Higher IQ Research Articles

Anak Berbakat (Jenius Atau Gifted Children)

Talent is an ability which is something that is inherent (has existed and is integrated) in a person, carried from birth and related to the structure of the brain. Other factors that play a role on intelligence are nutritional and neurological factors. Gifted children are described as children who have more potential than children of the same age in general. In general, there are two ways to identify gifted children, namely, gathering information in an objective way and gathering information that is subjective in nature. The characteristics of the genius / gifted children, namely children who have a high iq above the average iq in the population, namely> 130. This study aims to present the gifted children (genius or gifted children). This research was conducted by analyzing library research (Library Research). Based on the results of data analysis through literature study obtained from the compilation of data by carrying out a search of books, literature, notes, as well as various relevant information by showing that gifted children (geniuses or gifted children) should know as early as possible.

Exploring protective and risk factors in the home environment in high-risk families \u2013 results from the Danish High Risk and Resilience Study\u2014VIA 7

BackgroundExposure to inadequate home environment may put the healthy development of familial high-risk children at risk. This study aimed to investigate associations between risk factors and an adequate home environment of children having a parent diagnosed with schizophrenia or bipolar disorder.MethodsFrom a cohort of 522 children, data from 463 7-year-old children was included. Of these 172 children had familial risk for schizophrenia, 109 children had familial risk for bipolar disorder, and 190 were population-based controls. As part of a comprehensive battery, all participants were assessed with the Middle Childhood-Home Observation for Measurement of the Environment Inventory (MC-HOME Inventory) measuring the quality of the home environment.ResultsWhen analyzing all families together, we found that having a parent diagnosed with schizophrenia would have a negative impact on the home environment (ß = -1.08; 95% CI (-2.16;-0.01); p = 0.05), while familial risk for bipolar disorder did not show significant predictive value. Being a single caregiver and child having experienced severe life events from ages 4 to 7 showed significant negative impact, while child having a mental illness diagnosis did not. Being a female caregiver, good social functioning of the caregiver, high child IQ and not being a single caregiver were found to predict positive values for the home environment. We found similar results when analyzing caregivers with and without a diagnosis separately.ConclusionsKnowledge of what predicts good home environment should be used to inform development of early interventions for families at risk.

N-formylation of isoquinoline derivatives with CO2 and H2 over a heterogeneous Ru/ZIF-8 catalyst

Chemical utilization of CO2 is one of the fundamental strategies to synthesize value-added chemicals and reduce the CO2 emission. N-formyl-1,2,3,4-tetrahydroisoquinoline derivatives (FTHIQs) are important chemicals for the synthesis of medical intermediates and alkaloids. N-formylation of isoquinoline derivatives (IQs) with CO2 is an ideal protocol to synthesize the FTHIQs and utilize the CO2 source. In the present work, we prepared a heterogeneous Ru/ZIF-8 catalyst with a Ru loading of 2 wt% by a simple impregnation method and assessed its performances in the N-formylation of IQs and CO2 with H2. The Ru/ZIF-8 catalyst offered high IQ conversion of 98% and FTHIQ selectivity of 93% in the reaction under relatively mild conditions (150 °C, 2 MPa CO2, and 6 MPa H2). The catalyst possessed good universality and reusability, showing a potential in wide application of N-formylation of highly unsaturated nitrogen-containing isoquinolines.

The Montefiore-Einstein Rigidity Scale-Revised (MERS-R): Development, administration, reliability, and validity in child and adult Autism Spectrum Disorder (ASD)

