Gestión de recursos cognitivos como factor modulador en la expresión de la alta capacidad intelectual

Abstract

From the current paradigm, high intellectual capacity (HIA) is conceptualized as a differential manifestation of human intelligence consisting of a complex, multidimensionally configured phenomenon, with a genetic basis that would cohabit with multiple biological and environmental factors. Current research points to the importance of various endogenous and exogenous modulatory variables that will give rise to different trajectories in the expression of high potentiality. Among the endogenous modulators, the role of the regulation of intellectual resources through Executive Functions (EF) and Metacognition stands out. EF play a fundamental role in orchestrating cognitive resources; on the other hand, Metacognition implies the control and monitoring of resolution strategies. In addition to the importance of EF and Metacognition as factors regulating the intellectual resources involved in HIA, it is also necessary to consider the relevance of their ethical regulation in the development and expression of high intellectual potential, according to the current perspective of expansion of the concept of HIA towards aspects of social and ethical responsibility. From this perspective, the Objective of this doctoral thesis is to study the cognitive and ethical regulation of intellectual resources in HIA as one of the endogenous modulators that influence its development and expression.To achieve this purpose, four specific objectives were formulated for which different studies were planned. First, a meta-analysis was carried out with the aim of analysing the current status of the concept of EF and the effectiveness of measurement instruments. In addition, the same study, the differences in executive functioning between schoolchildren with HIA and schoolchildren with average intelligence were analysed. In the second study, a network analysis was carried out to address the third specific objective, in order to know, comparatively, the relationships between EF (and their components) and Metacognition (and their components) in children with typical intelligence and those with HIA. Finally, to respond to Specific Objective 4, intergroup differences in ethical sensitivity were studied, reflecting of the ethical regulation of potential of schoolchildren with HIA and with average intelligence to capture the problems of today's society and its possible solutions.The results indicate high heterogeneity in the concept of EF and impurity in its measure, while indicating differences in executive functioning between schoolchildren with HIA and schoolchildren with typical intelligence. On the other hand, they suggest that Metacognition plays a prominent role in the regulating the resources available for the resolution of task; in addition, the connection networks that are established between metacognitive and executive components are different for different study groups. Finally, ethical regulation is related to the special sensitivity that schoolchildren with HIA show in the area of an earlier awareness of world´s problems and their solutions, and greater flexibility, fluidity and abstraction both in the type of problems they detect and in the solutions they refer. Therefore, the conclusions obtained support the idea that knowing the regulatory role played by one of its endogenous modulators (EF, Metacognition and ethical regulation) in the expression of HIA can facilitate an educational adjustment from childhood among schoolchildren with HIA, in order to favour the optimal development of high potential and its positive application in the social complexity of the 21st century, as suggested by authors such as Renzulli (2020a); Sternberg (2021a) and Tirri (2016). In turn, this contribution contributes to expanding the concept of ACI.