| Abstract [eng] |
SUMMARY This research aimed on describing the structure of Intelligence of high-achievers of 6th to 8th formers. There were 45 students, namely 32 girls and 13 boys, students of secondary schools, who we participated in the research. Age range of students varied from 12 to 15 years old. Based on performance indicators, the following three groups of children were distinguished: those who showed good performance in languages; those who were goods at mathematics and those who were good at both languages and mathematics (with semestrial and annual evaluation grade 10 (excellent) and 9 (very good) of givens subjects. Students have been tested according to two methods: Wechsler Intelligence Scale for Children (WISC-III) and Bender-Gestalt Visual Motor Test II. It was found that verbal abilities of school high-achievers are very high and nonverbal abilities are high. School high-achievers perform WISC-III subtests better than theirs peers from general population. Relevant differences in performing verbal subtests were determined in three groups of students. For children, who are good at languages, is characteristic abstract logical reasoning involving when involving words and school aptitude. Students, who are good at mathematics, have better computation and abstract reasoning involving digits abilities. Children, who are good at all subjects, possess best long-term memory, ability to accumulate information. The cognitive profile of high-achievers is similar to profile of gifted children In the structure of high-achievers we can identify fast nonverbal information processing and organizing ability. Visual-motor abilities of high-achievers are of high level. |
