A concept developed in child neuropsychology that suggests that the exceptional development of a child does not necessarily imply the absence of difficulties or deficits in other areas. Pronounced progress in one function may be accompanied by weakness in another, reflecting asymmetric features of neuropsychological development. For example, a child may be brilliant at math or music, but also have difficulty with social interaction, language, or emotional regulation. This inverse correlation between strengths and weaknesses shows that giftedness and disorders can coexist in a single child, and that a child’s assessment should take into account all aspects of neuropsychological development, not just exceptional achievement in a particular area. This concept reinforces the idea that educational and therapeutic interventions should be personalized and individualized, building on strengths to strengthen weaknesses, while providing a supportive educational and emotional environment that allows the child to develop harmoniously and adapt socially and cognitively.