LILLIAN SKINNER
GIFTED ND, INC
JULY 18, 2024
© [2024]
Abstract
This paper explores the concept of infracognition as a framework for understanding the
occurrence of prodigy and twice-exceptionality (2e) in children. Infracognition refers to the
deeply integrated cognitive processes that combine intellectual and emotional intelligence. This
integration, particularly heightened in specific areas of sensitivity, leads to exceptional abilities
and prodigious talents. Conversely, perceived weaknesses in twice-exceptional children are
proposed to stem from the educational system's failure to meet their complex learning needs,
rather than intrinsic deficits. This paper argues that 2e reflects systemic educational
shortcomings and advocates for recognizing these unique learners outside traditional educational
systems.
Introduction
Prodigy and twice-exceptionality (2e) represent fascinating yet challenging phenomena.
Traditional educational systems often struggle to accommodate the unique needs of these
children, leading to misconceptions about their abilities and potential. This paper introduces the
concept of infracognition to explain how prodigies and 2e children develop exceptional talents
and face challenges due to unmet educational needs. By synthesizing existing research on visual-
spatial learners, asynchronous development, embodied cognition, neurodiversity, and more, this
paper highlights the need for a more holistic understanding of these learners.
Infracognition: Defining the Concept
Infracognition refers to the highly integrated cognitive processes that combine intellectual and
emotional intelligence. This integration results in a heightened sensitivity and exceptional ability
in specific domains. Infracognitive processes are characterized by:
• Bidirectional Intelligence: The dynamic interplay between cognitive and emotional
intelligence enhances learning and problem-solving (Barrett, 2017).
• Sensitivity and Responsiveness: An increased sensitivity to stimuli in the areas where
the child’s cognitive and emotional capacities are most integrated (Silverman, 2013).
• Relationship to System 1 and System 2 Thinking: Infracognition is closely related to
System 1 thinking, characterized by rapid, intuitive processing. Individuals with strong
infracognition may exhibit more effective use of System 1 thinking across a wider range
of tasks.
Chart 1: Components of Infracognition
Component | Description |
Sensory-emotional integration | Immediate and automatic linking of sensory inputs with emotional responses. |
Intuitive pattern recognition | Ability to quickly identify complex patterns without conscious analysis. |
Embodied simulation | Mentally simulating experiences using bodily states and sensations. |
Pre-verbal conceptualization | Formation of concepts or ideas before they can be articulated in language. |
Emotional-somatic resonance | Physical response to emotional or cognitive stimuli. |
Implicit learning integration | Incorporation of implicitly learned information into cognitive processes without conscious awareness. |
Intuitive synthesis | Combining various pieces of information or experiences to form new insights or understanding without conscious deliberation. |
Prodigy and Infracognition
Prodigious talent emerges when a child’s infracognitive processes are exceptionally developed in
a particular domain. This heightened integration leads to:
• Rapid Mastery: Prodigies exhibit rapid learning and mastery in their areas of interest
due to the efficient integration of cognitive and emotional inputs (Winner, 1996).
• Intuitive Understanding: A deep, intuitive grasp of complex concepts that surpasses
typical age-level expectations (Ruthsatz & Urbach, 2012).
Chart 2: Infracognition-Enabled Abilities
Ability | Description |
Rapid complex decision-making | Quick effective decisions in high-stress environments by integrating vast amounts of sensory and emotional data with past experiences. |
Intuitive understanding of intricate patterns | Perceiving and manipulating complex patterns without explicit reasoning, often seen in fields like mathematics, physics, and computer science. |
Exceptional creative and artistic expression | Synthesizing sensory experiences, emotions, and ideas into novel forms of expression, often occurring below the level of conscious awareness. |
Advanced problem-solving abilities | Integrating multiple streams of information and past experiences to approach problems from unique angles and generate innovative solutions. |
Heightened empathy and social intelligence | Enhancing the ability to read and respond to subtle social cues, fostering deeper interpersonal connections and more effective communication. |
Superior spatial awareness and navigation | Contributing to enhanced spatial abilities, allowing for intuitive navigation and manipulation of physical and mental spaces. |
Accelerated Learning through Infracognition
The highly integrated cognitive processes described by infracognition could explain how
profoundly gifted students are able to absorb and synthesize information at such a rapid pace.
