Differences In Intellectual Ability Research Articles

Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V

The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.

Penerapan Pembelajaran Model Saintifik dalam Meningkatkan Hasil Belajar Siswa

This research refers to holistic thinking, aiming to have a positive impact on both teachers and students. The implementation of the scientific learning model has been applied at Muhammadiyah Bondowoso High School to enhance students' learning outcomes. The focus of this research is on how the application of the scientific learning model improves students' learning outcomes. Therefore, the research objective is to understand the application of the scientific learning model in enhancing students' learning outcomes. The research method uses a descriptive qualitative approach, with data collection through observation, interviews, and documentation. The findings of this research indicate that the application of the scientific model in improving students' learning outcomes at Muhammadiyah Bondowoso High School involves five steps: observing, questioning, collecting data, associating, and communicating. The results show that the use of the scientific learning model tends to enhance and be effective in improving students' learning outcomes at Muhammadiyah Bondowoso High School, creating a new and engaging classroom atmosphere. With this model, students become more active and critical, even though there may be differences in intellectual abilities among students. Overall, the teaching and learning activities help cultivate students' creativity and develop more mature thought patterns.

Gender Differences in the Wechsler Intelligence Scale for Children in a Large Group of Italian Children with Attention Deficit Hyperactivity Disorder.

Despite being repeatedly investigated in children with typical development, research on gender differences in intellectual abilities in specific groups of children, including children with attention deficit hyperactivity disorder (ADHD), has been scarce. In this paper, we evaluated the performance of a large group of Italian children with ADHD using the WISC-IV. We aimed at investigating the presence of gender differences using a multi-group confirmatory factor analysis approach. Results showed that the WISC is largely gender-invariant. However, some tasks present non-invariant patterns (block design and coding). Differences at the latent level also showed some differences (favoring boys) in the verbal comprehension index. Conversely, differences at the latent level were not found in the full-scale IQ or in the other main indices. These results have theoretical and practical implications.

Gender debate is not worthy in the 21st century classroom: Evidence-based outcomes from psychological abilities in students

The debate about differences in intellectual abilities is far from over. This debate has astronomically drifted from academic success to mental possessions. In this regard, the current study examined curiosity, creativity, and academic motivation in students for possible differences in terms of gender. A total of 568 high school students were surveyed using a cross-sectional design. The data were gathered using adapted curiosity, creativity, and academic motivation scales to test for possible differences. Male and female students had similar abilities in curious, creative, and motivated potentials, according to the test MANOVA results [F (3,549) = 0.718, p > 0.610; Wilks’ Lambda = 0.993, partial eta squared = 0.007]. This could be the result of similar opportunities presented to both male and female students in their academic journey. Therefore, educational policies on gender parity should be developed to help tone down unnecessary comparisons and mental competition between male and female students in the areas of curiosity, creativity, and academic motivation.

A-269 Sex Differences in the Behavioral Profile of Adolescents with Autism Spectrum Disorder

Abstract Objective: Literature suggests discrepant prevalence rates between males and females with autism spectrum disorder (ASD) may be due to sex-specific ASD phenotypes. This study sought to identify sex-specific behavioral profiles for adolescents with ASD, as measured by the Autism Diagnostic Observation Schedule (ADOS-2). Sex differences in intellectual ability for individuals with ASD were also examined. Method: A sample of adolescents with ASD across the United States was retrieved from the National Database for Autism Research (NDAR) (N=80, 65 males, 15 females; M age=12.17 years, SD=.97). Participants were included within the age parameters (11 years, zero months to 16 years, 11 months) with data on Wechsler Intelligence Scale for Children (WISC-V) and ADOS-2. The study was a cross-sectional design analyzing the relationship between biological sex and intellectual abilities, overall autism severity, and deficits within social affect and repetitive and restricted behaviors and interests (RRBIs). Results: Significant sex differences were found in total severity of ASD after controlling for IQ, F(1,77)=4.59, p=.04. Adjusted marginal means demonstrated that males have higher ADOS total scores [M =13.37; 95% CI (12.47,14.34)] than females [M=11.13; 95% CI (9.33,12.98)]. No sex differences were found within the domain of intellectual ability, t(78)=.34, p= .738, or across the linear combination of the dependent variables of social affect and RRBIs, F(2,76)=2.95, p=.058. Conclusions: This study provides further evidence that males are diagnosed with ASD at higher rates than females and suggests males present with more severe ASD pathology than females on the ADOS-2. Additional analyses are required to understand the full extent of clinical implications.