BackgroundRigidity contributes to severity and functional impairment in autism spectrum disorder (ASD). There is an unmet need for a valid, reliable, and sensitive outcome measure to assess rigidity in ASD. ObjectiveTo develop and validate the Montefiore-Einstein Rigidity Scale-Revised (MERS-R) to assess the Behavioral Rigidity Domain (BRD), Cognitive Rigidity Domain (CRD), and Protest Domain (PD). Materials and methodsThe MERS-R was administered to 93 individuals with ASD (children and adults, high and low IQ) at baseline, Week 2, and Week 12. Internal consistency was assessed for domain scores, Total Rigidity Composite (TRC = BRD + CRD), and Total Composite (TC = BRD + CRD + PD) with Cronbach's α. Intraclass correlation coefficients (ICCs) assessed test-retest reliability from baseline to weeks 2 and 12. Pearson's correlations assessed the relationship between the MERS-R and age, sex, and IQ. Convergent validity assessed the correlation of MERS-R scores to the Children's Yale-Brown Obsessive-Compulsive Scale-ASD (CY-BOCS-ASD). ResultsGood internal consistency was demonstrated for the BRD, PD, TRC and TC (Cronbach's α = 0.83, 0.88, 0.82, and 0.89, respectively) and adequate internal consistency for the CRD (α = .72). Good or excellent test-test reliability was demonstrated over two weeks (ICC: 0.66─.79), and fair or good reliability over 12 weeks (ICC: 0.56–66). MERS-R scores did not differ by age, sex, or IQ (p: 0.16─.99) with the exception that higher PD scores were associated with younger age (correlation = −0.25, p = 0.01). Significant convergent validity was demonstrated between all MERS-R scores and the CY-BOCS-ASD (p < 0.0001). DiscussionThe MERS-R demonstrated internal consistency, test-retest reliability, convergent validity and applicability to autistic children and adults of different sexes and IQ levels. It is a valid, sensitive, and reliable instrument to measure behavioral and cognitive rigidity in ASD.

Relationship between emotional intelligence and stress among university going students of Kashmir

Emotional Intelligence (EI) is about intelligent use of our emotions. This requires being aware of our feelings and the feelings of others in order to manage our behaviour and relationships effectively. An emotionally intelligent person is the one who can identify, label and manage his emotions thereby exhibiting appropriate behaviour. He learns to live with his emotions as well as release them properly. Historically speaking, the term emotional intelligence was introduced in 1990 by two American university professors Dr. John Mayer and Dr. Peter Salovey in their attempt to develop a scientific measure for knowing the differences between people’s ability in the areas of emotions. However the credit for popularizing the concept of emotional intelligence goes to another American psychologist Daniel Goleman through his book Emotional intelligence: Why It Can Matter More Than IQ, published in 1995. The book begins with the insight that people who have high IQ can nevertheless fail – at school, at work, and in relationships. Goleman’s idea is that success in life depends just as much on abilities like self-awareness, self-control, and empathy, which are rooted in the “emotional brain”. The major thesis of his book can be summarized by stating that we need a new vision of the study of human intelligence beyond the cognitive and intellectual aspects, a vision that would highlight the importance of the use and management of the social emotional world to understand the course of people’s lifetimes. Emotional intelligence in aspiring teachers could be just as important a skill as academic knowledge and knowledge about the methodology. Singh (2006, p.138) claimed that the teaching profession requires emotional competencies such as rapport, harmony and comfort while dealing with groups. A teacher with high IQ may not necessarily be high in these emotional competencies. Teachers with high EQ seem to exhibit open and free expression of ideas that lead them to creativity and mutual respect. The fact that teaching is a stressful job is well documented. Each phase of the teaching career brings its own level of stress. Student-teachers do not have the benefit of years of experience to help them deal with day-to-day classroom issues. Thus, they are likely to face achievement stress while dealing with various situations.

Attracting the Enthusiasm of Young Talents on Campus to Cultivate Interest in Doing Research

This research is about giving students an understanding that research is not a burden for them on campus. Indeed this is the last assignment before graduation which looks very burdensome for them to get a bachelor's degree. But what is it exactly? And why do we need to do it before graduating? In the research that has been done, I included students from several private universities in Bali. Based on the interviews conducted, it was found that several problems faced by students were found to be obstacles in completing the writing of the scientific paper. Collecting data in this study using unstructured interviews which are free interviews where researchers do not use interview guidelines that have been arranged systematically and completely for data collection. Researchers discussed with students the concept of a multimodal method that can help see the problem from a visual, auditory perspective or can be shaped like a story; maybe it can increase the enthusiasm of young researchers. Sometimes scientific language that is difficult to understand makes it appear that it requires a high IQ. For successful research "other factors are more important than a high IQ". Enthusiasm and persistence are two prime examples. Making the concept of storytelling, having fun, and realizing that this skill is needed for everyday life. So the main point is how we can increase the enthusiasm of young talents on campus to grow their interest in research, because basically all problems, whether looking for causes or solutions, require a research analysis concept.

