High intellectual potential (HIP), defined as an intelligence quotient (IQ) of 130 or higher, affects more than 1 in 50 individuals, or approximately 2.28% of the population. In Belgium’s Wallonia-Brussels Federation, there are approximately 100,000 individuals. 

Despite its prevalence, HIP is surrounded by myths and misconceptions. 

At a recent conference hosted by the REALiSM network in Liège, Belgium, Jacques Grégoire, PhD, professor emeritus of psychology at Université Catholique de Louvain, Louvain-la-Neuve, Belgium, sought to set the record straight on what HIP really means for children and families.

Clinical Context

HIP affects approximately 2.28% of the population. Belgium’s Wallonia-Brussels Federation alone represents approximately 100,000 individuals.

“Contrary to claims I have sometimes heard, even from political leaders, this is not a negligible number, particularly when it comes to education,” said Grégoire.

An IQ of 130 places a child developmentally ahead of their peers.

“A 6-year-old child with this score is about 1 year and 8 months ahead. For an 8-year-old, the gap is about 2 years and 4 months,” Grégoire explained.

He emphasized that the cutoff is arbitrary: “A child with an IQ of 127 has substantially similar cognitive functioning.”

Traits Misattributed

At the beginning of the 21st century, traits such as inattention, hypersensitivity, stress, anxiety, humor, and creativity began to be presented as typical features of HIP. According to Grégoire, these are not valid criteria for identifying HIP.

“They create confusion by shifting the focus away from intelligence, which is central. While such traits may be considered in a broader evaluation, they are not defining characteristics,” he clarified.

Historical Roots

The study of intellectual potential dates to 1905, when French educator Alfred Binet created the first intelligence test to identify students needing adapted teaching or individualized instruction.

In 1916, American psychologist Lewis Terman adapted the test to study children with superior abilities, initially using an IQ threshold of 140.

Although the calculation methods have changed, the principle remains the same.

“Children identified as HIP have a higher mental age than their chronological age. They can solve problems that are typically handled by older children. These gaps are not necessarily problematic but can have consequences,” Grégoire said.

Later, American psychologist David Wechsler introduced intelligence scales in 1939, building on the concept of generalized intelligence.

“There is not one intelligence separate from other aptitudes. Rather, it is the organization of cognitive abilities that is important. An orchestra is not defined only by the quality of its musicians but by their ability to perform together,” he noted.

Brain imaging reinforces this hypothesis. “When people solve complex tasks, the key factor is the connection between brain regions. In individuals with HIP, these connections appear faster and stronger,” he added.

A direct implication of this finding is that intelligence tests must include complex and varied tasks that require the coordination of multiple cognitive processes.

“There is a universe of intellectual problems from which we draw to create tests.” We found that these tasks were correlated, even when they appeared completely different. Excelling in some tasks often predicts strong performance in others, as Grégoire explained.

Value of IQ

“HIP is not a disorder. It is not a diagnosis. Identifying HIP means recognizing above-average abilities and the specific needs that accompany them,” Grégoire said.

He acknowledged the criticism of the IQ but defended its use when interpreted by trained professionals.

“Some individuals are paralyzed by testing conditions because of the weight attached to IQ scores. Professionals may recommend retesting in other settings to obtain results that better reflect reality. A computer cannot place the test in the wider context of the person’s functioning,” he emphasized.

In 1904, British psychologist Charles Spearman introduced the “g factor,” which is the shared element underlying intellectual skills.

What does the g factor represent? Recent neuropsychological studies suggest that it reflects the quality of the connections between brain regions. The more numerous and faster these connections, the more efficient the cognitive processing involved in intellectual tasks.

In 1993, American psychologists Raymond Cattell, John L. Horn, and John Bissell Carroll developed the Cattell-Horn-Carroll model of intelligence. It comprises multiple clusters of fluid intelligence, crystallized intelligence, visual perception, auditory perception, and others, each assessed through various tasks and interconnected by the g factor.

“This model underpins modern IQ tests. It ensures task diversity and provides the best predictions of academic performance, including reading, language, and mathematics. For example, the WISC-V [Wechsler Intelligence Scale for Children] IQ test for children shows strong correlations with these skills,” Grégoire said.

Relative Measure

IQ is a relative measure based on comparisons. It is constructed in regard to the average population, and the results position the participants in regard to it.

“It positions a person compared with the population’s average. With the same performance, someone might rank low among geniuses but appear gifted among a group of individuals with severe intellectual disabilities. HIP means performing better than others, not possessing an absolute trait valid everywhere,” he explained.

Grégoire also stressed that HIP should not be confused with the savant syndrome, where an isolated skill exists alongside otherwise limited ability.

“Intelligence is a latent variable revealed by the test. It is an estimate based on selected tasks and should be interpreted as such,” he added.

Some authors have described young individuals with HIP as fundamentally different in terms of cognitive functioning. Grégoire rejected this view, noting that intelligence lies on a continuum and that the threshold for HIP is an arbitrary cutoff.

“They are not endowed with a special kind of intelligence. Until proven otherwise, they solve problems in the same manner as others. The structure of their intelligence is the same; it is simply faster,” he said.

Mental Health

The stereotype of the “mad genius” persists in literature, film, and even research. However, Grégoire stated that this belief is false.

“HIP does not predispose children to psychological problems. Unbiased studies show that most are happy, well-adjusted, and integrated both socially and professionally,” he confirmed.

When difficulties occur, they are usually environmental. Grégoire cited French psychologist Jean-Jacques Terrassier, who described two types of mismatches: internal mismatches arise when children confront complex questions — such as those about death — without the emotional maturity to cope, or when younger children are placed in advanced classes but struggle with motor development.

Social mismatches occur when children are bullied for having different interests, such as astronomy or dinosaurs. “‘Nerd’ is still an insult in many playgrounds,” he said.

Therefore, the well-being of children with HIP largely depends on the context. 

“A hostile environment, whether from parents, teachers, or peers, can cause actual harm. Supportive adults, in contrast, help these children flourish,” he added.

Importantly, HIP did not protect against learning disorders. Dyslexia, dysgraphia, and dyspraxia can occur independently of an individual’s intellectual ability.

Unlocking Potential

Grégoire concluded by returning to the concept of potentiality. He cited the Differentiating Model of Giftedness and Talent developed by Quebec psychologist Françoys Gagné, who distinguishes innate gifts from developed talents.

“Everyone is born with certain genetic endowments that are not equally distributed across the population. These gifts must interact with environmental factors such as family, culture, opportunities, and intrapersonal qualities — perseverance, interests, and personality — to develop into talent,” he explained.

He stressed that no two HIP children are identical. “Each develops differently, depending on life circumstances and the conditions that allow them to grow. This is why it is essential to raise awareness among parents and teachers so that they can create the best possible environment for development,” he concluded.

The full presentation is available on the REALiSM Network YouTube channel.

This story was translated from MediQuality.