Efektivitas Metode Imla’ terhadap Peningkatan Kemampuan Siswa dalam Menulis Bahasa Arab

Facts on the ground, there are still many students who find it difficult to write in Arabic according to the rules of writing style caused by differences in intellectual abilities, physical abilities, family backgrounds, habits and learning approaches that are sometimes very striking between one student and another student. Therefore, learning techniques are needed that can improve students' ability to write Arabic. IMLA is a learning technique to justify as well as improve writing that needs improvement. The purpose of this study is based on the aim of obtaining empirical data regarding the effectiveness of the application of the IMLA method in writing Arabic for class XI students of senior High School Cililin, Sumur Bandung, West Bandung. This research is an experimental research type. The population in this study was class XI senior High School Cililin, Sumur Bandung, West Bandung, amounting to 37 students. The research data was obtained by presenting a dictation skill test IMLA and proved by the results of the t-test. From the results of data analysis, it can be obtained t-count (10.87) > t-table (1.687) with a significant level of 5%. West in writing Arabic.

Jason S. Farr. Novel Bodies: Disability and Sexuality in Eighteenth-Century British Literature.

Jason S. Farr. <i>Novel Bodies: Disability and Sexuality in Eighteenth-Century British Literature</i>.

Long-term cognitive outcomes in term newborns with watershed injury caused by neonatal encephalopathy

BackgroundWe previously reported that increasing severity of watershed (WS) injury in neonatal magnetic resonance imaging (MRI) is associated with worse language outcomes in early childhood. In the present study, we investigated the relationship between neonatal injury patterns and cognitive profile in adolescents with neonatal encephalopathy.MethodsTerm neonates with encephalopathy were prospectively enrolled and imaged using brain MRI from 1999 to 2008. Neonatal brain injury was scored according to the degree of injury in WS and basal ganglia/thalamus (BG/T) areas. The children underwent a neurocognitive assessment and follow-up brain MRI at the age of 10–16 years. The relationship between neonatal brain injury patterns and adolescent cognitive outcomes was assessed.ResultsIn a cohort of 16 children, neonatal MRI showed WS injury in 7, BG/T injury in 2, and normal imaging in 7. Children with WS injury had lower estimated overall cognitive ability than those with normal imaging. Increasing WS injury score was associated with decreasing estimated overall cognitive ability, Perceptual Reasoning Index, and digit span score.ConclusionsChildren with the WS injury are at an increased risk of having problems in long-term intellectual ability. These cognitive outcomes may underlie early language difficulties seen in children with neonatal WS injury.ImpactAdolescents with a history of neonatal encephalopathy and watershed pattern of injury on neonatal brain magnetic resonance imaging (MRI) had lower overall cognitive ability, perceptual reasoning skills, and auditory working memory than those with normal neonatal imaging.Children with post-neonatal epilepsy and cerebral palsy had the worst cognitive outcomes.Watershed pattern of injury confers high long-term differences in intellectual ability.

SEX DIFFERENCES IN INTELLECTUAL ABILITY AMONG PRESCHOOL CHILDREN IN PUTRAJAYA

Past research has shown that children with higher intellectual ability or intelligence quotient (IQ) were found less likely to be held back a grade in their schooling years and were less likely to be rejected by their peers or to have very few friends. The present study was conducted to determine the sex differences in intellectual ability among preschool children in Putrajaya. The research sample of 234 preschool children aged 6 from 16 private preschools in Putrajaya Malaysia was selected by using a cluster sampling technique. Preschool children’s intellectual ability was measured by using The Drawing-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ; Reynolds &amp; Hickman, 2004). Higher scoring on the DAP: IQ signified higher IQ level which represents the higher intellectual ability of the preschool children. Results showed that there was a significant difference in intellectual ability, where preschool girls were found to have higher intellectual ability scores than boys. The study concluded that preschool boys and girls were different in their biology and social development which may cause differences in their intellectual ability level. The finding implied the need for more attention from the preschool setting to further improve their academic planning in order to enhance both preschool boys' and girl's learning and development.

