Levels Of Intellectual Ability Research Articles

Особенности интеллектуального развития при расстройстве аутистического спектра (РАС)

<p style="text-align: justify;">The article presents an overview of the current understanding of the intellectual development of children and adults with autism spectrum disorder (ASD). A review of research indicates a wide heterogeneity in the levels of intellectual development in autism (from severe intellectual disability to giftedness) and demonstrates a lack of specific cognitive and intellectual profiles. The assessment of "strengths" and "weaknesses" of individual cognitive abilities and/or subtests of the measures comes to the fore. At the same time, the incidence of ASD and intellectual disability is higher than in the general population (33% to 70% in the studies reported in this article), indicating that these conditions are comorbid. These rates vary according to the methodological design of the studies, especially the type of data used (administrative, medical, educational, etc.) and the instruments used to assess intellectual ability. For example, Wechsler tests may underestimate scores in children and adults with ASD because of the large number of verbal instructions that are difficult for people with severe communication difficulties. Comprehensive nonverbal intelligence tests (e.g., Leiter-3 or UNIT-2) are the most appropriate methods. Assessing the level of intellectual ability in people with autism spectrum disorders in Russia is complicated by the existing deficit of methods, the elimination of which is an important task that researchers face.</p>

Analytical Study On Opportunities and Challenges for Empowerment of Rural Girls through Higher Education

Education is a fundamental right for every individual, regardless of gender. However, in India, girls have long been denied this right due to societal norms and prejudices. As the rapid development happened in the industrial sector also affecting on the education sector in terms of skilled manpower requirement. But the accessibility of the education is not easy for everyone, at the same time the higher education is still dream of the many girls in rural areas. Education plays a vital role in development of a country. Education is also significant in terms of the development of individual’s level of intellectual ability which in turn elevates chances of employability. 231 dropouts and 154 currently studying rural female students were considered for the study in the Prayagraj district’s rural areas. The study has revealed, that number institutions in the rural areas are comparatively less with urban area. In addition to this larger portion of the rural family have mindset in educating their children based on their genders. Most of the times male have been encouraged to pursue their education compared to female. The poor financial condition again playing a crucial role which restricts them to pursue their higher education in rural areas. Awareness about the opportunities from the higher education is comparatively less in the rural areas in parents and the potential candidates of the higher education. To reach education destination aren’t at acceptable condition in terms safety and frequency of the public transport vehicles. The present study focuses on challenges faced by rural girl students in the rural areas to pursue their higher education.

Особенности мотивации обучающихся с различным уровнем интеллектуальных способностей

Individual motivational factors depend on the intellectual potential. The research objective was to identify the characteristics of motivating students with different levels of intellectual abilities based on the motivational and intellectual spheres of their personality. The study was conducted at the Siberian Polytechnic College and Algorithmics Programming School, Kemerovo. It involved 85 students aged 15–19 y.o. R. Amthauer’s Intelligence Structure Test made it possible to determine their dominant motivations and psychometric intelligence indicators. The data were processed in line with the Fisher’s multifunctional φ-angular criterion. Students who stated self-development and professional achievements as their dominant motivations differed in cognitive abilities. The analysis can be of practical importance for teachers and psychologists. It provides a better understanding of how motivational factors can affect academic process and may help to customize approaches to teaching based on a more effective interaction between teachers and students.

Some psychological aspects of the development of intellectual abilities of junior schoolchildren in the process of learning activity

Nowadays there is a change in the mentality of society, the growth of information and culture. These processes necessitate the development of intellectual abilities. In elementary school the basic mental functions of personality (attention, perception, memory, imagination, thinking, speech) are most intensively developed, its tasks are revealed, intellectual qualities are formed, and intellectual abilities are developed. The article presents some aspects of improving the intellectual abilities of junior schoolchildren, as well as methods of identifying the levels of intellectual abilities. The results of application of the system of specially organized classes for the purpose of development of intellectual ability of pupils are presented.

“What Does It Take to Succeed Here?”: The Belief That Success Requires Brilliance Is an Obstacle to Diversity

Why are some fields and occupations more diverse than others? In this review, we describe a conceptual framework—the field-specific ability beliefs (FAB) model—that provides a promising answer to this question. This model proposes that gender and racial/ethnic imbalances in a field or occupation result in part from the confluence of two beliefs: (a) the belief that success in that context requires high levels of intellectual ability (“brilliance”) and (b) the cultural stereotype that associates intellectual ability with (White) men more than other groups. We describe the FAB model and detail evidence for it, including evidence that the beliefs at its core are present even among children. We conclude by highlighting open questions.

