One of the models that has received more attention is the Three-Ring Conception of Giftedness by Renzulli (1978). The different conceptualizations of higher intellectual abilities, either from educational, socio-political or psychometric perspectives, have traditionally tried to identify those children who are exceptional ( Pfeiffer, 2015). However, it is also a controversial issue because there is still no agreement on which variables must be taken into account to determine whether a student has higher abilities, or how these variables should be measured in these cases. Identifying students with higher abilities has become a subject of great interest for researchers, education administrators, teachers and families alike. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. The study sample comprised 236 primary school students. This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students.
3Asunción León-Primary and Secondary School, León, Spain.2Department of Psychology, Sociology and Philosophy, Faculty of Education, León University, León, Spain.1Faculty of Psychology, Oviedo University, Oviedo, Spain.Estrella Fernández 1*, Trinidad García 1, Olga Arias-Gundín 2, Almudena Vázquez 3 and Celestino Rodríguez 1
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