DYSSYNCHRONY OF COGNITIVE DEVELOPMENT IN INTELLECTUALLY GIFTED CHILDREN: STRUCTURE-DYNAMIC APPROACH

Dyssynchrony of cognitive development means peculiarity in structure of intellectual abilities of gifted children. Interpretation of dyssynchrony phenomenon in the context of structure-dynamic theory of intelligence is discussed. Notions of chronogenic (age-dependent) and personogenic (dependent on individual peculiarities) cognitive functions are defined. The research based on Wechsler Intelligence Scale for Children (WISC) is described. Consistent with prediction of structure-dynamic theory, coefficient of chronogenity (rate of subscale's indices increase with the age) correlates positively with environmental need for abilities, general factor's loadings and hereditivity of WISC's subscales. The conclusion that differences in intellectual functions' structure (including dyssynchrony) are the result of interaction of the three bases - child's intellectual potential, environment and the time of ontogenesis is drawn. Low environmental need for abilities, resulting in increase of personogenity of ability, in combination with person's great cognitive efforts results in situation of dyssynchrony in cognitive development.