The notion that genius is a direct path to success and happiness is widely held but often mistaken. Individuals with high IQ, although they celebrate an exceptional cognitive ability, face a series of challenges that go beyond the intellectual abilities that distinguish them. This article, the result of discussions by the Gifted group, which is part of the GIP - Genetic Intelligence Project, aims to explore these complexities, bringing to light the "disorders" that often accompany brilliant minds. Based on reports collected from a group of more than 500 gifted people from different countries, the debate "The 'Disorders' of a Brilliant Mind" reveals that high intellectual capacity not only does not immunize against emotional and social difficulties, but can amplify them. Through an interdisciplinary approach that involves neuroscience , genetics and psychology, this article seeks to demystify the idea that genius is equivalent to a life free of obstacles, highlighting the need for more welcoming environments and specialized support for these individuals.

The research in this article proposes an analysis of the neurobiological and genetic mechanisms that underlie the challenges faced by gifted individuals, such as perfectionism, the struggle for justice , the difficulty of balancing multiple possible careers , and the pressure to conform socially. Through this analysis, we aim to contribute to the creation of strategies that can not only recognize but also effectively support these individuals , allowing them to fully develop their potential and, thus, contribute significantly to society

• Communicate ideas in a way that others can understand them;
• Imagine trying to explain a 1,000-piece puzzle to someone who has only seen a 10-piece puzzle. This is the experience of many gifted people when trying to communicate their complex ideas. The lack of someone to understand the depth of their thoughts can lead to frustration and isolation.Participants expressed difficulty in conveying their complex thoughts in a way that others can easily understand. This challenge often leads to misunderstandings or inadequate appreciation of their intellectual contributions.

Individuals often face difficulties in communicating complex ideas, a phenomenon that can be explained by neurobiological differences that affect cognitive processing and verbal expression. These difficulties are linked to hyperactivity in specific areas of the dorsolateral prefrontal cortex, a region essential for executive functions, such as planning and abstract thinking. Intense activity in this area, responsible for organizing and manipulating information, can make it difficult to simplify ideas, especially when interlocutors have different cognitive abilities (Fletcher; Frith, 2009).

The frontopolar cortex , which plays a crucial role in forecasting future scenarios and managing multiple tasks, also contributes to the complexity of externalizing ideas. Integrating multiple sources of information in this region can overload cognitive resources, making it even more challenging to convey complex concepts in an accessible manner (Burgess et al., 2007).

The ventrolateral prefrontal cortex , involved in the control of verbal responses, assists in the selection and suppression of irrelevant information, directly impacting the clarity of expression. The anterior cingulate cortex, responsible for monitoring conflicts and regulating focus, is essential for detecting discrepancies between thought and verbalization, which affects the accuracy of communication (Miller; Cohen, 2001). In addition , the insula , which is especially sensitive to emotions , modulates subjective perception during communication, intensifying the difficulties in conveying ideas under stress (Craig, 2009).

Connectivity between the dorsolateral prefrontal cortex and the posterior parietal cortex facilitates the rapid synthesis of complex information. However, this interconnectivity can create challenges in communication, particularly when the interlocutor does not share the same cognitive architecture. The hippocampus, by facilitating access to detailed memories , adds a layer of complexity to communication , as excess details can overwhelm the process of simplifying ideas (Eichenbaum, 2017).

Neurochemically, dopamine is one of the main modulators of verbal communication, regulating the activity of the prefrontal cortex and influencing the motivation and focus necessary for the effective transmission of complex ideas. Genetic variants , such as those found in the COMT gene (rs4680), can alter dopaminergic function , impacting executive processing and, consequently, communication ability (Pflueger et al., 2018).

Serotonin, in addition to regulating mood and stress response, directly influences the clarity and patience required for effective communication. Variants in the SLC6A4 gene (5-HTTLPR) may affect the ability to remain calm and clear during verbal expression, while norepinephrine, by modulating attention , plays a crucial role in maintaining verbal fluency, especially in situations of high cognitive demand (Murphy et al., 2008).

In addition to these neurotransmitters, others also play significant roles. Glutamate, as the main excitatory neurotransmitter, is essential for synaptic plasticity and learning, but its overactivity can contribute to cognitive overload, making it difficult to simplify ideas (Cools; D'Esposito, 2011). GABA, as the main inhibitory neurotransmitter, modulates neuronal excitability and helps reduce anxiety, promoting mental clarity during communication (Farrant; Nusser, 2005). Acetylcholine, critical for attention and memory , facilitates focus and clarity of thought, while histamine, involved in regulating alertness, maintains the vigilance necessary for effective communication (Sarter; Parikh; Howe, 2009).

Genes such as BDNF (rs6265) influence neuroplasticity, affecting the ability to adapt communication to the social and emotional context. This adaptability is crucial for adjusting the complexity of ideas to the interlocutor's level of understanding, something that can be particularly challenging for gifted people. Other genetic variants , such as those found in the MAOA and DRD4 genes , also modulate aspects of communication, influencing everything from the response to stress to the search for novelty and resistance to social conformity (Caspi et al., 2002; Reuter et al., 2006).

