The relationships between social intelligence, social competence and abstract intelligence – a study of validity with Portuguese gifted and non gifted children

Abstract

El presente trabajo se centra en la descripción de las relaciones entre la inteligencia social y las competencias sociales en niños superdotados y no superdotados y su relación con la inteligencia abstracta. A partir de un estudio con niños portugueses, 369 son niños no superdotados de clase regular y 32 eran niños superdotados, se aplicó: Test Cognitivo de Inteligencia Social para Niños (PRPI-6/11; Candeias et al., 2008), Social Competence Test for Children (PACS-6/11, Candeias et al., 2008) y Coloured Progressive Matrices (CPM, Raven, 1965); examinamos las relaciones entre las dimensiones de Inteligencia Social (Resolución de Problemas Interpersonales, Familiaridad, Motivación y Autoconfianza), Competencia Social e Inteligencia Abstracta. Estos hallazgos permiten una forma más específica y significativa de evaluar e identificar la inteligencia social y sus relaciones con las competencias sociales y la inteligencia abstracta, y son una forma de promover una nueva mirada sobre las habilidades humanas y la competencia social, especialmente para la evaluación e intervención con niños superdotados en contextos educativos.

The present work is focused on the description from relationships between social intelligence and social competences in gifted and non-gifted children and their relationship with abstract intelligence. Based on a study with Portuguese children, 369 are non-gifted children from regular class and 32 were gifted children, we applied: Cognitive Test of Social Intelligence for Children (PRPI-6/11; Candeias et al., 2008), Social Competence Test for Children (PACS-6/11, Candeias et al., 2008) and Coloured Progressive Matrices (CPM, Raven, 1965); we examined the relationships between Social Intelligence dimensions (Interpersonal Problem Solving, Familiarity, Motivation and Self-confidence), Social Competence and Abstract Intelligence. These findings allow a more specific and significant way to assess and to identify social intelligence and its relationships with social competences and abstract intelligence, and are one way to promote a new look at human abilities and social competence, especially for assessment and intervention with gifted children in educational contexts