Application of Multinomial Logistic Regression to analyze learning difficulties in statistics courses

Every student basically wants to get the opportunity to achieve satisfactory academic performance. But from daily reality, it seems clear that students have differences in intellectual abilities, physical abilities, family background, habits and learning approaches that are sometimes very striking between a student and other students. The data used in this study consisted of primary data and secondary data. Primary data in the form of a questionnaire for the dependent variable and response variable. While secondary data contains general information on the number of students in the fourth semester of economic education courses obtained from the administration of the faculty of education, Unindra. Data analysis using multinomial logistic regression analysis. Based on the results of this study, independent variables that influence student learning difficulties in Statistics courses include; gender, regional origin, learning motivation, and learning resources. While the variables that did not have a significant effect on learning difficulties include; major at school, monthly tuition allowance, and study patterns. Furthermore, the value of the accuracy of the classification of students produced using multinomial logistic regression analysis of seventy-six point five percent.

Personality and Cognitive Functions in Violent Offenders - Implications of Character Maturity?

Previous research has suggested that personality and cognitive functions are essential in the emergence of persistent aggressive antisocial behaviors and that character maturity could be an important protective factor against these behaviors. The aims of this study were (1) to determine associations between personality traits, intellectual ability, and executive function in young male violent offenders, and (2) to investigate differences in intellectual ability and executive function between groups of violent offenders with low, medium, and high character maturity. A cohort of 148 male violent offenders (18–25 years of age) participated in this study. The Temperament and Character Inventory was used as a self-report measure of personality traits, and cognitive functions were measured with the Wechsler Adult Intelligence Scale – Third Edition and the Cambridge Neuropsychological Test Automated Battery. Intellectual ability was negatively correlated to the temperament dimension Harm Avoidance and the character dimension Self-Transcendence, and positively correlated to the character dimensions Self-Directedness and Cooperativeness and the temperament dimension Novelty Seeking. Visual sustained attention correlated positively to the temperament dimension Persistence and negatively to the temperament dimension Harm Avoidance. Spatial working memory correlated negatively to the character dimension Cooperativeness. Character maturity, however, did not affect intellectual and executive functions to a statistically significant degree. Our findings indicate that offender personality characteristics such as optimism, responsibility, empathy, curiosity, and industry that would seem more favorable to positive intervention outcomes are related to better cognitive functioning. Possible implications are that interventions in offender populations could be more effective if tailored to participants’ personality dimensions and cognitive proficiencies, rather than offered as “one size fits all.”

식민지기 유교 지식인 김광진의 機學을 통해 본 주변적 사유의 특징과 역사적 의미

This study focuses on the characteristics of marginal thought and its historical meaning thought Confucian Intellectual Kim Kwang-Jin(金光鎭)’s Ki-Hag(機學). Kim Kwang-jin’s Ki-Hag is a system of knowledge perception, type, and practice. This is a newly reconstructed knowledge system based on Western psychology and epistemology imported to Korea at the end of the 19th century, based on the major tactical concepts of Byeong-Hag(兵學). As such, Kim Kwang-jin, as a Confucian intellectual in the periphery, attracted and combined heterogeneous concepts in the limited resources and opportunities, and re-adjusted the context of existing meanings to create new results. This process of appropriation was defined by anthropologist Levi-Streth as bricolage. He emphasizes that Bricolage is part of modern thought, and it is a false assumption to put Western logical thinking at the forefront. Therefore, it is difficult to limit Ki-Hag to simple differences in intellectual abilities, simple imitations or subclasses. Rather, it should be understood as an aspect of man’s active intellectual activity seeking to understand the world to the fullest by the circumstances given to him. If so, Kim Gwang-jin’s Ki-Hag can be meaningful as an example showing the tension, conflict, and intellectual achievement of Marginal thought concealed in Korean intellectual history.

Selektivna pažnja i inhibicija kod dece mlađeg školskog uzrasta

The aims of this research were to determine the developmental dynamics of selective attention and inhibition in younger school-aged children, as well as its relationship with gender and intellectual abilities. The sample consisted of 94 children [46 (48.9%) girls] of typical intellectual abilities (IQ 92-136; M=107.6, SD=11.08), aged between 8-11 years and 6 months. Selective attention and inhibition were assessed by Dodrill's Stroop test. Analysis of the results revealed statistically significant positive correlation of moderate degree (r=0.57) and highly statistically significant difference between the first and the second part of the Stroop test (p≤0.000). Age (p≤0.000), gender (p=0.001) and intellectual abilities (p=0.012) were statistically significant factors of Stroop performance. Age explains 30% of results variability, gender 15%, and differences in intellectual abilities 9%. Performance of 8 and 9 year-olds was statistically significantly different compared to 10 and 11 year-olds, which confirms the existence of developmental jump in selective attention and inhibition that occurs around 10 years of age.