These communication difficulties faced by gifted individuals are not merely behavioral, but are deeply rooted in neurobiology. They are shaped by a complex interplay between genetic factors and neurochemical processes, which together influence the efficiency and adaptability of verbal communication, making it challenging to convey ideas in an accessible and understandable way.

• Dealing with deep introspection, mood swings and emotional instability;
• The emotional intensity that accompanies high intelligence can be compared to a roller coaster ride. The ability to deeply analyze one’s own thoughts and feelings, on the one hand, can lead to a deeper understanding of oneself. On the other hand, this same depth can generate anxiety and mood swings .

The deep introspection and emotional instability often observed in gifted individuals can be understood through complex neurobiological mechanisms involving multiple brain regions and circuits. Hyperactivity in the amygdala, a central structure in the regulation of emotions and in the response to fear and stress, plays a crucial role. This hyperactivity, when combined with heightened connectivity with the ventromedial prefrontal cortex (VMPFC), responsible for introspection, personal evaluation, and value processing, can amplify emotional responses, resulting in mood swings and heightened emotional reactivity (Davidson, 2002).

Furthermore , the VMPFC interacts closely with the anterior cingulate cortex (ACC), especially in its subgenual portion, which is involved in the regulation of negative emotions and the detection of internal conflicts. This interaction may exacerbate the intensity of emotions experienced during deep introspection, increasing vulnerability to fluctuating emotional states (Etkin et al., 2011).

The role of neurotransmitters, particularly serotonin and dopamine, is fundamental in this context. Serotonin, which modulates mood, anxiety and emotional stability, is significantly influenced by variants in the SLC6A4 gene (5-HTTLPR polymorphism). These variants affect serotonin reuptake, increasing susceptibility to intense emotional changes and anxiety, particularly in individuals with high introspective capacity (Hariri et al., 2002). Glutamate, another relevant neurotransmitter, also participates in this process, influencing neuronal excitability and contributing to emotional instability in situations of introspection and stress (Moghaddam, 2002).

Furthermore , polymorphisms in the BDNF gene (rs6265), which are associated with neuroplasticity and the brain ’s ability to adapt to new situations, play a role in mood regulation. These variants may influence emotional response in stressful situations, modulating the intensity and duration of emotional reactions (Casey et al., 2010). The influence of BDNF on synaptic plasticity suggests that individuals with these variants may be more likely to experience emotional instability, especially in contexts involving deep self-reflection.

This evidence suggests that emotional instability and introspection in gifted individuals are not simply behavioral traits, but are rooted in complex interactions between neuroanatomy, neurotransmitters, and genetic factors . Understanding these interactions is essential to developing supportive strategies that can mitigate the negative effects of these traits, promoting the emotional well-being of gifted individuals.

• Finding a balance between socially adapting and preserving your authenticity;
• The gifted person often feels like a fish out of water in a world that does not understand their needs and peculiarities. The pressure to conform and the search for authenticity can generate an internal conflict that requires constant negotiation .Gifted people often feel pressured to conform in order to fit in, while at the same time wanting to maintain their unique identities .

Individuals often face the challenge of balancing the need to fit in with others while maintaining their authenticity. This balancing act can create significant internal conflict, as many gifted individuals feel like “fish out of water” in a world that rarely understands their unique needs and uniqueness. The pressure to conform to social norms can sometimes clash with their deep desire to maintain their unique identities and express their true nature.

Neurobiological mechanisms . The dorsolateral prefrontal cortex (DLPFC), particularly Brodmann areas 9 and 46, plays a central role in decision making, cognitive control, and strategic planning . Activation of this region, together with the anterior cingulate cortex (ACC), especially its dorsal portion, which is responsible for conflict detection, emotional regulation, and error monitoring, creates a constant tension between the desire for social conformity and the need to maintain personal identity (Miller & Cohen, 2001).

Neurotransmitters such as dopamine and serotonin play key roles in mediating this internal conflict. Dopamine, for example, is involved in motivation, reward seeking, and autonomy. Variants in the DRD4 gene (7R polymorphism) are associated with a greater propensity for novelty seeking and exploratory behaviors , which may favor resistance to social conformity and the maintenance of personal authenticity, even under social pressure (Reuter et al., 2006). Furthermore , the DRD2 gene, which regulates dopamine in the prefrontal cortex , is crucial for decision-making that involves the negotiation between personal values and social norms, influencing the propensity for resistance or conformity.

In parallel, serotonin plays a central role in mood regulation, impulse control, and stress response. Variants in the MAOA gene (uVNTR polymorphism) affect the metabolism of serotonin and norepinephrine, neurotransmitters that modulate the response to social stress and the predisposition to conformity. The activity of monoamine oxidase A, encoded by the MAOA gene, can influence sensitivity to social feedback, affecting how the individual reacts to pressure to conform to social expectations (Caspi et al., 2002). Differential regulation of serotonin and norepinephrine in individuals with these variants can increase the likelihood of intense emotional responses in contexts of social pressure, reinforcing the struggle to preserve individuality.