The effects of language learning and math mindsets on academic success in an engineering program

AbstractBackgroundMindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic achievement has been examined in different academic subjects, such as biology and math. However, no previous study has examined the effects of language learning mindsets (LLMs) and math mindsets (MMs) on academic success in an English medium instruction (EMI) setting in which English, rather than the first language of the students, is used for teaching content (e.g., mechatronics engineering).Purpose/HypothesisThis study explores the relationship between Turkish mechatronics engineering undergraduate students' domain‐specific mindsets, LLMs and MMs, and their academic success.Design/MethodStudent test scores for English medium and first‐language medium courses were collected from fourth‐year students studying mechatronics engineering (n = 68) at a public university in Turkey. Students also completed the LLM and MM inventories.ResultsRegression analyses revealed that growth LLM and MM were positive predictors of EMI and Turkish medium of instruction (TMI) academic success, whereas fixed LLM and MM were negative predictors of EMI and TMI academic success.ConclusionsIn both EMI and TMI courses, a growth mindset in math and language learning can profoundly predict students' academic achievement in a mechatronics engineering program. We argue that domain‐specific mindsets can effectively explain the self‐theories of intelligence and achievement.

Analisis Analisis Kesulitan Belajar Bahasa Arab Pada Maharah Kalam Siswa Kelas V di Madrasah Ibtidaiyah Al-Ihsan Pontianak Tahun Pelajaran 2021/2022

Abstract : The problem this research is the low ability to speak Arabic students. The purpose of this research are: 1) to identify the process of learning Arabic in speaking skills students of class V; 2) to describe the difficulties of students in learning Arabic in speaking skills class V; 3) to find out the teacher's efforts in dealing with the difficulties of learning Arabic in the speaking skills of class V. This research uses qualitative descriptive research methods with the type of field research. The data sources of this study are class V students and teachers of Arabic subjects. Data collection techniques in this research is observation, interviews and documentation. The results of this research are: 1) the process of learning Arabic in the preliminary activities, the core and closing activities of the teacher have carried out learning activities ideally based on the theory of learning activities; 2) the difficulties experienced by students in terms of linguistics, namely; difficulty distinguishing the sounds of letters whose pronunciation is almost the same as ع، غ، خ، ج، ش، ث، ص،ض; stammering pronunciation of the vocabulary contained in the letters ع،ح،خ،ز; difficulties in the meaning of a word or sentence, understanding the formation of a word. Nonlinguistic aspects; different levels of intellectual abilities of students exist, the student's learning motivation is moderate, lack of self-confidence, low high interest in learning, the student environment is passively speaking Arabic; lack of support from the family, lack of strong encouragement in learning Arabic. Keywords: Difficulty Learning Arabic, Speaking Skills in Arabic

Development of reflective abilities of students – future primary school teachers

Introduction. The problem of the development of reflexive abilities in the process of professional training of a teacher is relevant in view of the formation of the student's subjective position as one of the significant results of learning at a university. Of particular research interest is the study of the influence of the development of professional intelligence on the reflective abilities of students – future elementary school teachers. The purpose of the article is to assess the impact of the process of vocational training on the development of reflective and cognitive abilities of students – future primary school teachers. Materials and methods. The sample of the study consisted of 104 students of the Pedagogical University studying in the field of "Primary Education". Reflective abilities were assessed by the test of reflection of V.D. Shadrikov, S.S. Kurginyan. Intellectual abilities were measured using R. Amthauer intelligence structure test. The data were analyzed by methods of primary descriptive statistics, non-parametric U-Mann-Whitney comparison test, linear and rank correlation methods of r-Pearson and r-Spearman. The results of the study. The partial nature of the development of the parameters of reflection of activity has been established, which is manifested in the fact that different tasks of vocational training require the intensification of individual reflexive abilities. The beginning of vocational training (1st year) is associated with a more intense reflection of motivation and goal setting, which is explained by the need to correlate expectations with the real conditions of study at a university; inclusion in a long and intensive pedagogical practice (3rd year) actualizes the reflection of the subject and subjective conditions of activity, as well as ways to solve pedagogical situations. A contradiction was found between the growth in the level of intellectual abilities during the learning process and the decrease in the reflection of educational and professional activities – about 80% of significant correlations between the parameters of intelligence and reflection are negative. This indicates both the specifics of the professional training of a primary school teacher and the need to reduce the volume of reproductive work in the process of educational and professional activities. Conclusion. The results of the study are of great practical importance for organizing and improving the process of professional training of students – future primary school teachers. The strategy for the formation of reflexive abilities should be non-linear, taking into account not only the individual characteristics of the student, but also the specifics of the tasks solved at different stages of professional training.

