La dimension participative du Programme 13-Novembre : histoire d’une recherche
The notion of “high learning potential” (HLP) or “gift edness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. How...
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| Natura: | Article ou chapitre numérique |
| Lingua: | Français |
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2025
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| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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cairn-RNE_164_0267RNERevue de neuropsychologie https://stm.cairn.info/revue-de-neuropsychologie-2024-4-page-267?lang=fr https://doi.org/10.1684/nrp.2024.0809 La dimension participative du Programme 13-Novembre : histoire d’une recherche Eustache, FrancisQuinette, PeggyLaisney, MickaelKlein-Peschanski, CarinePeschanski, Denis2025 fre Revue de neuropsychologie | Volume 16 | 4 | 2025-03-05 | p. 267-272 | 2101-6739 RNE_16436 The notion of “high learning potential” (HLP) or “gift edness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. However, some of these representations need to be revised in light of data from scientific literature. While contemporary theoretical models adopt a developmental approach to HLP, its nature and identification remain sources of debate among researchers. This review article explores cross-cultural studies on defining and identifying gifted students according to different cultures and their value systems. Our literature analysis reveals that giftedness is not a uniform concept on an international scale, with researchers attributing varied characteristics to students identified as “gifted” or “HLP.” Nevertheless, a consensus emerges on the need to adapt educational practices to meet the specific needs of these students. This article aims to inform researchers and psychologists about the multiple meanings of HLP and shed light on how evidence-based educational adjustments could be implemented for these gifted students.Le haut potentiel (HP) constitue un sujet captivant qui pose des défis à la pratique des psychologues dans l’évaluation du potentiel humain. À l’échelle internationale, le concept est entouré de diverses représentations au sein de la population générale, souvent véhiculées par les médias. Cependant, certaines de ces représentations s’avèrent incompatibles avec les données issues de la littérature scientifique. Bien que les modèles théoriques contemporains adoptent une approche développementale du HP, la nature et l’identification de ce dernier restent sources de débats parmi les chercheurs. Cette revue synthétique explore les études interculturelles portant sur la définition et l’identification des élèves à HP en fonction des cultures et de leurs systèmes de valeurs. Notre analyse bibliographique révèle que le HP n’est pas un concept unitaire à l’échelle internationale, les chercheurs attribuant des caractéristiques variées aux élèves identifiés comme étant à HP. Toutefois, un consensus émerge sur la nécessité d’adapter les pratiques pédagogiques pour répondre aux besoins spécifiques de ces élèves. L’objectif de cet article est d’informer les chercheurs et les psychologues sur les multiples significations du HP et de préciser la perspective de mise en œuvre d’aménagements pédagogiques fondés sur des données probantes pour ces élèves à HP.Cairn restricted access |
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Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
The notion of “high learning potential” (HLP) or “gift edness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. However, some of these representations need to be revised in light of data from scientific literature. While contemporary theoretical models adopt a developmental approach to HLP, its nature and identification remain sources of debate among researchers. This review article explores cross-cultural studies on defining and identifying gifted students according to different cultures and their value systems. Our literature analysis reveals that giftedness is not a uniform concept on an international scale, with researchers attributing varied characteristics to students identified as “gifted” or “HLP.” Nevertheless, a consensus emerges on the need to adapt educational practices to meet the specific needs of these students. This article aims to inform researchers and psychologists about the multiple meanings of HLP and shed light on how evidence-based educational adjustments could be implemented for these gifted students. |
| author |
Eustache, Francis Quinette, Peggy Laisney, Mickael Klein-Peschanski, Carine Peschanski, Denis |
| spellingShingle |
Eustache, Francis Quinette, Peggy Laisney, Mickael Klein-Peschanski, Carine Peschanski, Denis La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| author_facet |
Eustache, Francis Quinette, Peggy Laisney, Mickael Klein-Peschanski, Carine Peschanski, Denis |
| author_sort |
Eustache, Francis |
| title |
La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| title_short |
La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| title_full |
La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| title_fullStr |
La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| title_full_unstemmed |
La dimension participative du Programme 13-Novembre : histoire d’une recherche |
| title_sort |
la dimension participative du programme 13-novembre : histoire d’une recherche |
| publishDate |
2025 |
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https://ezproxy.univ-orleans.fr/login?url=https://stm.cairn.info/revue-de-neuropsychologie-2024-4-page-267?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.1684/nrp.2024.0809 |
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