The challenge of balancing social adaptation and authenticity is not just a psychological conflict , but a manifestation of complex neurobiological interactions . The pressure to adapt socially is constantly negotiated at the neuropsychological level , reflecting an internal struggle between the need for acceptance and the preservation of individuality. Case studies show that many gifted individuals, throughout their lives, face episodes of social isolation or internal conflict due to their inability or refusal to fully conform to prevailing social expectations. For example, a study by Reuter et al. (2006) illustrates how the pursuit of authenticity can lead to life choices that defy social norms, resulting in greater emotional well-being despite the risk of marginalization .

These neurobiological interactions indicate that the conflict between social adaptation and authenticity in gifted individuals is deeply rooted in brain and genetic mechanisms that influence both emotional regulation and social behavior. The pressure to adapt socially is therefore constantly negotiated at the neuropsychological level , reflecting an internal struggle between the need for acceptance and the preservation of individuality. Understanding these dynamics is essential to develop interventions that can support gifted individuals in managing this conflict, allowing them to maintain their authenticity while navigating the complexities of social interactions.

• Addressing a lack of understanding about the depth of your reasoning by striving to be clearer and more inclusive, while noticing a general lack of interest in your ideas;
• The frustration of not being understood can lead gifted individuals to simplify their ideas, sacrificing depth to facilitate communication. However, this simplification can generate a feeling of dissatisfaction and the feeling that their intelligence is not

Difficulty communicating deep and complex thoughts, a common experience among gifted individuals, can be attributed to specific differences in brain function and neuropsychological mechanisms . Hyperactivity in the dorsolateral prefrontal cortex (DLPFC), particularly in Brodmann areas 9 and 46, and in the superior parietal cortex, regions crucial for complex reasoning and advanced cognitive processing, contributes to the generation of intricate ideas that can be difficult to convey in a simplified manner. This difficulty often results in frustration and dissatisfaction, especially when the depth of one’s thoughts is not recognized or understood by the interlocutors (Jung; Haier, 2007).

The frontopolar cortex ( Brodmann area 10), involved in prospecting and evaluating multiple scenarios , also plays a crucial role in this difficulty, as its hyperactivity can increase the complexity of the ideas generated, making it even more difficult to simplify them for effective communication. The interaction between the DLPFC and the posterior parietal cortex facilitates the integration of complex information, but this same interconnectivity can make the externalization of these ideas a significant challenge, especially in contexts where communication needs to be adapted to audiences with different cognitive profiles.

The attempt to simplify these thoughts to facilitate communication can be modulated by genetic variants . For example, the COMT gene (rs4680), which affects dopaminergic function and is associated with cognitive flexibility, influences the ability to adjust the complexity of ideas to make them more accessible. Although this simplification can facilitate understanding by others, it can also lead to the perception of intellectual devaluation by the gifted individual, generating feelings of frustration (Miedzianowski et al., 2013).

Furthermore , variants in the APOE (ε4 ) gene are associated with the ability to integrate complex information and maintain an efficient cognitive network. Individuals with these variants may experience lower personal satisfaction when simplifying their communications, as this adaptation may be perceived as a loss of intellectual depth, negatively impacting their self-assessment and perception of self-worth in communication (Fillenbaum et al., 2001).

Neurobiological factors highlight that the frustration faced by gifted individuals in communicating deep ideas is not simply a matter of verbal ability, but reflects a complex interplay between neuroanatomy, brain function, and genetics . Understanding these dynamics is essential to developing strategies that enable these individuals to express their complex ideas effectively without sacrificing the depth of their thinking.

• Managing concern arising from heightened awareness , rigorous logic and a strong preventive impulse ;
• The gifted mind works like a constant scanner, identifying potential problems and challenges. This hyper-awareness can lead to a constant state of alertness and excessive worry,impacting the quality of life.Participants discussed how heightened awareness and rigorous logic can lead to excessive worry, challenging them to maintain a balanced and healthy perspective.

The rigorous and logical hyperawareness often observed in gifted individuals results in excessive worrying, which can be attributed to a complex interplay of neuroanatomical and genetic factors . Hyperactivity in the amygdala, a region central to threat detection and stress response modulation, plays a key role in this process. The amygdala is responsible for initiating “fight or flight” responses, and its hyperactivity can lead to an amplified perception of threat, especially when combined with increased connectivity with the ventromedial prefrontal cortex (VMPFC). The VMPFC is critical for risk assessment, decision making, and emotion regulation, and its intense communication with the amygdala can result in a state of constant vigilance and chronic worry . This interaction between the amygdala and the VMPFC generates a predisposition to a state of continuous alert, making it difficult to "turn off" the mind (Etkin; Wakefield, 2007).