Family dynamics, trauma, and child-related characteristics: examining factors associated with co-occurring mental health problems in clinically-referred children with and without an intellectual (and developmental) disability.

Psychiatric disorders are common in youth with intellectual and developmental disabilities. This is a vulnerable group of children whose behavioural problems often have more complicated care needs than other children, which can place a great deal of stress on their families. However, the association of family mental health issues, level of intellectual ability, and diagnostic co-morbidity in children is relatively under-studied. In the present study, we investigated the relationship among child diagnoses, family mental health problems, risk for self-injury, and disruption in care among children with (N = 517) and without (N = 517) intellectual and developmental disabilities. A negative binomial regression showed that mental health problems in multiple family members, self-injurious behaviour, and self-reported abuse/trauma was related to greater likelihood of provisional diagnoses of co-occurring psychiatric disorders in both a clinically referred sample and a sample with IDD. Implications for care-planning are discussed.

Сравнительный анализ уровня развития умственных способностей современных старших дошкольников и их сверстников, посещавших детские сады в последней трети ХХ века

The article describes results of a study on the level of mental abilities in mod- ern children and in their peers from the last third of the 20th century. It was assumed that the mental abilities of modern preschoolers differ from those of their peers who were brought up in the pre-digital era. Developmental levels of sensory and intellectual abilities of preschool children aged 6-7 years (N=156) (studies from the 1970s), preschool children aged 5-6 years (N=100) (studies from the 1990s) were compared to those of children aged 5-6 years (N=184) and children aged 6-7 years (N=236) who attended preschool departments in Moscow, Moscow region, Smolensk and Ivanovo in 2015-2020. The level of development of sensory and intellectual abilities was assessed using specific tests (“Standards”, “Perceptual modeling”, “Schematization”, “Systematization”). The data was processed using statistical methods: descriptive statistics, the Fisher test, the Student’s t-test for samples with equal variances and samples with different variances. The results of the study show that the level of some sensory abilities of 21st-century preschoolers is lower than that of their 20th-century peers. On the other side, the level of intellectual abilities of preschoolers who were brought up in the early 21st century is higher than that of their peers from the 20th century.

Life Satisfaction of Gifted and Average Adolescents in Hong Kong: Validation of the Chinese Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS)

Despite the popularity of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) for use in research, this instrument has not yet been validated with adolescents of different intellectual ability levels and across different cultures. This study examined the psychometric properties and measurement equivalence of BMSLSS with a sample of 676 Chinese adolescents who are deemed ‘gifted’ and attending the Hong Kong Academy of Gifted Education, and 702 students with average achievement in mainstream high schools. Results indicated high internal consistency for the scale and a one-factor solution for BMSLSS with this population. Tests of configural, full metric and partial scalar invariance suggest that gifted students attending an academy conceptualize life satisfaction in a same way as their average attainment peers in regular schools. The findings support the applicability and measurement equivalence of BMSLSS for use with Chinese gifted and average-ability students.

ASSESSMENT OF THE RELATIONSHIP OF MENTAL ABILITIES AND FINE MOTOR SKILLS WITH ORAL HYGIENE IN SCHOOL-AGE CHILDREN

The aim of the study was to investigate the relationship between hand-eye coordination, the general level of intellectual abilities and fine motor skills with oral hygiene in school-age children. Two age groups of schoolchildren, 7-9 years old and 10-12 years old, were selected for the study. For children aged 7-9 years old, it was proposed to pass L. Bender's visual-motor gestalt test and Torrance's creativity test. For children 10-12 years old - a short orientation test and Torrance's creativity test. After testing, the oral hygiene index OHI-S was determined using indicator tablets. According to the test results, the following data were obtained. In children aged 7-9 years, L. Bender's visual-motor gestalt test showed values from 13-45 points, Torrance's creativity test - 26-96 points. In children aged 10-12 years, a short orientation test showed values of 4-17 points, Torrance's creativity test - 28-99 points. For further work with the data obtained, three groups were identified in each test: with high, medium, and low mental abilities. In each of the groups obtained, the average values of the level of hygiene were determined. The study found that low hygiene index scores correspond to those students whose test results for mental ability and fine motor skills are high, and vice versa, high hygiene index scores correspond to those children whose test scores are low. Thus, the level of oral hygiene is directly related to mental performance and fine motor skills in children.