Импульсивность — рефлексивность и нейроэффективность интеллектуальной деятельности

A brief review of current research into the problem of cognitive neuroefficiency revealed a large array of conflicting data. Some studies provide evidence of lower energy consumption and faster cognitive activity in respondents with high IQ, while others show higher energy consumption and slower speed. Other datasets indicate that respondents with high intelligence are more reflexive than those with low intelligence. The heterogeneity of the samples is indicated as a key reason for the inconsistency of the data. This study aimed to compare behavioral and electroencephalographic data in groups of respondents homogeneous in terms of (a) sex, (b) age, and (c) manifestations of the cognitive style Impulsivity-Reflexivity. The study sample consisted of three age groups: 92 people aged 13.73 ± 0.45 years (44.5% of men), 123 people aged 15.46 ± 0.66 years (52% of men), 36 people aged 21.11±2.87 years (44.4% of men). The diagnostic procedure included the collection of behavioral data (Cognitive Personality Style Questionnaire CPS-Q, Raven’s SPM, Amtrhauer’s Intelligence Structure Test, Rusalov’s Personality Formal Dynamic Properties Questionnaire) and data on the bioelectrical activity of the cerebral cortex at rest and during the detection of similar figures J. Kagan. Comparative data analysis (U-test; H-test) showed that women demonstrate significantly higher intelligence indicators, detect similar figures with greater accuracy, but at the same time expend more energy in terms of the EEG power spectrum, compared with men. Significant differences in intelligence and Impulsivity-Reflexivity among age groups were not found. However, a significant decrease in the EEG power spectrum was revealed under electrodes O1, C3, Oz, Pz, CP4 while solving Kagan’s tasks from the younger to the older age group. A paradoxical result was obtained when comparing groups of respondents significantly different in terms of the Impulsivity-Reflexivity of the Kagan test. Significant differences in the EEG power spectrum, CPS-Q Impulsivity and Reflexivity scales, and intelligence were not found. A hypothesis was put forward about the false discriminant validity of the Kagan test for respondents with low IQ.

Investigating genetic overlaps of the genetic factor differentiating schizophrenia from bipolar disorder with cognitive function and hippocampal volume.

Schizophrenia and bipolar disorder display clinical similarities and dissimilarities. We investigated whether the genetic factor differentiating schizophrenia from bipolar disorder is genetically associated with cognitive phenotypes and hippocampal volumes. We revealed genetic overlaps of the genetic differentiating factor with low general cognitive ability, low childhood IQ, low educational attainment and reduced hippocampal volumes. The genetic correlations with low general cognitive ability and reduced hippocampal volumes were associated with risk of schizophrenia, whereas the genetic correlations with high childhood IQ and educational attainment were associated with risks of bipolar disorder. These findings suggest these disorders have disorder-specific genetic factors related to clinical phenotypes.

Free Papers Compiled

BACKGROUND:Emotional intelligence and coping strategies play crucial roles in mental health, the study of relationship between these two variables as important factors influencing doctors mental health can be of great help in achieving broader models in order to explain them.AIM:To access emotional intelligence and its relation to coping style by comparing first year undergraduate medical students with interns.MATERALS AND METHODS:cross sectional study in a tertiary care hospital and medical college by calculating sample size using epi info software .Total 300 students enrolled in this study , duration: 6 months. MENTAL HEALTH SCREENING FORM 3,THE SCHUTTE SELF REPORT EMOTIONAL INTELLIGENCE TEST (SSEIT) ,THE COPING SELF EFFICACY SCALE (CSES) used.RESULT:When CSES Score of students and interns are compared, there is statistically significant difference observed between 2 groups , p value = 0.001. When SSEIT Score of students and interns are compared, there is statistically significant difference observed between 2 groups, p value < 0.001. There is positive correlation found between CSES and SSEIT scores in students , p value<0.001. There is correlation found between CSES and SSEIT scores in interns, p value < 0.001.CONCLUSION:For an effective clinical practice medical professionals need to have high emotional intelligence in addition high IQ. It is desirable to incorporate EQ into medical teaching curriculum in India to this need as a benchmark.