Additionally, the anterior cingulate cortex (ACC), particularly in its dorsal portion, is involved in conflict detection and error monitoring. In gifted individuals, this region may be hyperactivated, exacerbating the perception of risk and contributing to excessive worry. The dorsal ACC communicates intensely with the VMPFC, intensifying the constant evaluation of potentially threatening situations, which may further increase the stress and anxiety experienced by these individuals. The insula, which processes the perception of body states and emotions, may also be involved, amplifying the emotional response and the perception of stress.

Genetically, variants in the 5-HTTLPR gene that affect serotonin reuptake play a significant role in the stress response and predisposition to anxiety. Serotonin, modulated by the 5-HTTLPR gene , is crucial for regulating mood and anxiety, and alterations in its reuptake may intensify the stress response, particularly in individuals with high cognitive sensitivity. These individuals tend to experience elevated levels of worry and anxiety, exacerbated by hyperactivity in brain regions involved in stress regulation, such as the amygdala , VMPFC, and ACC (Caspi et al., 2003).

Furthermore , norepinephrine, which is released in response to stress and increases alertness, is also involved. Norepinephrine is regulated by the activity of the locus coeruleus, and its hyperactivity may contribute to the maintenance of a state of constant vigilance, especially when there is an interaction with the VMPFC and the ACC. Variants in the CLOCK gene (rs1801260), which regulates circadian rhythms, have also been associated with an increased susceptibility to generalized anxiety disorder. These variants may alter sleep-wake cycles, hindering the ability to switch off the mind from ongoing worries , worsening the cycle of vigilance and chronic worry (Arboleda et al., 2007).

These neurobiological mechanisms suggest that the propensity for excessive worry in gifted individuals is not simply a consequence of their logical and analytical ability , but rather a reflection of complex interactions between several brain structures, such as the amygdala, VMPFC, ACC, insula, and locus coeruleus, together with genetic factors that modulate the stress response and emotional regulation. Understanding these dynamics is crucial to developing interventions that help mitigate the burden of chronic worry in these individuals, promoting a better quality of life.

• Feeling that the responsibility for important decisions often falls on you;
• Due to their ability to analyze and anticipate , gifted people often feel responsible for making the most important decisions, which can generate a significant emotional burden.

The feeling of heightened responsibility in decision-making, often observed in gifted individuals, can be explained by a complex interaction of neurobiological and genetic factors . Increased activation in the dorsolateral prefrontal cortex (DLPFC), specifically in Brodmann areas 9 and 46, plays a crucial role in complex decision-making, strategic planning , and critical evaluation . This region, in close communication with the anterior cingulate cortex (ACC), especially in its dorsal portion, responsible for monitoring errors and assessing risks, intensifies the perception of individual responsibility. The ACC acts as a "conflict detector", promoting constant analysis of decisions and increasing the emotional weight associated with these choices (Rogers et al., 2004).

This hyperactivity in the aforementioned regions can create a cycle of self-demand and emotional overload, where the gifted individual feels that all decisions have significant consequences, increasing the internal pressure to get it right. The connectivity between the DLPFC and other regions, such as the superior parietal cortex , involved in the integration of complex information, also contributes to this perception of increased responsibility, since these neural networks are highly developed in individuals with high cognitive ability.

BDNF gene (rs6265) influence neuroplasticity, affecting the brain's ability to adapt to new information and situations. Individuals with these variants may experience greater perceived burden during important decision-making due to a heightened neuroplastic response that amplifies awareness of the implications of each choice. This variant may also impact emotional resilience, making it more difficult to adapt after decisions perceived as erroneous, thus increasing the associated emotional burden (Chen et al., 2004).

Furthermore , the MAOA gene (uVNTR), which encodes monoamine oxidase A, an enzyme that metabolizes neurotransmitters such as serotonin and norepinephrine, modulates the emotional response to stress. Variants of this gene are associated with an intensified response to stress, which may further aggravate the emotional burden perceived during decision-making in gifted individuals. Increased MAOA activity can lead to greater sensitivity to high-pressure situations , intensifying the sense of responsibility and emotional charge that accompanies important decisions.

These factors suggest that the perception of disproportionate responsibility in gifted individuals is not merely a psychological issue , but is deeply rooted in neuroanatomical and genetic mechanisms . The combination of brain hyperactivity in areas involved in decision-making and risk assessment, together with the influence of genetic variants that modulate neuroplasticity and the response to stress, amplifies the analytical capacity of these individuals, consequently increasing the emotional weight of important decisions.

• Experience a constant need for challenges that demand intellectual effort, which can lead to unnecessary complexity of situations and excessive involvement of other people;
• The search for intellectual challenges is a driving force behind gifted individuals. However, this constant search can lead to procrastination and difficulty concentrating on simpler tasks.

The constant search for intellectual challenges in gifted individuals is mediated by a complex brain network that involves several subregions of the prefrontal cortex , each contributing differently to this characteristic. The frontopolar cortex ( Brodmann area 10) plays a central role in the exploration of new cognitive strategies and in the maintenance of long-term goals. Its activation is strongly associated with the search for intellectually challenging tasks, due to its ability to sustain attention on abstract and complex goals, favoring the prospection and simulation of future scenarios (BURGESS et al., 2007).