Their ability to see connections across different domains and grasp complex concepts intuitively
allows them to move through traditional curricula at an unprecedented speed.
• Rapid Information Absorption and Synthesis: Profoundly gifted students with well-
developed infracognition might not just be learning faster but also developing a deeper,
more interconnected understanding of the material.
• Deep, Interconnected Understanding: This could explain why they're able to cover so
much ground so quickly—they're not just memorizing facts, but grasping underlying
principles that apply across multiple subjects.
• Case Study: The fact that these students can progress through six grades of material in
one year further highlights the systemic limitations of traditional grade-level education,
underscoring how dramatically the current system is failing to meet their learning needs
and potential.
Twice-Exceptionality (2e) and Educational Shortcomings
Twice-exceptional children possess both high abilities and disabilities. This paper argues that
their perceived weaknesses are not intrinsic deficits but rather the result of the educational
system’s failure to meet their advanced learning needs:
• Mismatch in Complexity: Traditional educational approaches often fail to provide the
level of complexity and challenge that 2e children require, leading to underachievement
and frustration (Baum, Schader, & Owen 2017; Dai & Chen 2013).
• Systemic Weaknesses: The failure of educational systems to recognize and nurture
infracognition goes beyond individual classrooms or schools—it’s deeply rooted in how
we conceptualize intelligence and learning. Standardized testing, age-based grade levels,
and subject-specific curricula all reflect a compartmentalized view of cognition that is
fundamentally at odds with the integrated nature of infracognitive processes. Moreover,
teacher training programs rarely equip educators to identify or support students with
highly integrated cognitive styles. This systemic blind spot leads to the misidentification
of giftedness and the misdiagnosis of learning disabilities. By failing to recognize the
validity and value of infracognitive processes, the system inadvertently suppresses the
full potential of these unique learners (Foley-Nicpon, Allmon, Sieck, & Stinson, 2011).
• Natural Aptitude vs. Educational Limitations: The highest level a 2e child reaches in
any domain reflects their innate cognitive profile and sensitivities. Educational systems
have been holding these individuals back, as their true potential is far beyond what these
systems accommodate (Silverman, 2013).
Case Study: Summer Growth vs. School Year Stagnation
A compelling illustration of the mismatch between traditional educational approaches and the
learning needs of twice-exceptional (2e) children comes from personal experience. One child, a
math savant, demonstrated no measurable growth on standardized tests (MAP) during the school
year. However, during the summers before and after this period, she showed growth equivalent
to two grade levels. Importantly, these summers were not filled with academic camps but rather
with art and recreational activities. This case highlights how traditional schooling can stifle the
natural learning processes of 2e children, while less structured environments may allow their
infracognitive abilities to flourish.
Testing Reliability and Complexity
The unreliability of standardized testing for 2e students underscores the systemic shortcomings
in our educational approach. These learners often possess a depth and complexity of
understanding that standardized tests fail to capture. Their ability to see intricate connections and perceive multiple layers of meaning can paradoxically lead to lower scores as they may
overthink "simple" questions or find multiple valid answers where only one is expected.
Moreover, the focus on standardized metrics overlooks the unique cognitive profiles of 2e
learners. Instead of relying solely on these limited measures, we should shift our focus to
assessing the complexity of thought and the ability to integrate diverse information – key
attributes of infracognition. This approach would not only provide a more accurate picture of 2e
students' abilities but also guide educators in providing appropriately challenging and engaging
learning experiences.
Holistic Learning and the Depth of Complexity: The apparent strengths and weaknesses in 2e
individuals are not inherent, but rather a reflection of how they're taught and assessed. The key
issues are:
• Cognitive vs. Somatic Learning: In areas where 2e individuals appear to struggle, it’s
often because they’re being taught cognitively rather than somatically. The education
system fails to provide the depth, complexity, and holistic environment needed for these
learners to fully engage and develop their abilities.
