaning. Each word has a precise meaning (its literal meaning), and it does not mean anything else. I'll give you an example that often happens to me. A friend sent by message "Do you do something tonight?". Does:
- He just wants to know what I'm doing tonight, with no ulterior thoughts?
- He wants me to propose that we go do something together?
- How does that "is what I do something"? Of course! I can't do nothing. I can stay at home, but is it not doing anything? No, I might read or watch a movie, and that's doing something. So do I just say "Yes" because I have to do something?
- If I've already planned something, does he want me to ask him to come?
In short, I usually remain a little puzzled and I learned little by little that the implicit question is whether I'm interested in making an outing together. But if that's the real question, why not ask it directly?
Conclusion
In conclusion, the gift has many impacts on the cognitive functioning of the gifted. First, the zebra brain tends to have a higher than average rate of myelination. In concrete terms, this means that neuronal connections are more important, more powerful, and faster. Moreover, the left and right hemispheres of the brain communicate much better. Thus, the cognitive functioning of the gifted adult is faster and more detailed. It starts both hemispheres and the brain is hyper-connected.
This different cognitive function allows better memory performance. Indeed, memories are "classified" according to many analytical and sensory categories. The same applies to thought: the links between ideas are more numerous, faster, and more unlikely. This particular reasoning leads to a regular questioning of authority and a search for meaning in life. The gifted one needs to make sense of his actions, otherwise he will feel lost. Finally, the creative and stressed brain of zebras defends itself through humor.
These particularities of the gift make me conclude (as often) by the fact that it is very important to detect the potential – and then to understand the potential – in order to enable children to flourish. Even if intellectual skills are later discovered by a shrink, this is no problem. Nevertheless, keep in mind that it is best to spot gifted children early.
Sources
- Bjorklund D., Gaultney J., Goldstein D. (Journal of Experimental Child Psychology), To Be Young, Gifted, and Strategic: Advantages for Memory Performance, 1996.
- Borel D., Camos V., Corbin L., (Children), Dissociation of work-speed treatment memory in intellectually early children through two case studies, 2012.
- Davies G., Deary I., Gale C., Hagenaars S., Hill W., Maghizian O., Marioni R., McIntosh A., Ritchie S., (Molecural Psychiatry), A combined analysis of genetically correlated traits identified 187 loci and a role for neurogenesis and myelination in intelligence, 2019.
- Lubart T., (Amphi Psychology), Exceptional children: Intellectual precocity, high potential and talent, 2006.
- Plank P., (The Psychological Year), The functioning and cognitive development of the intellectually early child, 2000.