Upshot of Intelligence Quotient on Students’ Academic Performance in English Language

Education is a precondition for the significant and sustainable coast-to-coast economy but intelligent quotient of students could influence their academic performance. This research scrutinized the upshot of intelligence quotient on learners’ academic presentation. The study was an experimental research. Sample comprised of 150 secondary school students in Oyo state. To address the research questions data was analyzed using frequency count and a basic percentage, while inferential statistics such as t-test and PPMC were used to test the research hypothesis. This study established that the academic performance of secondary school pupils in English was found to be ordinary, with an average score of 56 percent. It was deduced that there was no significant difference in I.Q. between male and female academics in favor of female pupils. The study clinched that intelligence quotient influences the students’ academic performance irrespective of their gender. The study concluded that the students with high IQ often perform better than the those with low IQ. It was consequently endorsed that educational authorities and the school system should encourage students with high IQ, this could enhance students learning.

IQ in Young Adulthood and Depressive Symptoms Over the Retirement Transition

Retirement can be a challenging life transition for mental health. Higher levels of IQ in young adulthood have been shown to be advantageous for different outcomes later in life such as quality of life and well-being. However, it remains unclear whether possessing higher cognitive abilities in early life also favors individuals’ mental health when facing challenges related to the retirement transition. In this study, we therefore investigated the relationship between IQ in young adulthood and depressive symptoms over the retirement transition. We used data of six waves from the longitudinal population-based HEalth, Aging and Retirement in Sweden (HEARTS) study, as well as data on IQ in young adulthood from conscription. In a piecewise structural equation model, we modelled trajectories of depressive symptoms (measured by the CES-D scale) before and after retirement and in relation to young adulthood IQ (n = 1722 men). Results indicated an average decrease in depressive symptoms over the retirement transition for this sample of men. Higher childhood IQ was associated with further reduction in post-retirement depressive symptoms while controlling for education, retirement age, and memory ability and cardiovascular health at baseline. Our findings support the conclusion that higher IQ in young adulthood may act as a protective factor for mental health in the retirement transition. Individuals with higher IQ in young adulthood may have acquired coping strategies throughout their life-course, which they can apply when handling challenges related to retiring.

The importance of home: Satisfaction with accommodation, neighborhood, and life in adults with autism.

Although good quality housing and a socially cohesive neighborhood are associated with a higher well‐being in the general population, housing is a rarely studied topic in autism research. In the present study, we describe the housing situation of a large sample of adults with autism and mostly (above) average intellectual abilities (n = 1429; 17 to 84 years), and examine predictors of independent living, accommodation satisfaction, neighborhood satisfaction, and satisfaction with life based on an online survey. The outcomes of independently living adults were compared with those from a Dutch community sample (n = 929). Nearly 80% of the autistic adults lived independently. Older participants, women, and those with higher self‐reported IQ's were more likely to live independently. Autistic adults living independently were equally satisfied with their accommodation and neighborhood as the comparison group, but were less satisfied with their life in general. In both groups, higher satisfaction with accommodation and neighborhood was associated with higher life satisfaction. We advocate further research to better understand and anticipate the housing needs of the growing group of adults with autism.Lay SummaryThe living situation of autistic adults has rarely been studied. We found that 79% of autistic adults with mostly (above) average intellectual abilities lived independently. Women, older adults, and those with higher IQ's were more likely to live independently. They were equally pleased with their house and neighborhood as adults from a Dutch community sample, but autistic adults were less satisfied with their life in general.

Loss of "insight" into behavioral changes in ALS: Differences across cognitive profiles.

