Manifestations of irrationality in gifted children

Abstract

Gifted children are often characterised by high abilities in specific domains, asynchronous mental and emotional development, heightened cognitive needs, strong motivation for mastery in specific domains, persistence, perfectionism, difficulties with self-regulation, heightened sensitivity and excitability, low self-reflection, and fluctuating self-esteem. The relevance of studying irrationality in gifted children stems from the need to understand how these very psychological characteristics, which facilitate exceptional achievement, may manifest as irrational tendencies that impede social adaptation and learning. In this study, irrationality is conceptualized through the lens of S. Epstein’s cognitive-experiential personality theory, where it arises from the operations of the experiential information processing system. This system is characterized by its speed, intuitiveness, and reliance on prior experience, associations, and emotions. Information encoded by the experiential system through memories, images, and metaphors is often perceived as ‘vibrations’, intuition, instincts, and internal sensations, which can foster irrational fears and belief in conspiracy theories. Heuristic processing of experience is also considered a source of irrationality. Epstein himself links a predisposition toward this mode of information processing with maladjustment. Consequently, this article analyzes the documented characteristics of gifted individuals to identify specific manifestations of irrationality. The primary research method is a systemic analysis of scientific literature, which allows for the synthesis of existing data and the identification of key aspects of the subject in question. The analysis reveals that irrationality in gifted individuals manifests across several domains, including cognitive, emotional, and creative spheres, as well as in behavioral patterns and the dynamics of their mental development. A deeper understanding of these manifestations is crucial for developing tailored educational and support programmes, representing a vital step toward creating a safe educational environment that fosters the harmonious development of gifted children.