Some references (1)

(in French) One of the very first sources I have refered to  : , (State of the art of the research undertaken about children known as “gifted”) – study run by  UMR (Research Unit) 8605 – CNRS (French National Scientific Research Center),  Cognition & Différentiation published 2003. This document is one of the very scarce French scientific public documents dedicated to the study of giftedness that I could ever identifiy. I read it more with my heart than with my brain, as I could compare what I was experiencing with what I was reading, especially when talking about emotions. This study has been the cornerstone of my own research as, thanks to it, I could structure my work by first identifying some key words. Summary (in broad lines) and references can be useful : Chapter 1. Identifying gifted children  / psychometrical approach (definitions , Criterions,  Evaluation techniques, Approaches of identification, limits of the classical approach (WISC), perspectives)  Xavier Caroff Bibliography   Chapter 2 : Intra individual variability in children with high potential – Maria Pereira-Fradin Bibliography   Chapter 3 : Contribution to the developmental neuropsychology  for studying high potential subjects (definition of children with high potential, neurophysiological and genetic aspects, prefrontal cortex and intellectual life, special abilities) Isabelle Jambaqué Bibliography   Chapter 4 : Creativity,High Potential and Talent Todd Lubart et Asta Georgsdottir Bibliography   Chapter 5 : Intellectual High Potential and social development Christophe Mouchiroud Bibliography   Chapter 6 : Emotional characteristics in children with high potential (affective intensities and overexcitabilities) Jacques-Henri Guignard et Franck Zenasni Bibliography   Chapter 7 : Exceptional abilities in mathematics Valérie Camos Bibliography   Chapter 8 : Scholarship for children with high potentialJacques Lautrey Bibliography For French speakers, this wonderful and very interesting Complexe de l’Albatros, written by Dr Gauvrit, which drives to better catch the mismatch existing between how gifted are seen and what they actually experience. (In this case gifted children who had been admitted in special institutions for being identified as retarded) Here is the translation of a poem which I inserted in my book : « the Albatross » by Charles Baudelaire.  Some will certainly recognize themselves in these lines. And lastly (for today) this conclusion of a scientific communication which helped me regain faith and keep steady as I have had to fight for years against the terrible impact of dyslexia on scholarship (see my article « Twice exceptional »)  :  “Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group”.