Educational motivation of junior schoolchildren with different levels of intellectual abilities

Educational motivation of junior schoolchildren with different levels of intellectual abilities

ФОРМИРОВАНИЕ ПРОФИЛЯ КОМПЕТЕНЦИЙ ЛИДЕРОВ ПРОФЕССИОНАЛЬНЫХ ЭКСПЕРТНЫХ СООБЩЕСТВ

In the difficult conditions of transformation of socioeconomic and labor relations, professional expert communities (PEC) acquire a special role, ensuring both the development of individual professions, experts, and, in general, affecting the quality of the education system and the national qualifications system in the country. At the same time, community leaders play a key role, often acting as initiators of the creation and locomotives of PEC development. The aim of this study is to systematize the approaches of modern researchers to modeling competencies and develop, on its basis, a competency profile for PEC leaders. The theoretical and methodological basis of the study is a systematic approach based on a multidimensional model of competencies, which involves considering both professional and personal competencies. The empirical basis of the study is a series of in-depth expert interviews with twenty leaders of professional expert communities, selected based on the results of PEC monitoring, implemented in 2019–2020 within the framework of the RFBR grant. The study made it possible to formulate the main goal of the communities’ activities, which is the exchange of experience, the development of the profession and the community of professionals, the dissemination and implementation of best practices, and the transfer of knowledge. Based on this, the community leader must demonstrate a sufficiently high level of intellectual qualities, as well as managerial and expert knowledge. The study shows that one of the key competencies characteristic of PEC leaders is developed skills of expert activity in the framework of the professional activity of the community. In addition, PEC leaders have a high and equal level of the following competencies: continuous development, confidence, self-awareness and control, honesty and ethical behavior; they all have a high level of intellectual abilities, the skill of demonstrating leadership expertise and expert examination. Cognitive competences and meta-competencies are the most pronounced among PEC leaders. Among the socio-ethical competencies, honesty and ethical behavior are the most manifested. Formation of the competence profile of PEC leaders will allow determining the most manifested competencies of community leaders and preparing recommendations regarding the formation of individual development plans for current and future community leaders. The stronger communities become embedded in socioeconomic relations, the more important it is to understand the capabilities of their leaders. In addition, the understanding of PEC managers’ competency profiles will allow integrating them more effectively into the activities of professional qualifications councils, whose activities are aimed, among other things, at standardizing areas of professional activity.

Intellectual disability and nutrition-related health.

Intellectual disability (ID) is a condition that affects approximately 1% of the population (Maulik etal, 2011). The numbers may differ across nations, owing to different systems and diagnosis entries or lack of such, but usually range between 0.6 and 3% (Stromme & Valvatne, 1998). Persons with ID are a heterogeneous group with different diagnoses and different levels of intellectual ability. These range from profound (IQ<20) and serious ID (IQ 20-34) to moderate (IQ 35-49) and light ID (IQ 50-69); this roughly translates into the intellectual capacity of children between 3-12years of age. More than 75% of persons with ID have the mild form and their intellectual capacity and potential may be underestimated in some cases if IQ is the only diagnostic criteria. However, the range in itself is an important factor to take into account when addressing nutrition and health issues. It is further important to recognize that ID is also a feature of several rare disorders, and many disorders not yet identified, adding to the complexity of this group.

