Résumé
Objective: this study aims to examine the pragmatic language skills of gifted adolescents. Thereby, we hope pragmatic language impairment in gifted people to be better identified in order to find aids to improve their social interactions and school learnings. Method: we assessed 35 gifted adolescents, aged 15-19 years old, using different speech therapy tests, and compared them to a control group. We also collected anamnestic data through a questionnaire. Results: no significative difference was found between our two groups. However, the data from the questionnaire and open discussions revealed a more important social complaint from the gifted group. When focusing on individual results, we found that 18 of our gifted participants had at least one deficit score. Conclusion: despite finding no global difference between our groups, our results suggest a more important social complaint from our gifted adolescents. A qualitative analysis of the scores and interviews allowed us to spot pragmatic language difficulties in a few of our gifted participants but we note important interdividual differences.