The dorsolateral prefrontal cortex ( DLPFC, Brodmann areas 9 and 46) is crucial for strategic planning and complex problem solving. This region facilitates the manipulation of complex information and the anticipation of future challenges, in part due to its interaction with the superior parietal cortex, which is responsible for the integration of sensory and cognitive information. However, DLPFC hyperactivity can lead to procrastination when simpler tasks do not provide the same level of cognitive stimulation. This procrastination occurs due to reduced dopaminergic activation in the DLPFC, resulting in reduced motivation to perform tasks that do not sufficiently challenge cognitive ability (Cools; D'Esposito, 2011).

Neurotransmitters play a fundamental role in this process. Dopamine, modulated by the mesocortical pathway that connects the ventral tegmentum to the prefrontal cortex , is central to motivation in the pursuit of intellectual challenges. Variants in the DRD4 gene (7R polymorphism) are associated with greater sensitivity to novelty and complexity, exacerbating the need for challenging intellectual stimulation. Individuals with these variants tend to look for tasks that offer high complexity, which can lead to dissatisfaction with simpler and routine tasks (KLIMES-DOUGAN et al., 2013).

Furthermore , serotonin, modulated by the SLC6A4 gene (5-HTTLPR), influences persistence in complex tasks. This neurotransmitter regulates impulse control and emotional stability, factors that are essential for maintaining focus in high-demand intellectual tasks. Norepinephrine, regulated by the locus coeruleus, is also essential , as it affects the ability to maintain attention and wakefulness in situations of high cognitive stimulation. Activation of the locus coeruleus is crucial for maintaining focus when facing intellectual challenges (Aston-Jones; Cohen, 2005).

Furthermore , variants in the COMT gene (rs4680), which influence dopamine degradation in the prefrontal cortex , affect cognitive flexibility. This variant can lead to unnecessary complexity of simple situations, especially when the search for intellectual challenges is disproportionate to the context. Individuals with this variant may feel a continuous need to complicate tasks so that they reach a level of challenge appropriate to their cognitive stimulation, which can generate frustration and dissatisfaction (MIEDZIANOSKI et al., 2013).

• Being consumed by a strong sense of justice in a world full of injustices ;
• The gifted often have a strong sense of justice and compassion. A strong sense of justice in a world full of injustice can be overwhelming and lead to deep emotional involvement in social or political causes.

The strong sense of justice observed in gifted individuals is deeply rooted in specific neural circuits and is modulated by neurochemical and genetic factors . Activation of the ventromedial prefrontal cortex (VMPFC), a critical subregion for moral evaluation and value-based decision-making , plays a central role in this process. The VMPFC is closely connected to the amygdala, which processes intense emotions, and to the anterior cingulate cortex (ACC), particularly its rostral portion, which detects moral conflicts and regulates emotional response. This neural network facilitates the integration of emotions with moral decision-making processes, allowing gifted individuals to intensely process and respond to issues of justice (Moll et al., 2005).

The amygdala, which is responsible for the emotional response to perceived injustices, shows hyperactivity in individuals with a strong sense of justice. This hyperactivity not only generates intense emotional responses, but also leads to a deep involvement in social and political causes. The connection between the amygdala and the VMPFC is fundamental for the integration of emotions with morality, resulting in significant emotional consumption when these individuals are faced with situations that they consider unfair. This dynamic can increase emotional investment in social and political causes, making the sense of justice a powerful motivating force, but also a source of emotional stress (ZAKI; OCHSNER, 2012).

Neurotransmitters, especially serotonin and dopamine, play crucial roles in this predisposition. Serotonin, modulated by the SLC6A4 gene (5-HTTLPR), regulates aggression and emotional reactivity. Variants of this gene are associated with greater sensitivity to injustice , which can intensify emotional reactions when individuals perceive that justice is not being served. Dopamine, through the reward system, reinforces prosocial behavior and the search for justice . Variants in the DRD4 gene (7R polymorphism) are known to influence the modulation of the response to moral dilemmas, increasing the motivation to act in defense of justice (MONTAG et al., 2008).

OXTR gene (oxytocin receptor) are associated with increased empathy and prosocial behavior , which reinforces involvement in social causes and the fight for justice. Polymorphisms such as rs53576 in the OXTR gene have been correlated with more empathic behavior and a greater tendency to fight for justice in response to situations perceived as unfair. Oxytocin, often referred to as the "love hormone" or "social hormone," facilitates emotional connection with others and may intensify the determination to correct perceived injustices, strengthening the predisposition to engage in prosocial activities ( SZETO et al., 2011).

This complex interplay between neuroanatomy, neurotransmitters, and genetics suggests that the strong sense of justice in gifted individuals is not simply a personal characteristic, but a reflection of deep biological influences that shape how these individuals perceive and respond to issues of justice . Understanding these mechanisms is essential to supporting these individuals in managing the intense emotions associated with their struggle for a more just world.

