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RELATIONSHIPS BETWEEN IMPULSIVITY-REFLECTIVITY DIMENSION AND INTELLIGENCE

P. Ramiro, J.I. Navarro, I. Menacho, M. Aguilar

University of Cadiz (SPAIN)
Cognitive styles are a stable attitudes, preferences, or habitual strategies that determine individuals’ modes of perceiving, remembering, thinking, and problem solving. Cognitive style impulsivity-reflectivity refers preference for making responses quickly versus pausing to decrease the number of errors in problem-solving situations. Relationships between impulsivity-reflectivity and intelligence are still not clear. The aim of this project was to know what impulsivity-reflectivity dimension can be considered more common in gifted children assessed by a standard IQ test. 50 primary and secondary school children were assessed with the Wechsler Intelligence Scale for Children (WISC-r), the Renzulli Scale for Rating Behavioural Characteristics of Talented and Gifted Students, and the Matching Familiar Figures Test. Results shown that most high IQ students (over 130 in WISC-r) had a reflectivity cognitive style.