GENDER DIFFERENCES IN CHESS PERFORMANCE

Women are underrepresented and underperformanced in chess at the top level. An explanation for the small number of female chess players because chess is an intellectually demanding activity would support the view of biological gender differences in intellectual abilities. However, despite different theories, there is no scientific evidence for sex specific intellectual performance differences. Furthermore, memory is heavily implicated in chess performance and is also often used to explain sex differences. Many novel findings are emerging and complementing cognitively-oriented research on chess. Sex stereotypes can have a greatly debilitating effect on female players leading to a sharp decline in performance when competing with males in chess. Women generally score lower than men both on aggressiveness and dominance and at the same time during a chess game, mental fatigue occurs earlier in women. This is usually explained by the fact that in the female body glycogen content is lower compared to males due to hormonal conditions and therefore unable to meet the demands for fast energy. Women also seem disadvantaged because they approach chess competitions with less confidence and with a more cautious attitude than their male counterparts. A motivational perspective may be better suited for understanding the underperformance of women as chess players. Studies of psychology, physiology and biochemistry of chess players should be used to improve the practice and pedagogy for male and female chess players.

A 4-Year Longitudinal Study of the Sex-Creativity Relationship in Childhood, Adolescence, and Emerging Adulthood: Findings of Mean and Variability Analyses.

The relationship between sex and creativity remains an unresolved research question. The present study aimed to approach this question through the lens of the developmental theory of sex differences in intelligence, which posits a dynamic pattern of sex differences in intellectual abilities from female superiority in childhood and early adolescence to male superiority starting at 16 years of age. A total of 775 participants from three age groups (i.e., children, adolescents, and emerging adults) completed a 4-year longitudinal study comprising four assessments of creative thinking at 1-year intervals. Creative thinking was assessed with the Test for Creative Thinking-Drawing Production. While the results revealed female superiority in childhood and early adolescence, male superiority was not found in adolescence and emerging adulthood. Rather, greater sex similarities and greater male variability were found based on mean and variability analyses, respectively. This study elucidated the link between sex and creativity by (1) taking a developmental perspective, (2) employing a 4-year longitudinal design in three age groups (i.e., children, adolescents, and emerging adults), and (3) analyzing sex differences based on both mean and variability analyses.

Individual differences in analogical reasoning revealed by multivariate task-based functional brain imaging

Although analogical reasoning (AR) plays a central role in higher-level cognition and constitutes a key source of individual differences in intellectual ability, the neural mechanisms that account for individual differences in AR remain to be well characterized. Here we investigated individual differences in AR within a large sample (n = 229), using multivariate fMRI analysis (a simple multiple kernel learning machine). The individual AR capability was positively correlated with activation level in a prefrontal executive network and a visuospatial network. Notably, the best predictors of individual differences in AR within these networks were activation in the dorsomedial prefrontal cortex (response selection) and the lingual gyrus (visual feature mapping). In contrast, AR capability was negatively correlated with activation in the default mode network. The implications of the reported findings are twofold: (i) Individual differences in AR depend on multiple executive and visuospatial brain regions, where their respective contributions are contingent upon the individuals' cognitive skills; (ii) Brain regions associated with individual differences in AR only partially overlap with brain regions sensitive to the associated task demands (i.e., brain regions sensitive to the analogy relational complexity, at the group-level). We discuss implications of such brain organization supporting AR as an example for brain architecture underlying higher-level cognitive processes.

Functional diversity of brain networks supports consciousness and verbal intelligence

How are the myriad stimuli arriving at our senses transformed into conscious thought? To address this question, in a series of studies, we asked whether a common mechanism underlies loss of information processing in unconscious states across different conditions, which could shed light on the brain mechanisms of conscious cognition. With a novel approach, we brought together for the first time, data from the same paradigm—a highly engaging auditory-only narrative—in three independent domains: anesthesia-induced unconsciousness, unconsciousness after brain injury, and individual differences in intellectual abilities during conscious cognition. During external stimulation in the unconscious state, the functional differentiation between the auditory and fronto-parietal systems decreased significantly relatively to the conscious state. Conversely, we found that stronger functional differentiation between these systems in response to external stimulation predicted higher intellectual abilities during conscious cognition, in particular higher verbal acuity scores in independent cognitive testing battery. These convergent findings suggest that the responsivity of sensory and higher-order brain systems to external stimulation, especially through the diversification of their functional responses is an essential feature of conscious cognition and verbal intelligence.

