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This article proposes a reflection on the new representations of childhood and adolescence at school and in the family, as they are impacted by the digital revolution. The figure of the child with high intellectual potential could then become one of the chimeras of the augmented human and his or her prostheses: repairing, programming, and optimizing are substituted for caring, learning, and playing. Thought, intelligence, and brain merge in a metonymic shift favored by the resurgence of the myth of artificial intelligence. The sublimation and creative dimension of high intellectual potential then disappears to become a symptomatic expression. We will illustrate this with a longitudinal study of Tom, encountered at 9, 13, and 19 years old.