ObjectiveBehavioral impairment occurs in amyotrophic lateral sclerosis (ALS) and ALS–fronto‐temporal dementia (ALS‐FTD). It has been proposed that ALS patients without FTD retain an awareness of their behavioral impairment while ALS‐FTD patients lose this awareness (referred to as retention vs. loss of “insight”). Loss of insight has not yet been studied across the entire ALS‐FTD spectrum; our study addresses this gap by including patients with all the ALS cognitive‐behavioral profiles.MethodsEighty‐three ALS patients (and their informants) took part in this bicentric study involving two German recruitment sites. Patients and informants completed the Frontal Systems Behavior Scale covering the domains of apathy, disinhibition, and executive dysfunctioning. Patients were classified into five groups according to the Strong and Rascovsky criteria: cognitively unimpaired (ALSni), cognitively impaired without dementia (ALSci), behaviorally impaired (ALSbi), a combination of behaviorally and cognitively impaired (ALScbi), and ALS‐FTD. We applied Bayesian two‐way ANOVA to test whether there were subgroup differences regarding insight into their behavioral decline.ResultsAll patient subgroups experienced behavioral decline (Bayes factor > 3). Only ALS‐FTD patients lost insight into disinhibition and executive dysfunctioning. ALSbi patients exhibited worse insight than ALSni and ALSci patients (Bayes factor > 10). Evidence regarding the ALScbi patients was inconclusive. Higher IQ was associated with worse insight (Bayes factor > 3).ConclusionsOur findings provide solid support for the notion that ALS patients without dementia experience behavioral decline regardless of their cognitive‐behavioral profile and retain different levels of insight into this decline. The inverse association of premorbid verbal intelligence with insight was unexpected, leaving room for further investigation.

IQ in Autism Spectrum Disorder: A Population-Based Birth Cohort Study.

We aimed to describe the intellectual ability and ratio of boys to girls with average or higher IQ within autism spectrum disorder (ASD) cases identified in a population-based birth cohort. We hypothesized that research-identified individuals with ASD would be more likely to have average or higher IQ, compared to clinically diagnosed ASD. We also hypothesized the male to female ratio would decrease as the definition of ASD broadened. ASD incident cases were identified from 31 220 subjects in a population-based birth cohort. Research-defined autism spectrum disorder, inclusive criteria (ASD-RI) was based on Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision, autistic disorder (AD), Asperger Disorder, and pervasive developmental disorder not otherwise specified criteria. Research-defined autism spectrum disorder, narrow criteria (ASD-RN) was a narrower definition based on Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision AD criteria. Clinical diagnoses of ASD were abstracted from medical and school records. Intellectual ability was based on the last IQ score or on documented diagnoses of intellectual disability if no scores available. Average or higher IQ was defined as IQ ≥86. A total of 59.1% of those with ASD-RI (n = 890), 51.2% of those with ASD-RN (n = 453), and 42.8% of those with clinically diagnosed autism spectrum disorder (n = 187) had average or higher IQ. Within the ASD-RI and ASD-RN groups, boys were more likely than girls to have an average or higher IQ (62.0% vs 51.3% [P = .004] and 54.1% vs. 42.5% [P = .03], respectively). Our data suggest that nearly half of individuals with ASD have average or higher IQ. Boys with ASD are more likely to have average or higher IQ than girls. Patients with ASD and higher IQ remain at risk for not being identified.

Neuroanatomical differences in the memory systems of intellectual giftedness and typical development

IntroductionStudying neuro‐structural markers of intellectual giftedness (IG) will inform scientific understanding of the processes helping children excel academically.MethodsStructural and diffusion‐weighted MRI was used to compare regional brain shape and connectivity of 12 children with average to high average IQ and 18 IG children, defined as having IQ greater than 145.ResultsIG had larger subcortical structures and more robust white matter microstructural organization between those structures in regions associated with explicit memory. TD had more connected, larger subcortical structures in regions associated with implicit memory.ConclusionsIt was found that the memory systems within brains of children with exceptional intellectual abilities are differently sized and connected compared to the brains of typically developing children. These different neurodevelopmental trajectories suggest different learning strategies. A spectrum of intelligence types is envisioned, facilitated by different ratios of implicit and explicit system, which was validated using a large external dataset.