• Even recognizing the merits of your achievements, being prevented by perfectionism from feeling full satisfaction, maintaining a constant insecurity about the quality of what was done;
• The search for perfection is a constant companion of the gifted. However, this search can generate a vicious cycle of dissatisfaction and self-criticism, preventing the individual from celebrating their achievements.The debate highlighted how perfectionism prevents many from feeling satisfaction with their achievements, keeping them in a state of constant self-evaluation and

Perfectionism, often observed in gifted individuals, is associated with hyperactivity in specific neural networks involving the dorsolateral prefrontal cortex (DLPFC), the anterior cingulate cortex (ACC), and the insula, forming a complex circuit of cognitive control, error monitoring, and emotional processing. The DLPFC (Brodmann areas 9 and 46) is essential for cognitive control and critical self-evaluation , facilitating the constant review and monitoring of actions and decisions. This region is particularly involved in the execution of complex tasks and in error correction, reinforcing the tendency toward perfectionism by creating a high standard of personal expectation and a continuous need to adjust and refine performance (FLETCHER; FRITH, 2009).

The anterior cingulate cortex (ACC), especially in its dorsal portion, plays a crucial role in detecting errors and conflicts, promoting a constant and rigorous evaluation of performance. This intense activity can lead to a state of hypercriticism, where the individual is unable to be satisfied with his or her own results, fueling insecurity and self-criticism. The anterior insula, which is connected to the ACC, contributes significantly to the subjective perception of errors and failures. It amplifies the negative emotions associated with dissatisfaction by increasing awareness of discrepancies between expected and achieved performance, thus intensifying feelings of inadequacy and failure (SHACKMAN et al., 2011).

At the neurochemical level , dopamine plays a central role in the cycle of perfectionism and self-criticism. The mesocortical dopaminergic pathway, which projects from the ventral tegmentum to the DLPFC, is responsible for modulating positive reinforcement and the feeling of reward. In perfectionistic individuals, this pathway may be less responsive, resulting in a lower feeling of satisfaction after achievements . This attenuated dopaminergic response perpetuates the incessant search for even better performance, since the emotional reward after completing a task is insufficient to generate contentment. Variants in the DRD2 gene (rs1800497), associated with dopaminergic regulation , may contribute to this reduction in the reward response, exacerbating self-criticism and insecurity, by altering the way the brain processes pleasure and personal achievement (TREADWAY et al., 2012).

Furthermore , the SLC6A4 gene (5-HTTLPR), which modulates serotonin reuptake, plays a crucial role in emotional regulation and stress response. Variants that affect the function of this gene are associated with a greater propensity for perfectionism and rumination , conditions that prevent the individual from celebrating their achievements. These variants increase emotional reactivity and hinder the ability to relax and be content with one's own results , perpetuating a cycle of constant self-criticism and an incessant search for perfection (MURPHY et al., 2008).

• Living with the notion that it is always possible to do more and better, but recognizing that the results do not always depend exclusively on you;
• Gifted people often feel pressured to achieve excellence in everything they do. However, it is important to recognize that there are external factors that can influence results, and that it is not possible to control everything.

Living with the idea that it is always possible to do more and better, a common characteristic among gifted individuals, is intrinsically linked to a complex set of neural circuits and neurobiological factors that modulate self-evaluation , perception of control and response to stress. The dorsolateral prefrontal cortex (DLPFC), particularly in Brodmann areas 9 and 46, is an essential subregion for planning, decision-making and critical evaluation . In gifted individuals, this area is often hyperactive, reinforcing the tendency towards self-demand and the incessant search for excellence. The DLPFC is responsible for weighing options, anticipating results and critically evaluating performance, which can intensify the perception that there is always room for improvement (MACDONALD; DICKEY, 2011).

The anterior cingulate cortex (ACC), especially its dorsal portion, plays a crucial role in error detection and continuous performance monitoring . Connected to the DLPFC, the ACC regulates the evaluation of one ’s own actions and decisions, promoting a constant state of critical self-evaluation . However, the ACC also recognizes the limits of individual control over results. This function may conflict with DLPFC hyperactivity in gifted individuals, generating a tension between the search for absolute control and the acceptance of limitations imposed by external factors. This tension is a reflection of the difficulty in balancing self-demand with the reality of uncontrollable circumstances (SHACKMAN et al., 2011).

At the neurochemical level , dopamine plays a significant role in modulating the perception of control and reward. The mesocortical dopaminergic pathway, which projects from the ventral tegmentum to the DLPFC, is crucial for this regulation. Variants in the DRD2 gene (rs1800497), associated with dopaminergic regulation , may increase sensitivity to the perception of control or lack thereof, influencing how the individual deals with the inability to control all the factors that affect the outcomes. This exacerbated sensitivity can lead to greater frustration when the results do not match expectations, intensifying the cycle of self-demand (NAGEL et al., 2008).