• Balanced Intelligence and Integrated Learning: The goal should be to provide a
balanced, integrated learning experience across all domains. This approach would allow
2e learners to develop their potential fully, much like Leonardo da Vinci, who was able to
cultivate his talents holistically outside of rigid educational systems.
• Testing and Teaching Mismatch: Current testing and teaching methods often fail to
capture the true abilities of 2e learners. For example, difficulties with writing may stem
from an overfocus on cognitive aspects like grammar and spelling rather than allowing
for the integrated creative process that writing truly is.
• Seeking Depth and Balance: When 2e learners appear to struggle or seek alternative
ways of engaging with a subject (like talking it out instead of writing), they’re often
instinctively trying to find the depth and balance they need for true understanding.
• Potential for Universal Genius: The balanced, integrated approach that benefits 2e
learners could potentially unlock greater potential in all learners. The goal should be to
create educational environments that foster the kind of holistic development seen in
polymaths like da Vinci.This perspective challenges us to reimagine education as a
process that nurtures the integration of cognitive, emotional, and somatic intelligence
across all domains. It suggests that with the right approach, the exceptional abilities we
often associate with "savants" or "geniuses" might be more widely cultivated.
Chart 3: Historical Neglect of Infracognition.
Era | Development | Impact on 2e Learners |
Industrial Revolution - Early 20th Century | Standardization of education | Neglect of individual cognitive differences |
Mid 20th Century | Rise of IQ testing | Narrow definition of intelligence, overlooking infracognitive abilities |
Late 20th Century | Emphasis on standardized testing | Marginalization of non-traditional cognitive approaches |
Modern Era | Persistent focus on standardized metrics | Continued undervaluing of infracognitive abilities in education |
Rethinking Asynchronous Development in 2e Learners
The traditional concept of asynchronous development in gifted and twice-exceptional (2e)
children requires a significant reevaluation through the lens of infracognition. What appears as
uneven development is often a manifestation of highly integrated cognitive processes that are
misunderstood and underserved by traditional educational paradigms.
• Reframing Perceived Unevenness: Rather than developing asynchronously, these
children develop synchronously with their own unique cognitive profile. This profile
often doesn't align with standardized expectations, leading to misinterpretation of their
abilities.
• The Complexity Requirement: 2e learners require the same level of complexity even in
areas where they don't exhibit prodigious abilities. For instance, a math prodigy may
struggle with language skills not due to a deficit, but because the language instruction
lacks the complexity and holistic, somatic approach they need to fully engage with the
subject.
• Balanced Intelligence and Holistic Learning: Some 2e individuals, particularly those
with balanced intelligence across multiple domains, may not display the stark asynchrony
often associated with 2e learners. Their ability to integrate knowledge across domains
and apply insights from one field to another is a hallmark of infracognition. This
balanced profile challenges us to redefine our understanding of giftedness and twice-
exceptionality.
• The Role of Others in Learning: 2e individuals often need others to teach them in areas
that are not their primary strength. This interdependence mirrors the collaborative nature
of great thinkers like Leonardo da Vinci, who were allowed to develop their skills
holistically outside rigid educational systems.
• Savant Abilities and Rounded Development: What we label as savant abilities or
genius may simply be the result of allowing individuals to fully develop their natural
cognitive style. The apparent "weaknesses" in other areas are often due to a lack of
appropriately complex and holistic instruction rather than an inherent deficit.
This perspective shift challenges us to reconsider how we interpret and respond to diverse
cognitive profiles in educational settings. It moves us away from a model based on extreme
disparities to one that recognizes the power of integrated, holistic cognitive processes and the
need for complexity across all domains of learning.
Bidirectional Intelligence and Sensitivity
The concept of bidirectional intelligence is central to understanding infracognition. In 2e
children, one domain often exhibits heightened sensitivity and integration of cognitive and
emotional processes:
• Focused Sensitivity: This sensitivity allows for exceptional performance in specific
areas, driven by an intricate interplay of cognitive and emotional intelligence (Goleman,
1995).