Masking effect of high IQ on the Rey Auditory Verbal Learning Test in an adult sample with attention deficit/hyperactivity disorder

Objective High intelligence (IQ) adults with attention-deficit/hyperactivity disorder (ADHD) often perform better on neuropsychological tests relative to average IQ adults with ADHD, despite commensurate functional impairment. This study compared adults with ADHD and high versus average IQ on the Rey Auditory Verbal Learning Test (RAVLT) to specifically assess this proposed masking effect of IQ on verbal learning/memory performance among those undergoing neuropsychological evaluation. Method RAVLT performance between patients with ADHD and average versus high Test of Premorbid Function-estimated IQ were compared. Latent growth curve modeling (LGCM) evaluated learning acquisition across trials. Results RAVLT total learning, immediate, and delayed free recall performances were significantly better in the high IQ relative to the average IQ group. LGCM showed similar quadradic growth trajectories for both IQ groups. Both groups reported equivalent symptom severity and functional complaints in childhood and adulthood. Conclusions Adults with ADHD and high IQ performed normally on a verbal learning/memory test compared to adults with average IQ, who scored 0.5–1.0 standard deviations below the mean. These results suggest a masking of performance-based memory deficits in the context of higher IQ in adults with ADHD, supporting growing evidence that higher IQ masks neurocognitive deficits during the assessment of adults with ADHD.

Characteristics associated with the discrepancy between subjective and objective executive functioning in depression

Major depressive disorder (MDD) is associated with both self-reported (subjective) cognitive complaints and deficits in neurocognitive (objective) measures, but the correspondence between subjective and objective measures of cognition is low. This cross-sectional study aimed to (1) assess the association between subjective and objective measures of executive functions (EFs), and (2) explore factors associated with the discrepancy between subjective and objective EFs in MDD. Sixty-two participants with current or previous mild to moderate MDD and subjective EF complaints completed a clinical trial baseline assessment. An objective EF composite score was drawn from six neurocognitive measures, while the Behavior Rating Inventory of Executive Function-Adult version was applied as a measure of subjective EF. The association between the subjective and objective composites was evaluated using Spearman’s rank order correlation. A discrepancy score was calculated to quantify the difference between subjective and objective EF. Factors associated with the discrepancy score were analyzed using regression analysis (p < .05). Participants reported extensive EF difficulties, but most performed in the normal range on objective EF measures. A weak correlation was detected between the subjective and objective measures (r s = .015). More rumination (β = −.364) and higher IQ (β = −.420) were associated with reporting more subjective complaints than was evident from objective measures of EF (i.e., underestimation). Subjective and objective EF measures are weakly overlapping in MDD. Findings underscore recommendations to include both subjective and objective measures when assessing EFs in depression. In addition, findings suggest that targeting ruminative processes could help correct underestimation.

Cognitive, psychosocial, and behaviour gains at age 31 years from the Jamaica early childhood stimulation trial.