Serotonin, regulated by the SLC6A4 gene (5-HTTLPR), also plays an important role in managing the stress response and accepting limitations . Variants of this gene may affect an individual's ability to cope with the frustration of not achieving perfect results, promoting the acceptance that not all factors are under their control. This regulation is crucial for maintaining emotional balance in the face of life's inevitable imperfections (MURPHY et al., 2008).

The interaction between these brain regions and neurotransmitters reflects the complex dynamics between self-demand, perception of control, and acceptance of limitations imposed by external factors. Gifted individuals often face the challenge of balancing this tension, recognizing that, although improvement is always possible, the results are not completely controllable . Understanding this dynamic can help mitigate the negative effects of excessive self-demand, promoting greater acceptance of limitations and, consequently, a better quality of life.

• Be aware that you could have followed different careers or paths, but recognize that time is a limited resource and does not allow you to explore your full potential;
• The gifted mind is capable of visualizing multiple possibilities and futures. However, the need to make choices and give up other opportunities can generate a feeling of loss and frustration .

The ability to visualize multiple possibilities and futures is a distinctive characteristic of gifted individuals, who often have the ability to excel in a variety of areas. However, reality imposes time limits, and the need to make choices can generate feelings of loss and frustration, as each decision made implies giving up other promising options.

This ability to visualize multiple life trajectories is rooted in specific brain circuits, particularly in the rostral prefrontal cortex and the default mode network ( DMN ). The frontopolar cortex , located in Brodmann area 10, plays a crucial role in mental prospection, allowing the individual to imagine future scenarios in great detail and complexity (Burgess, Dumontheil, & Gilbert, 2007). This ability to plan and weigh multiple alternatives can, paradoxically, heighten the perception of missed opportunities, since each choice implies the foregoing of others.

The DMN, which includes the posterior cingulate cortex, the medial prefrontal cortex , and the inferior parietal lobe, is activated during introspection and the imagination of alternative scenarios. This network is essential for visualizing possibilities, but it can also accentuate frustration by highlighting the paths not taken and the limitations imposed by time (Mason et al., 2007).

Neurochemically, dopamine plays a central role in motivation and decision-making, particularly through the mesocortical pathway, which connects the ventral tegmentum to the prefrontal cortex . This pathway is responsible for anticipating future rewards and long-term planning. Variants in the COMT gene (rs4680), which affect dopamine degradation, may influence the ability to prioritize among multiple options, which may intensify frustration related to time constraints and the need to make decisions that exclude other possibilities (Folley et al., 2009).

Furthermore , serotonin, regulated by the SLC6A4 gene (5-HTTLPR), plays an important role in emotional regulation and acceptance of time-imposed limitations. Variants of this gene may increase susceptibility to rumination about unrealized choices, intensifying the feeling of loss associated with limited time (Murphy, Lesch, & Heinz, 2008).

These neurobiological and genetic factors suggest that for gifted individuals, the frustration of having to choose among multiple possibilities is a manifestation of a complex interaction between neuroanatomy and genetic predispositions . The ability to envision different careers and paths, combined with the inevitable time constraint , creates significant cognitive strain .

• Maintain values that diverge from socially accepted standards and face constant pressure for doing so;
• Gifted people may have different values and perspectives than most people, which can lead to conflict and social isolation. The pressure to conform can be intense and create a feeling of alienation .

Holding values that diverge from socially accepted standards, a characteristic often observed in gifted individuals, is deeply related to the activation of brain regions responsible for processing social information, making moral decisions, and managing social stress. The ventromedial prefrontal cortex (VMPFC) plays a central role in integrating personal values with social and emotional information. This region is critical for making decisions based on internal values, as opposed to social conformity, and is connected to the amygdala and the anterior cingulate cortex (ACC), which monitor emotional responses and detect conflict (Moll et al., 2005).

The amygdala, particularly involved in the response to social stress, is hyperactive in situations of confrontation with social norms. In gifted individuals, this hyperactivity can intensify the perception of isolation or alienation when their values diverge significantly from accepted standards. The ACC, in its dorsal portion, contributes to the continuous evaluation of conflicts between personal values and social norms, reinforcing the tension between the preservation of authenticity and the pressure to conform (SHACKMAN et al., 2011).

Neurotransmitters such as dopamine and serotonin modulate these dynamics. Dopamine, particularly through the mesocorticolimbic pathway, influences the pursuit of social rewards and the regulation of motivation for social acceptance. Variants in the DRD4 gene (7R polymorphism) are associated with a lower inclination toward social conformity and greater resistance to social pressure , which may reinforce the maintenance of divergent values in gifted individuals (REUTER et al., 2006).

Serotonin, regulated by the SLC6A4 gene (5-HTTLPR), affects sensitivity to social acceptance and rejection. Variants in this gene are associated with greater emotional reactivity to social stress, increasing feelings of alienation when individual values conflict with social norms (MURPHY et al., 2008). Furthermore , the OXTR gene (oxytocin receptor) plays a role in modulating social interactions and empathy, with variants such as rs53576 correlated with a greater tendency to resist social pressure in favor of personal values (SZETO et al., 2011).

