Mathematically Gifted Adolescents Have Deficiencies in Social Valuation and Mentalization

Many mathematically gifted adolescents are characterized as being indolent, underachieving and unsuccessful despite their high cognitive ability. This is often due to difficulties with social and emotional development. However, research on social and emotional interactions in gifted adolescents has been limited. The purpose of this study was to observe differences in complex social strategic behaviors between gifted and average adolescents of the same age using the repeated Ultimatum Game. Twenty-two gifted adolescents and 24 average adolescents participated in the Ultimatum Game. Two adolescents participate in the game, one as a proposer and the other as a responder. Because of its simplicity, the Ultimatum Game is an apt tool for investigating complex human emotional and cognitive decision-making in an empirical setting. We observed strategic but socially impaired offers from gifted proposers and lower acceptance rates from gifted responders, resulting in lower total earnings in the Ultimatum Game. Thus, our results indicate that mathematically gifted adolescents have deficiencies in social valuation and mentalization

Different Gain/Loss Sensitivity and Social Adaptation Ability in Gifted Adolescents during a Public Goods Game

Gifted adolescents are considered to have high IQs with advanced mathematical and logical performances, but are often thought to suffer from social isolation or emotional mal-adaptation to the social group. The underlying mechanisms that cause stereotypic portrayals of gifted adolescents are not well known. We aimed to investigate behavioral performance of gifted adolescents during social decision-making tasks to assess their affective and social/non-social cognitive abilities. We examined cooperation behaviors of 22 gifted and 26 average adolescents during an iterative binary public goods (PG) game, a multi-player social interaction game, and analyzed strategic decision processes that include cooperation and free-riding. We found that the gifted adolescents were more cooperative than average adolescents. Particularly, comparing the strategies for the PG game between the two groups, gifted adolescents were less sensitive to loss, yet were more sensitive to gain. Additionally, the behavioral characteristics of average adolescents, such as low trust of the group and herding behavior, were not found in gifted adolescents. These results imply that gifted adolescents have a high cognitive ability but a low ability to process affective information or to adapt in social groups compared with average adolescents. We conclude that gain/loss sensitivity and the ability to adapt in social groups develop to different degrees in average and gifted adolescents

Solution of Full-Core VVER-440 PK-3+ calculation benchmark by Serpent / Aktualisierte Referenzlösung des Berechnungsbenchmarks ,,PK-3+ Vollkern eines WWER-440" mit dem Programm Serpent

Abstract This work deals with the updated reference solution of the Full-Core VVER-440 PK-3+ benchmark which is based on the extended calculation benchmark from 2018. [1] The modification consists of a new type of fuel assembly with PK-3 design in the loading pattern. The main aim of this calculation is to create a reference solution to test the power distribution predicted by macro-code. The solution has been calculated by the transport code Serpent, code using Monte Carlo method and including all possible levels of power distribution in a 2-D problem. The results consist of the effective multiplication factor (Keff) and the power distribution on fuel assembly (Kq) and the pin-by-pin (Kq) level. The paper also includes a detailed evaluation of the precision of Monte Carlo solution and a study of the influence of nuclear data library suitable for comparison and validation.</jats:p

Creativity, mood disorders and the aesthetic.

This article explores the sensitivity and mood disorders found in a number of gifted people. Dabrowski's theory of positive disintegration provides the theoretical framework through which issues for these people are examined. Personal narratives and poems from gifted young people provide insights to their sensitivities and struggles. The aesthetic is proposed as one way in which to understand their needs. There are direct implications for parents, teachers, health professionals, and creative people when mood disorders are considered developmental rather than purely pathological. In particular, the therapeutic influence of expressing strong feelings through creative writing has merit in terms of support. Dabrowski's theory and the use of the aesthetic deepens both our understanding and our appreciation of the gifted