• Educational Misalignment: The areas of perceived weakness arise when the educational
environment fails to align with the child’s need for complexity and integrated learning
(Renzulli & Reis, 2014).
• Importance of Somatic Learning Experiences: Twice-exceptional children often excel
at learning through embodied experiences, translating physical and sensory inputs into
complex cognitive understanding. However, traditional educational settings frequently
fail to capitalize on this strength. Schools typically emphasize cognitive-to-physical
learning, neglecting the reverse process that these children naturally employ. This
oversight results in a critical gap: while these learners can readily grasp abstract concepts
through physical experiences, they are rarely given opportunities to engage in sufficiently
complex somatic learning activities that would allow them to fully express and develop
their cognitive abilities.
Sensitivity, Overexcitabilities, and Cognitive Strengths
The interplay between sensitivity levels, overexcitabilities, and cognitive strengths in gifted
individuals provides crucial insight into the nature of infracognition. Rather than viewing these
traits through the lens of introversion and extroversion, we can gain a more nuanced
understanding by examining how overexcitabilities manifest in relation to an individual's areas
of giftedness.
Highly sensitive 2e learners often experience intense reactions to environmental stimuli, which
can manifest differently depending on their cognitive strengths and associated overexcitabilities.
These overexcitabilities, as described by Dabrowski, include psychomotor, sensual, intellectual,
imaginational, and emotional domains.
For example, a humanities-gifted individual might display strong emotional and imaginational
overexcitabilities. This could manifest as intense empathy, vivid imagination, and a deep
connection to literary and artistic expressions. While this might appear as extroversion due to
their engagement with human-centered subjects, it's more accurately understood as a
manifestation of their specific cognitive strengths and sensitivities.
Conversely, a math/science-gifted individual might exhibit more pronounced intellectual and
sensual overexcitabilities. This could present as an intense focus on abstract concepts, animals
and heightened sensitivity to environmental patterns and structures. While this might be
mistaken for introversion due to their preference for structured environments, it's better
understood as a reflection of their unique cognitive profile and sensitivities.
Understanding these relationships can help educators and caregivers provide appropriate support and create optimal learning conditions for 2e individuals. It underscores the need for
personalized approaches that consider not just cognitive abilities, but also the specific patterns of
overexcitabilities and sensitivities that shape how these individuals interact with and process
their environment.
These insights further emphasize the importance of viewing twice-exceptionality through the
lens of infracognition, recognizing the complex interplay of cognitive strengths,
overexcitabilities, and sensory processes that shape these unique learners' experiences and needs.
By following the trail of sensitivities to overexcitabilities, we can better identify and nurture
areas of giftedness in 2e individuals, providing them with the understanding and support they
need to fully realize their potential.
Infracognition and Holistic Learning
Infracognition manifests as a form of holistic, integrated thinking that allows for exceptional
abilities across multiple domains. This cognitive style is reminiscent of historical polymaths like
Leonardo da Vinci, who demonstrated profound insights and skills in diverse fields such as art,
engineering, and anatomy.
• Connections to Historical Polymaths: Individuals with highly developed infracognitive
processes can see connections between seemingly unrelated concepts, leading to
innovative problem-solving and creative breakthroughs.
• Barriers in Compartmentalized Education: However, the compartmentalized nature of
traditional education often fails to nurture or even recognize this type of integrative
thinking. By focusing on isolated subjects and skills, current educational practices may
inadvertently suppress the development of polymathic potential in students with high
infracognitive abilities.
Domain-Specific Giftedness and Overexcitabilities
An intriguing area for further exploration is the relationship between domain-specific giftedness
and overexcitabilities in twice-exceptional (2e) individuals. Rather than viewing these traits
through the lens of introversion and extroversion, we can gain deeper insights by examining how
overexcitabilities manifest in relation to an individual's areas of giftedness.