These neurobiological mechanisms suggest that the maintenance of divergent values in gifted individuals in the face of intense social pressure is a manifestation of a complex interaction between neuroanatomy, neurotransmitters, and genetic predispositions . Resistance to social conformity, although it may generate isolation, reflects a cognitive and emotional integrity deeply rooted in neurological and genetic processes .

• Choosing to distance yourself or remain silent in pointless and repetitive discussions , which not only waste time but can also give the impression of a lack of interest or intelligence ;
• The need to preserve mental energy can lead gifted individuals to withdraw from social situations that they perceive as exhausting or unproductive. However, this attitude can be interpreted as disinterest or arrogance.

The decision to engage in or withdraw from discussions perceived as pointless or repetitive, often made by gifted individuals, is influenced by a complex interaction between brain regions involved in social processing, emotional regulation, and cognitive evaluation. The dorsolateral prefrontal cortex ( DLPFC) is a crucial region for cognitive control and strategic decision-making. This area, particularly Brodmann areas 9 and 46, is involved in evaluating the relevance of social interactions and determining when it is most efficient to save mental energy by avoiding unproductive discussions (Macdonald & Dickey, 2011).

The dorsal anterior cingulate cortex (ACC) plays an important role in conflict detection and error monitoring, helping to identify social situations that may not be worth the cognitive effort . This region , together with the DLPFC, evaluates the usefulness of interactions and may contribute to the decision to withdraw from discussions when there is no noticeable gain, minimizing mental strain (SHACKMAN et al., 2011).

The amygdala , which is responsible for processing emotions, also influences this choice, especially in relation to the response to social stress. When gifted individuals perceive a social situation as potentially exhausting or worthless, activation of the amygdala may signal the need to withdraw as a way to avoid unnecessary stress (AMARAL et al., 2003).

At the neurochemical level , serotonin plays a key role in modulating patience and impulsivity in social contexts. The SLC6A4 gene (5-HTTLPR) affects serotonin reuptake, influencing the ability to tolerate repetitive or unproductive interactions. Variants of this gene may predispose gifted individuals to greater sensitivity to cognitive strain, encouraging withdrawal from unproductive discussions (MURPHY et al., 2008).

Furthermore , dopamine, through the mesocortical pathway, which connects the ventral tegmentum to the DLPFC, modulates motivation and the perception of reward in social interactions. Variants in the DRD4 gene (7R polymorphism) are associated with the search for new and rewarding stimuli, which can lead gifted individuals to avoid repetitive discussions that do not offer this type of reward, opting to withdraw (REUTER et al., 2006).

These neurobiological mechanisms suggest that the choice between engagement and withdrawal in gifted individuals is the result of a complex strategic and emotional assessment . Although withdrawal may be perceived as disinterest or arrogance by others, it is often a conscious decision to preserve mental energy and avoid unnecessary stress .

The debate over the challenges faced by individuals with high IQs highlights the complexity of the interactions between genius, emotional well-being, and social functioning. The difficulties these individuals face are often rooted in complex neurobiological mechanisms involving specific brain circuits, neurotransmitters, and genetic predispositions that go beyond what is commonly recognized. Brain regions such as the dorsolateral prefrontal cortex (DLPFC), particularly Brodmann areas 9 and 46, the frontopolar cortex ( Brodmann area 10), the anterior cingulate cortex (ACC), especially its dorsal portion, the amygdala, and the ventromedial prefrontal cortex (VMPFC) play central roles in mediating the cognitive and emotional experiences of these individuals. Hyperactivity in these areas, often modulated by neurotransmitters such as dopamine, serotonin, glutamate, and norepinephrine, contributes to a series of challenges, including exacerbated perfectionism, difficulties in communicating complex ideas, the constant struggle between social adaptation and authenticity, in addition to a tendency to excessive worries and a sense of exaggerated responsibility. At the genetic level , variants in genes such as COMT (rs4680), which affects dopaminergic function and cognitive flexibility; DRD4 (7R polymorphism), associated with novelty seeking and resistance to social conformity; SLC6A4 (5-HTTLPR), which influences serotonin reuptake and emotional regulation; BDNF (rs6265), which impacts neuroplasticity and emotional adaptation; and MAOA (uVNTR), which modulates the stress response through neurotransmitter metabolism, directly influence how these challenges manifest. These genetic variants affect emotional regulation, motivation for intellectual challenges, resilience to stress, and the ability to adapt to different social and emotional contexts. These neurobiological and genetic interactions reveal that genius , far from being a guarantee of happiness or social success, can bring with it a unique set of challenges that require specialized understanding and support. Creating supportive and inclusive environments that take these complexities into account is essential to enabling these individuals to develop their full potential. In addition , it is crucial to develop psychological , educational and social support programs that are tailored to the specific needs of gifted individuals. This type of intervention is a key future prospect to ensure that they can contribute meaningfully to society, transforming their exceptional abilities into a tangible benefit for the world.

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