This research focuses on linguistic performance indicative of High Linguistic Intelligence/ Linguistic Giftedness. The adopted definition of High Intelligence/Giftedness includes specific talent areas with high potentiality and remarkable performance. Thus, this research aims to verify the existence of distinct high abilities in the domain of language through a dialogue between Cognitive Psychology studies on high cognitive abilities, particularly linguistic abilities, as proposed in the Theory of Multiple Intelligences, and investigations in Psycholinguistics and Linguistics within the context of Generative Theory and the Minimalist Program of Language. Considering the hypothesis of domain-specificity within a modular perspective, the research posits that certain individuals may exhibit a specific optimization of the linguistic faculty, particularly regarding syntactic processing, resulting in superior linguistic performance, characterized as a feature or subtype of currently understood High Linguistic Intelligence. To test this hypothesis, the study investigated the comprehension abilities of highly costly processing structures in children from state-owned schools in Rio de Janeiro identified with potential High Intelligence/Giftedness in academics, compared to a group with medium/low IQ. Results obtained applying the syntactic module of MABILIN (Modules for the Assessment of Linguistic Abilities) showed significant differences between the groups. The study analysed the processing of passive voice structures (reversible and irreversible), WH interrogatives (with who and which), and subject and object right-branching and center-embedded relative clauses. Additionally, children were presented with tasks involving temporary syntactic ambiguity (Garden-Path structures), a self-paced reading and truth-value judgment experiment, the comprehension of orally produced sentences with WH questions, and Executive Function tasks (Flanker and Go/NoGo). The results of the syntactic module of MABILIN revealed significant differences between the groups. The group of children with potentially high abilities did not experience difficulties, whereas 38 percent of the group of children with typical cognitive development faced moderate to expressive challenges. This suggests that potentially high abilities exclude the risk of Developmental Language Disorder (DLD). In the Garden-Path tasks, no differences were observed between the groups. In the Executive Function tasks, interference control (measured by the Flanker task) showed a significant correlation with IQ, while response inhibition (Go/No-Go) did not demonstrate the same relationship. The research indicated that comprehension skills for complex structures may be related to linguistic giftedness. The ability to process high-cost structures was more evident in children with above-average IQs. However, it was also observed in some children with average IQs. Children with potential for giftedness did not show an advantage in resolving temporary structural ambiguities. The results suggest that efficient syntactic processing of recursive sentences involving syntactic movement and long-distance dependencies in highly demanding conditions may indicate linguistic giftedness. Nonetheless, other aspects of linguistic performance at the interfaces between language and broader cognition still need to be investigated to further delineate these abilities.