Overexcitabilities, a concept introduced by Kazimierz Dabrowski, refer to heightened
sensitivities and intensities in various domains: psychomotor, sensual, intellectual, imaginational,
and emotional. In 2e individuals, these overexcitabilities may align closely with their areas of
cognitive strength and giftedness.
• Humanities Giftedness: Those gifted in humanities might display stronger emotional
and imaginational overexcitabilities, manifesting as intense empathy, rich inner lives, and
a deep connection to literary and artistic expressions. This could be misinterpreted as
extroversion due to their engagement with human-centered subjects and experiences.
• Mathematical Giftedness: Individuals with mathematical giftedness might exhibit more
pronounced intellectual and sensual overexcitabilities, showing intense focus on abstract
concepts and heightened sensitivity to environmental stimuli like patterns, symmetry, or
discord. This could be mistaken for introversion due to their preference for structured,
predictable environments.
These overexcitabilities are not merely personality traits but are intrinsically linked to how 2e
individuals process and interact with information and their environment. They reflect the unique
ways in which infracognitive processes manifest in different domains of giftedness.
Understanding these patterns of overexcitabilities can provide valuable insights into the
cognitive and emotional landscape of 2e learners. It can guide educators and caregivers in
creating more appropriate and supportive learning environments that cater to these individuals'
specific sensitivities and strengths. Moreover, it offers a more nuanced approach to
understanding the diverse ways in which giftedness and twice-exceptionality can manifest,
moving beyond simplistic categorizations of personality types.
By following the trail of sensitivities to overexcitabilities, we can better identify and nurture
areas of giftedness in 2e individuals, providing them with the understanding and support they need to fully realize their potential.
Chart 4: Neurological Basis and Implications
Neurological Aspect | Relevance to Infracognition | Practical Implications |
Sensory-Cognitive Integration | Enhanced processing of sensory information | Create rich, multi-sensory learning environments |
Emotional-Cognitive Connectivity | Better integration of emotions with cognition | Emphasize emotional intelligence in learning |
Executive Function Networks | Improved complex cognitive processes | Provide challenging, open-ended problem-solving tasks |
Perceptual Functioning | Heightened sensory processing abilities | Accommodate and utilize sensory sensitivities in learning |
This chart outlines the neurological basis of infracognition and its implications for giftedness. It
shows how enhanced sensory processing, emotional integration, and cognitive networks
contribute to the seamless integration of sensory, emotional, and cognitive processes. By
understanding these neurological foundations, we can better appreciate how infracognition
supports the exceptional abilities of 2e learners and develop more effective educational and
supportive strategies.
Infracognition, ADHD, and Educational Environment:
The relationship between infracognition and ADHD-like symptoms reveals significant
challenges for integrated learners in traditional educational settings. Foreign language immersion
environments, which engage multiple cognitive systems simultaneously, align well with
infracognitive processes and often reduce ADHD symptoms. This suggests that ADHD might
often be a mismatch between a learner's cognitive style (typically System 1 dominant) and the
learning environment (favoring System 2 thinking). ADHD individuals frequently exhibit faster
processing speeds and rely primarily on System 1 thinking, which can lead to frustration in
traditional educational environments that emphasize System 2 thinking. The efficacy of foreign
language learning in managing ADHD symptoms further supports this, as it naturally requires
switching between System 1 and System 2 thinking.
Recognizing System 1 Thinkers in Education Several factors contribute to the lack of
recognition of System 1 thinkers in educational settings:
• Cultural bias towards System 2 thinking
• Misunderstanding of cognitive development
• Lack of recognition of different cognitive styles
• Association of System 1 with impulsivity
• Difficulty in measuring System 1 processes
• Misinterpretation of gifted traits
• Limited recognition of evolutionary advantages of System 1 thinking
• Lack of integration of cognitive science insights in educational theories
System 1 Dominance in Gifted Individuals
A paradigm shift is proposed suggesting that trauma may be the cause a shift to System 1
thinking in profoundly gifted individuals, if the trauma occurs during critical periods of
development. This aligns with infracognition, as System 1’s rapid, intuitive processing fits the
description of highly integrated cognitive processes. This understanding challenges current
educational systems designed primarily for System 2 thinkers, explaining why gifted individuals
with System 1 dominance are often under served or misidentified. The potential societal benefits
of recognizing and valuing System 1 thinkers, especially in crisis situations, are highlighted.
