A consistently remarkable relationship between role taking ability and prosocial behaviors was posited to support the theoretical construct of psychosocial giftedness. Role taking tasks were given to gifted 3 year olds (mean IQ = 134) in the fall and spring. During the same period observations were made of their prosocial behaviors—sharing, helping, reacting to distress, and physical affection. In the fall, IQ, rather than role taking ability, was the best predictor of prosocial behaviors for this sample. The relationship between IQ and role taking increased from fall to spring. However, neither IQ nor role taking ability were reliable predictors of prosocial behaviors in the spring. These findings suggest that psychosocial giftedness as posited, may develop somewhat independently of IQ and cognitive role taking, thus aiding the notion of gifted pluralism.

假设角色承担能力和亲社会行为之间存在持续显着的关系，以支持心理社会天赋的理论构建。角色扮演任务在秋季和春季分配给有天赋的 3 岁儿童（平均智商 = 134）。在同一时期，对他们的亲社会行为进行了观察——分享、帮助、对痛苦的反应和身体上的感情。在秋季，智商而非角色扮演能力是该样本亲社会行为的最佳预测指标。智商与角色扮演之间的关系从秋季到春季增加。然而，智商和角色扮演能力都不是春季亲社会行为的可靠预测指标。这些发现表明，假定的社会心理天赋可能在某种程度上独立于智商和认知角色扮演而发展，.