A Novel Approach to Dream Content Analysis Reveals Links Between Learning-Related Dream Incorporation and Cognitive Abilities.

Can dreams reveal insight into our cognitive abilities and aptitudes (i.e., “human intelligence”)? The relationship between dream production and trait-like cognitive abilities is the foundation of several long-standing theories on the neurocognitive and cognitive-psychological basis of dreaming. However, direct experimental evidence is sparse and remains contentious. On the other hand, recent research has provided compelling evidence demonstrating a link between dream content and new learning, suggesting that dreams reflect memory processing during sleep. It remains to be investigated whether the extent of learning-related dream incorporation (i.e., the semantic similarity between waking experiences and dream content) is related to inter-individual differences in cognitive abilities. The relationship between pre–post sleep memory performance improvements and learning-related dream incorporation was investigated (N = 24) to determine if this relationship could be explained by inter-individual differences in intellectual abilities (e.g., reasoning, short term memory (STM), and verbal abilities). The extent of dream incorporation using a novel and objective method of dream content analysis, employed a computational linguistic approach to measure the semantic relatedness between verbal reports describing the experience on a spatial (e.g., maze navigation) or a motor memory task (e.g., tennis simulator) with subsequent hypnagogic reverie dream reports and waking “daydream” reports, obtained during a daytime nap opportunity. Consistent with previous studies, the extent to which something new was learned was related (r = 0.47) to how richly these novel experiences were incorporated into the content of dreams. This was significant for early (the first 4 dream reports) but not late dreams (the last 4 dream reports). Notably, here, we show for the first time that the extent of this incorporation for early dreams was related (r = 0.41) to inter-individual differences in reasoning abilities. On the other hand, late dream incorporation was related (r = 0.46) to inter-individual differences in verbal abilities. There was no relationship between performance improvements and intellectual abilities, and thus, inter-individual differences in cognitive abilities did not mediate the relationship between performance improvements and dream incorporation; suggesting a direct relationship between reasoning abilities and dream incorporation. This study provides the first evidence that learning-related dream production is related to inter-individual differences in cognitive abilities.

The contribution of intellectual abilities to young adult's educational differences in health care use – A prospective cohort study

ObjectivesTo examine the contribution of 12-year olds' intellectual abilities to educational differences in health care use in young adulthood. The focus on this life-course phase, including the socioeconomic circumstances in which the participants were brought up, allows an in-depth examination of the influence of important social mobility processes. MethodsA large dataset of 10,400 participants was used to establish the relationship between intellectual abilities in early 2000 (when the participants were 12 years of age) and the educational differences in health care use in 2012 (when the participants were 24 years of age). Outcome variables, i.e. educational attainment and hospital admissions, GP costs, hospital costs, and medication use, were matched from national registers. Logistic regression analysis was used to determine educational differences in health care use, unadjusted and adjusted for the intellectual abilities. ResultsThe educational differences in health care use varied by type of usage (e.g. low education — high hospital admission: OR = 2.89, CI = 2.27, 3.67; low education — high medication use: OR = 1.49, CI = 1.30, 1.71). Also, independent of parental socioeconomic status, intellectual abilities contributed substantially to the educational differences in health care use. The percentage reduction of the ORs after adjustment for intellectual abilities ranged between 1.84% and 38% and was on average almost 25%. ConclusionEducational differences in health care use in young adulthood appear partly based on prior differences in intellectual abilities. Further research is needed with longer follow-ups during people's life-courses. Additionally, we need more insight in how this evidence can effectively be used in the complex challenge of tackling socioeconomic differences in health.

The Logic of Deferral: Educational Aims and Intellectual Disability

The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational philosophers tacitly or expressly concede that particular aims will be ill suited to many children with intellectual disabilities, and that separate aims will therefore apply to them. This paper evaluates the philosophical reasoning behind this conclusion that some people, by necessity, must be governed by separate educational aims, to be decided separately and secondarily. The author calls this the “deferral stance.” First, the paper outlines concerns about a particular ability-biased social and epistemic context in which theorizing about educational aims takes place. The author then examines assumptions that underpin the logic of deferral, arguing that the logic proves flawed when subjected to conceptual and empirical scrutiny. The paper concludes by outlining an inclusive approach—the affirmative stance—to theorizing about educational aims that resists the logic of exclusion and deferral.