Somatic Learners and System 1 Thinking: Somatic learners who operate primarily in System
1 with strong bottom-up processing face challenges in current educational systems. Their
cognitive style, similar to some 2e learners, is often under served by traditional approaches
favoring System 2 thinking and cognitive-first strategies. This underscores the need for
educational reform to accommodate diverse cognitive styles.
Redefining Educational Success
To support learners with highly developed infracognition, a redefinition of educational success is
necessary. Traditional metrics based on standardized tests and grade-level benchmarks fail to
capture the complex, interconnected nature of these students’ abilities. A new paradigm is
proposed that values cognitive flexibility, interdisciplinary connections, and innovative problem-
solving, recognizing that deep understanding in one area can manifest as accelerated learning in
seemingly unrelated domains.
Supporting Research and Integration
Chart 5: Strategies for Nurturing Infracognition
Strategy | Description |
Differentiated Instruction | Tailoring educational experiences to meet the diverse needs of students. |
Project-Based Learning | Engaging students in real-world challenges and collaborative problem-solving activities. |
Emotional and Social Learning | Developing students' emotional intelligence, including self-awareness and self-regulation. |
Sensory-Friendly Environments | Creating spaces that accommodate sensory sensitivities. |
Mentorship Programs | Pairing students with experienced mentors who can provide guidance, support, and encouragement. |
This chart presents various strategies for nurturing infracognition in 2e learners. These strategies, including differentiated instruction and sensory-friendly environments, aim to address both the strengths and challenges of 2e individuals. By implementing these approaches, educators can create more supportive learning environments that recognize and enhance the integrated cognitive processes of 2e students.
Conclusion
The concept of infracognition offers a comprehensive framework for understanding the
development of prodigious talents and the challenges faced by twice-exceptional children. By
recognizing the bidirectional nature of intelligence and the systemic shortcomings of current
educational practices, we can better appreciate and support these unique learners outside
traditional educational systems. In light of the infracognition framework, it becomes clear that
the perceived weaknesses of twice-exceptional children are not reflections of their intrinsic
capabilities, but rather stark indicators of how the educational system is failing them. These
children's struggles in certain areas do not stem from deficits, but from the system's inability to
provide learning experiences that match the complexity and integration of their cognitive
processes. To truly serve these learners, we must fundamentally reimagine educational
approaches to recognize, value, and nurture highly integrated cognitive styles. This shift requires
moving beyond the traditional model of remediation for perceived weaknesses, towards a holistic
approach that provides appropriately complex and interconnected learning experiences across all
domains. By aligning educational practices with the natural functioning of infracognition, we can
unlock the full potential of these learners and foster the development of future innovators and
problem-solvers. This paradigm shift is not just beneficial for a select group of students—it has
the potential to enrich our educational system, promoting more holistic, interconnected learning
for all students.
References
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© [2024] [Lillian Skinner, Gifted ND, Inc.]. All rights reserved. This document is confidential
and intended solely for the recipient. Do not copy, distribute, or disclose without
permission.
Appendix
Chart 6: Sensitivity and Giftedness
This chart compares the characteristics of sensitivity and giftedness between typical and gifted
populations. It highlights how traits such as sensory processing sensitivity and emotional
intensity are more pronounced in gifted individuals. Recognizing these differences is essential
for providing appropriate support and nurturing the unique abilities of 2e learners.