BackgroundThere is little evidence on adult benefits from early childhood interventions in low and middle‐income countries. We assessed adult cognition, psychosocial skills and behaviour from a stimulation trial conducted in Jamaica.MethodsChildren with stunted growth (height‐for age <−2SD of references) aged 9–24 months were enrolled in a two‐year randomised‐controlled trial of nutritional supplementation and/or stimulation. At mean age 31.79 (SD 0.40) years, 95 of 127 participants (74.8%; 53.7% male) were assessed. Children without stunted growth were also followed as a comparison group (64 of 84 participants, 76.2%). Measurements included IQ, executive function, mental health, psychosocial skills, personality traits and risk behaviours. A block permutation test, valid for small sample sizes, was used. Analyses accounted for the randomisation protocol, multiple hypothesis testing and attrition.ResultsTreatment group participants (stimulation intervention with or without supplementation, n = 48) had significantly greater IQ (Hedges g effect size 0. 57; 95%CI 0.20, 0.95) and cognitive flexibility (0.61; 0.25, 0.98) compared with no‐treatment (no‐intervention and supplementation only, n = 47). They also had reduced depressive symptoms (0.61; 0.28, 1.00), increased grit (0.53; 0.16, 0.92) and conscientiousness (0.66; 0.31, 1.07), lower substance use (rank mean score, 0.45; 0.08, 0.81) and risk taking related to health and work (0.64; 0.27, 1.00). There were 18 significant outcomes of 33 assessed. Comparison participants had higher IQ than no‐treatment (1.17; 0.81, 1.54) and treatment groups (0.62; 0.18, 1.07); and better executive function, lower social inhibition and risk taking than the no‐treatment group.ConclusionsThe wide‐ranging benefits at 31 years from the stimulation intervention supports investment in larger scale programmes to promote early childhood development in disadvantaged children. The lower IQ in the treatment group compared with comparison participants, emphasises the need for continued efforts to prevent early childhood growth retardation.

Is change over time in psychotic symptoms related to social functioning?

In psychosis, treatment often focuses on symptom reduction whereas social functioning is also essential. In this study, we investigate positive psychotic symptoms and medication use in relation to social functioning over a 3-year time-period in 531 patients diagnosed with psychosis. Furthermore, relations of positive symptoms with needs for care and quality of life were also investigated. Using repeated measures analysis, changes were measured over time. Hereafter, mixed model analyses were performed to determine the associations of social functioning, needs for care, and quality of life with psychotic symptoms and patient characteristics. Finally, we assessed differences in symptoms and medication dose between those with an increase and those with a decrease in social functioning. Patients significantly improved in social functioning, while psychotic symptoms increased. Improvement in social functioning was associated with younger age, higher IQ, and lower social functioning at T1, but not with positive symptoms. Also, improvement in social functioning was found to be related to a decrease in the dose of clozapine. Improvement in social functioning occurs despite worsening of positive symptoms. The findings suggest the need to further explore the relation between symptomatology, social functioning, and medication use. In the treatment of psychotic disorders, one should reconsider the strong focus on reducing psychotic symptoms. The current focus needs to shift much more toward improving functional outcome, especially when the patient expresses a desire for change in this respect.

Is FMR1 CGG Repeat Number Polymorphism Associated With Phenotypic Variation in the General Population? Report From a Cohort of 5,499 Adults.

FMR1 CGG repeat length was assayed in 5499 research participants (2637 men and 2862 women) in the Wisconsin Longitudinal Study (WLS), a population-based cohort. Most past research has focused on clinically-ascertained individuals with expansions in CGG repeats, either those with fragile X syndrome (> 200 CGG repeats), the FMR1 premutation (55–200 repeats), or in the gray zone (variously defined as 45–54 or 41–54 repeats). In contrast, the WLS is a unique source of data that was obtained from an unselected cohort of individuals from the general population for whom FMR1 CGG repeat length was assayed. The WLS is a random sample of one-third of all high school seniors in the state of Wisconsin in 1957. The most recent round of data collection was in 2011; thus, the study spanned over 50 years. Saliva samples were obtained from 69% of surviving members of the cohort in 2008 and 2011, from which CGG repeats were assayed. With one exception, the CGG repeat length of all members of this cohort was below 100 (ranging from 7 to 84). The present study evaluated the genotype-phenotype associations of CGG repeat number and IQ, college graduation, age at menopause, number of biological children, having a child with intellectual or developmental disabilities, and the likelihood of experiencing an episode of depression during adulthood. Linear and curvilinear effects were probed. Although effect sizes were small, significant associations were found between CGG repeat length and high school IQ score, college graduation, number of biological children, age at menopause, and the likelihood of having an episode of depression. However, there was no significant association between repeat length and having a child diagnosed with an IDD condition. This study demonstrates a continuum of phenotype effects with FMR1 repeat lengths and illustrates how research inspired by a rare genetic condition (such as fragile X syndrome) can be used to probe genotype-phenotype associations in the general population.