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Decision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities: a neuropsychological perspective

dc.contributor.authorPérez-Tejera, Josué
dc.contributor.authorCairós-González, Mariana
dc.contributor.authorVerche Borges, Emilio
dc.contributor.authorBorges, África
dc.date.accessioned2024-01-29T09:05:24Z
dc.date.available2024-01-29T09:05:24Z
dc.date.issued2023
dc.description.abstractObjective: Two processing pathways have been described in explicit risk decision-making tasks: an emotional and a cognitive feedback pathway. The objective of the study was to examine decision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities compared with a control group typical development and to determine whether their execution is similar or different. Methods: This study explores differences in quality of decision making between gifted (n = 28) and average intellectual ability (n = 37) students of two different age groups (children vs. adolescents). Groups were compared using the scores obtained in the Cambridge Gambling Task (CGT). Results: Results show that gifted students displayed better decision making as evidenced by higher cognitive self-control to postpone immediate rewards and quality of decision when compared to the control group. Deliberation time in gifted was faster in the adolescent group and slower in the child group. Conclusion: This finding suggests developmental influences that need to be considered to explain the effects of the G factor in decision making skills. Procedures help to reflect upon the contribution of controlled cognitive tasks in elucidating abilities related to general intelligence. Neuropsychological basis of decision-making is briefly discussed.
dc.description.departmentDepto. de Psicobiología y Metodología en Ciencias del Comportamiento
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationPérez-Tejera J, Mariana Cairós González, Verche E, Borges Á. Decision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities: a neuropsychological perspective. Revista Iberoamericana de Neuropsicología. 2023;6(2):183-95.
dc.identifier.issn2594-1178
dc.identifier.officialurlhttps://neuropsychologylearning.com/revista/
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/64f7750ccc8ad211a959388c
dc.identifier.relatedurlhttps://neuropsychologylearning.com/revista/articulos-vol-6-num-2/
dc.identifier.urihttps://hdl.handle.net/20.500.14352/95762
dc.issue.number2
dc.journal.titleRevista Iberoamericana de Neuropsicología
dc.language.isoeng
dc.page.final195
dc.page.initial183
dc.publisherEditorial El Manual Moderno
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu612.8:159.9
dc.subject.cdu159.924-053.2
dc.subject.cdu65.012.123
dc.subject.keywordQuality in decision-making
dc.subject.keywordGifted students
dc.subject.keywordExplicit risk-taking
dc.subject.keywordHigh intellectual abilities
dc.subject.ucmNeuropsicología
dc.subject.ucmEducación especial (Psicología)
dc.subject.ucmEducación especial (Educación)
dc.subject.ucmPsicología (Educación)
dc.subject.unesco6102.04 Psicología Escolar
dc.subject.unesco6104.01 Procesos Cognitivos
dc.titleDecision-making on an explicit risk-taking task in children and adolescents with high intellectual abilities: a neuropsychological perspective
dc.typejournal article
dc.volume.number6
dspace.entity.typePublication
relation.isAuthorOfPublicationd8ef404b-4022-4b1b-817d-32c21cf628d4
relation.isAuthorOfPublication.latestForDiscoveryd8ef404b-4022-4b1b-817d-32c21cf628d4

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