Children’s performance on Raven’s Coloured progressive matrices in Portugal: The Flynn effect

The goal of this study was to examine how IQ changes (the Flynn effect) among school-aged children in Portugal behaved over a period of 25 years (1991, 2008 and 2016) that registered major economic transformations in the country. The country's initial move to prosperity was followed by a recent move into recession, which might affect IQ gains. Changes in IQ by level of intellectual ability were also inspected. Children's scores on Raven's Coloured Progressive Matrices in Portugal were compared between the years 1991, 2008 and 2016. Differences in IQs were calculated according to Flynn's (1987) procedures. In addition, percentile distributions of children's scores in the period of economic growth (between 1991 and 2008) were compared for inspection of IQ changes across levels of intellectual ability. Results showed an IQ gain of 2.6 points per decade from 1991 to 2008, followed by a smaller increase (of 1.7 points per decade) from 2008 to 2016, with negative gains observed for seven-, eight- and 10-year-old children. The gains in IQ from 1991 to 2008 have occurred mainly for lower levels of intellectual ability. IQ relative gains accompanied the country's economic fluctuations, and children in lower levels of intellectual ability seemed to have benefitted the most from the economic growth. The trends in the country are suggestive of the influence of economic fluctuations on family dynamics, which, although moderated by education, have consequences for children's cognitive development.

Adults and children implicitly associate brilliance with men more than women

Women are underrepresented in careers where success is perceived to depend on high levels of intellectual ability (e.g., brilliance, genius), including those in science and technology. This phenomenon may be due in part to a gender-brilliance stereotype that portrays men as more brilliant than women. Here, we offer the first investigation of whether people implicitly associate brilliance with men more than women. Implicit measures are absent from prior research on the gender-brilliance stereotype, despite having the potential to contribute unique information about the prevalence of this stereotype. Across 5 studies (N = 3618) with 17 Implicit Association Tests using 6 distinct comparison traits (e.g., creative, funny), we found consistent evidence for an implicit gender-brilliance stereotype favoring men. Indeed, for 5 out of 6 comparison traits (even the male-typed trait funny), male was associated with brilliant and female with the comparison trait. Only a physical trait (strong) showed a stronger association with male than brilliant did; none of the psychological traits used as comparisons rivaled brilliant in their association to male. Evidence for the implicit gender-brilliance stereotype was consistently observed whether the male and female targets were represented with verbal labels or pictures, and whether the pictures depicted White or Black targets. Moreover, the results were robust in both men and women, children and adults, across different regions of the U.S. as well as internationally. This pervasive implicit association of brilliance with men is likely to hold women back in careers perceived to require brilliance.

A New Concept of GPU-Accelerated On-Board Visual System for Aerial Vehicles

As technology advances, the level of intellectual ability and autonomy of the electronic-mechanical control system of modern aircrafts and spacecrafts is constantly growing, which helps to reduce the crew load and accident rate. But these helpful controlling systems are not perfect, under some unfavorable circumstances they get stuck or start to function unpredictably when faced with a much more complicated real situation than the developers expected, sometimes even lead to crashes. The concept of visual multichannel processing support of aircraft/spacecraft launch and landing as an additional element of automatic control loop for flight safety and reliability improvement is proposed and its advantages, feasibility and expediency are discussed and evaluated. The visual analyzers are very typical for the overwhelming majority of highly organized organisms (humans, animals, insects) as the most informative source of control of movement parameters, so they potentially can effectively improve the reliability of the entire embedded vehicle controlling system and, at the same time, their principal structure, implementation and further functioning are very similar and universal for real flight operation of different vehicles, which opens up great prospects for their application in engineering based on modern revolutionary achievements in the field of methodology and computational technologies for pattern recognition. In particular, it was shown that the required for real vehicles accuracy and productivity can be reached in case of developing the visual multichannel system, as an additional source of flight state information, on the base of NVIDIA Jetson embedded portable low power consuming Graphics processing unit (GPU)-accelerated massively parallel computational platform, providing CUDA and Artificial Intelligence data processing in real-time mode.

Influence of the Educational Factor on the Level of Intellectual Abilities of Police Officers

The article is devoted to the analysis of the diagnostics of the educational factor influence on the level of intelligence and general intellectual abilities in police officers. In the article, it was also aimed to describe theoretical and practical studies on the diagnosing of the intelligence level and general intellectual capacities in police officers, and to assess the influence of educational factors on the level of intelligence. The instruments used in the study during the professional-psychological selection included the Brief Qualifying Selection Test, the Intelligence Structure Test developed by Rudolf Amthauer et al., and Raven’s Progressive Matrices. Based on the empirical data analysis, it was proved that the police officers’ educational level had a significant impact on their integral index value, level and structure of intelligence, and general intellectual abilities.

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.