Characteristic | Typical Population | 2e Population |
Sensory Processing Sensitivity | Average levels | Significantly higher levels |
Emotional Intensity | Moderate | High to very high |
Moral Sensitivity | Variable | Typically high |
Depth of Information Processing | Standard | Deep and complex |
Intuitive Insights | Occasional | Frequent |
Supporting Research and Integration
Twice-Exceptional (2e) Research:
• Reis, Baum, & Burke (2014): This study explored how twice-exceptional (2e) students
are often misunderstood and underserved in traditional educational settings. The authors
highlighted the complexities and dualities these students face, such as being gifted in
certain areas while having learning disabilities in others. The study calls for educational
systems to adopt more nuanced and individualized approaches, aligning with the concept
of infracognition, which emphasizes understanding and integrating the diverse cognitive
profiles of 2e learners.
• Foley-Nicpon et al. (2011): This research discussed the challenges in identifying and
supporting 2e learners, highlighting systemic shortcomings such as inadequate teacher
training, lack of appropriate identification procedures, and insufficient support services.
The concept of infracognition seeks to address these issues by advocating for a more
comprehensive understanding of 2e students' unique cognitive and emotional needs.
Visual-Spatial Learners:
• Silverman (2002): Silverman's extensive work on visual-spatial learners shows how their
needs are often unmet in traditional classrooms that favor verbal-sequential learning
styles. Her research emphasizes the importance of recognizing and nurturing the unique
strengths of visual-spatial learners, such as their ability to think in pictures and see the big
picture. Infracognition builds on this by advocating for educational approaches that integrate these learning styles into the curriculum, ensuring that visual-spatial learners
receive the support they need to thrive.
Asynchronous Development:
• The Columbus Group (1991): This group defined giftedness in terms of asynchronous
development, where advanced cognitive abilities and heightened intensity combine to
create inner experiences and awareness that are qualitatively different from the norm.
This concept aligns with infracognition's perspective on integrated intelligence,
highlighting the need for tailored educational experiences that cater to the asynchronous
development of gifted individuals.
Embodied Cognition:
• Shapiro (2019): Shapiro's overview of embodied cognition theory supports the argument
that somatic learning experiences are crucial for holistic development. The theory posits
that cognitive processes are deeply rooted in the body's interactions with the world.
Infracognition builds on this by proposing that integrating somatic and cognitive
experiences enhances learning and problem-solving abilities, emphasizing the importance
of body-based learning activities.
Neurodiversity:
• Armstrong (2010): Armstrong discusses the concept of neurodiversity, which recognizes
that neurological differences, such as those seen in autism, ADHD, and dyslexia, are
natural variations of the human genome. He argues for educational systems to embrace
and support these differences rather than trying to "fix" them. Infracognition advocates
for recognizing the diverse cognitive profiles that neurodiversity represents, promoting
educational practices that accommodate and celebrate these differences.
Educational Misalignment:
• Dai & Chen (2013): This study examined the mismatch between gifted students' learning
needs and typical school environments. The authors argue that traditional educational
settings often fail to provide the level of challenge and engagement that gifted students
require, leading to underachievement and disengagement. Infracognition supports this
argument, emphasizing the need for educational systems to be reformed to better serve 2e
learners by providing more complex and integrated learning experiences.
Integrative Intelligence:
• Gardner (2006): Gardner proposed the theory of multiple intelligences, which suggests
that individuals possess different kinds of intelligences, such as linguistic, logical-
mathematical, spatial, musical, and interpersonal intelligences. This theory supports the
idea of diverse cognitive profiles that infracognition aims to integrate and understand. By
recognizing and nurturing multiple intelligences, educators can help students develop
their unique strengths and abilities.
Cognitive Flexibility:
• Diamond (2013): Diamond reviewed research on executive functions, including
cognitive flexibility, which involves the ability to adapt to new information and change
perspectives. This cognitive skill is crucial for problem-solving and creativity.
Infracognition relates to cognitive flexibility by describing how integrated cognitive
processes enable individuals to switch between different modes of thinking, allowing for
innovative and adaptive problem-solving.
© 2024 Lillian Skinner, Gifted ND, Inc. All rights reserved. This document is proprietary. Do not copy or distribute without permission.
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