Evidence against the myth of adjustment problems of people with high intellectual abilities

Personal and social adjustment of high-ability children and adolescents is a very important issue in the specialized literature. The differences found between data for and against appropriate adjustment in gifted children and adolescents could be explained by conceptual or methodological biases. In this work, the relation between adjustment and high abilities are contrasted in a sample of teenagers from the Canary Islands, using a screening procedure based on their scores in intelligence tests. Results show that, although gifted adolescents differ significantly from their peers in the control group in socio-economic variables and academic performance, there are no differences in personal, social and educational adjustment. We conclude that adjustment problems and high ability are independent variables, and there is no evidence to support that gifted individuals have adjustment problems.     

Review of: Svetlana Klimova: Russian Intelligentsia in Search of an Identity (Between Dostoevsky’s Oppositions and Tolstoy’s Holism), Leiden,Brill, 2020, Hardcover,ISBN 978-90-04-44060-9, $ 82,80

Studies in East European Thought -     

Not just playing around: Infants’ behaviors with objects reflect ability,constraints, and object properties

This study describes infants’ behaviors with objects in relation to age, body position, and object properties. Object behaviors were assessed longitudinally in 22 healthy infants supine, prone, and sitting from birth through 2 years. Results reveal: (1) infants learn to become intense and sophisticated explorers within the first 6 months of life; (2) young infants dynamically and rapidly shift among a variety of behavioral combinations to gather information; (3) behaviors on objects develop along different trajectories so that behavioral profiles vary across time; (4) object behaviors are generally similar in supine and sitting but diminished in prone; and (5) infants begin matching certain behaviors to object properties as newborns. These data demonstrate how infants learn to match their emerging behaviors with changing positional constraints and object affordances.     

Linguodidactic Profiling in Teaching Russian as a Foreign Language to Labour Migrants

The main purpose of this exploratory study is to work out and describe the labour migrant’s linguodidactic profile, to verify its didactic capacity of an instrument of pedagogic measurement of social, cognitive, ethnocultural, educational and other significant characteristics of migrants affecting the efficiency of the Russian language training courses. The interdisciplinary methodology of the research integrates principles and approaches of methods for teaching Russian as a foreign language, interdidactics, migration sociolology, culturology, anthropology and cognitive science. The Russian language training courses have a strong potential for linguocultural adaptation and integration of labour migrants because the language functions as a depository and translator of the hosting nation’s moral norms and values. The effectiveness of the Russian language training course depends upon the strict consideration of all significant characteristics of its addressees, i.e. labour migrants. These characteristics were identified and then integrated into the linguodidactic profile which was taken as a basis for the language training course. The didactic capacity of the linguodidactic profile was proved on the example of language teaching and testing of migrants from the Republic of Tajikistan, since foreigners from this country form the majority (47%) of labour immigration flows to the Russian Federation. The role and capacity of the linguodidactic profile in teaching Russian as a foreign language have been verified experimentally. The analyses and comparisons of the final examination results proved the efficiency of the training course worked out with consideration for the labour migrant’s typical linguodidactic profile and, consequently, its high didactic capacity.     

How international transracial adoptees and immigrants cope with discrimination? The moderating role of ethnic identity in the relation between perceived discrimination and psychological well‐being

Research has consistently shown that discrimination based on ethnic group membership affects the psychological well‐being of ethnic minorities. Recent studies revealed that discrimination is also a relevant experience for international transracial adoptees, who have experienced a unique migration process. Yet, there is still a paucity of studies focused on similarities and differences between how immigrants and international transracial adoptees perceive discrimination and on how perceived discrimination impacts psychological well‐being, also depending on ethnic identity. Our study aimed to fill these gaps by investigating the moderating role of ethnic identity affirmation in the association between perceived discrimination and psychological well‐being, measured in terms of self‐esteem. A comparison between international transracial adoptees and immigrants was carried out in the Italian context. Participants were 119 international transracial adoptees and 90 immigrants, aged between 15 and 24, all categorizing themselves as Latinos. Findings revealed that immigrants perceived more discrimination and showed higher levels of ethnic identity affirmation than did adoptees, but no difference emerged with respect to self‐esteem. Ethnic identity affirmation buffered the detrimental effects of perceived discrimination on self‐esteem among international transracial adoptees but not among immigrants. Results are discussed in relation to practical implications for preventive interventions.