Federico Fernandez has trouble communicating with others and Azahara Fernandez feels like she does not fit in. Intelligence allows adaptability. Roberto Colom defines intelligence. Federico, Azahara, and Monica Quintana are zebras.
Gifted Children (03:50)
Quintana and Federico reflect on feeling different. Quintana often felt bored around children her age. Highly gifted children, in general, are very creative and original; emotionally, they have many needs. Being gifted comes with a multitude of social problems.
Google Reference School, Madrid (04:41)
Alicia Rodriguez discusses the formation of AEST. Highly gifted children who reject group influence tend not to engage in disruptive behaviors, but they may feel unsatisfied or get bullied. Children who attend Mirasur School and their parents describe their experiences.
Connecting With Others (03:15)
Javier Garcia Recuenco discusses the formation of MENSA and his childhood.
Educational Psychology (05:54)
Quintana states that being highly gifted has served her well throughout her life. Experts discuss generalization, clinical bias and differentiating between highly gifted and highly talented.
Learning and Thought Patterns (05:19)
Carolina Martinez de Ibarreta loves to learn. Arela Gil de Mingo wants to help other highly gifted children. Laura Jensen shares what she likes about school. Leopold Carreras discusses arborescent thought; Quintana uses music as a management tool. Leisure-time is fundamental for Federico.
Ana Rico describes music as a form of therapy and self-reflection that supports reasoned thinking. Experts discuss emotional hypersensitivity and psychological maturity in highly gifted children. Marina Jensen realized at an early age that she sees the world differently.
Human Brain and Education (04:58)
Key distinctions between standard and highly gifted individuals include how white matter tracts connect the frontal and parietal lobes, structural connectivity between hemispheres, and network recruitment. Hector Lara was bored at school until attending Mirasur. Experts discuss the educational system.
Highly Gifted Contributions (04:34)
Marina Cabada and Federico discuss what it is like for the highly gifted in the workplace; problem solving is exciting. Non-psychologists recognize the relationship between human capital and national economic prosperity. The highly gifted can help solve major global problems.
Struggles and Culture (11:15)
Experts reflect on teacher training in the subject of highly gifted intellectuals. “Zebras” discuss family and school issues, and the impact of others’ perceptions. Those who do not conform to the standard model of happiness are targeted.
Understanding Self (03:02)
Azahara Fernandez reflects on her need to analyze everything, the problems that causes, and the ability to turn frustration into something useful.
Gender and the Highly Gifted (04:21)
In general, girls tend to be more interested in social actions and personal interactions, and boys have a special relationship for interacting with things; the people vs. things is polarizing. Experts reflect on gender research and brain structure and function.
Quintana discusses qualities she needs in a partner and identifying with female roles; she and David Alayon share many interests. Federico reflects on the importance of communication and creative and divergent thinking.
Credits: Zebras: Gifted People (01:33)
Credits: Zebras: Gifted People
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