intellectual disability

Question 1

intellectual disability

Answer 1

refers to a general mental ability + deficiencies in adaptive skills prior to age 18
- adaptive skills refer to making new friends and be able to thrive in a social environment

Question 2

origins of intellectual disabilities

Answer 2

• organic conditions (gene mutation in fragile X syndrome)
• unfavourable environmental variables (malnutrition)

Question 3

levels of disability

Answer 3

min < 25; max 55-70
- mild, moderate, severe, and profound
- most common category is mild where around 85% fall into the category.
- with high levels of intellectual disability, it is harder for students to attend school and live independently.

Question 4

who are savants

Answer 4

lower IQ scores with exceptional qualities.
- areas of strength include: artistic, numeracy, memory, etc…

Question 5

who is Daniel tammet

Answer 5

someone with savant syndrome who memorized the entire digit sequence of pi

Question 6

what is savant syndrome

Answer 6

savant skills vary in frequency.
- ex: music = common, polyglot uncommon

• savant skill spectrum:
  1. splinter skills = able to memorize specific things
  2. talented = are able to perform (even better than someone without a disability)
  3. prodigious = absolute bet in a certain area.
• savant qualities sometimes develop by accidence (ex: injury, brain damage)

Question 7

divergent thinking

Answer 7

involves generating multiple, creative solutions to a problem. It encourages exploration and open-ended thinking, allowing for a wide range of ideas or answers. For example, when asked to think of different uses for a paperclip, divergent thinking might lead to ideas like a bookmark, a hook, or even a piece of art.

Question 8

covergent thinking

Answer 8

on the other hand, involves narrowing down multiple ideas into a single, correct solution. It is more focused and systematic, aiming to solve problems with a clear, often logical answer. For example, solving a math equation or choosing the best route on a map requires convergent thinking.

Question 9

what boosts creativity

Answer 9

1. multicultural experience and living aborad can aid due to getting different perspectives
2. schedules breaks allows for effective convergent and divergent thinking

Question 10

what determines intelligence? The Case for Hereditary

Answer 10

twin studies:
- research indicates that identical (monozygotic) twins tend to show more similar intelligence scores compared to fraternal (dizygotic) twins, supporting the influence of genetics on intelligence. However, studies also highlight the importance of the environment.

adoption studies:
- adopted children IQ overlap with biological parents > chance

Question 11

What determines intelligence: heritability

Answer 11

• heritability ratio = estimate of population trait variation attribute to gens.

Equation:
1 - heritability = environmental contribution

1 - .75 heritability = .25 of environmental contribution.

Question 12

what determines intelligence: the case for the environment

Answer 12

• adoption studies indicate that upbringing influences IQ
  ex: having a tutor while growing up.
• cumulative deprivation hypothesis: IQ will be negatively affected over time by environment quality. ex: being in a negative environment where lots of conflict takes place can decrease IQ.

Question 13

flynn effect

Answer 13

The Flynn Effect refers to the observed rise in average IQ scores over time across generations, suggesting that environmental factors such as improved nutrition, education, and healthcare may contribute to this increase in cognitive ability. However, the exact causes of the Flynn Effect remain debated

Question 14

reverse flynn affect

Answer 14

The Reverse Flynn Effect describes a decline in average IQ scores after decades of increase, starting around the 1970s. This trend is seen in various cognitive tasks like letter and number series (which test pattern recognition and sequencing), matrix reasoning (which assesses logical and abstract problem-solving skills), and verbal reasoning (which evaluates comprehension and verbal fluency). Researchers suggest that this decline may be linked to environmental factors, including exposure to harmful chemicals, poor diets, and increasing screen time, while genetics are unlikely to be the main cause. Environmental changes, such as chemicals affecting brain development, are believed to be significant contributors to this reversal​

Question 15

why do groups vary in IQ scores?

Answer 15

• groups vary IQ scores mainly because of genetics.
• The idea that “biology as destiny” is tied to the belief that genetic factors primarily determine intelligence and, by extension, life outcomes. This perspective suggests that environmental influences, such as education or social programs, have limited ability to change these outcomes.
• Longitudinal studies of early intervention programs, such as Head Start, show that environmental factors can positively influence IQ and life outcomes, particularly for children from disadvantaged backgrounds. These programs aim to provide enriched learning experiences and resources during critical developmental windows.

Question 16

challenges of groups varying in IQ scores

Answer 16

• intelligence is less heritable for lower social economic status
• group averages are not necessary due to heredity.

ex: if you are put into a limited environment, your resources are also restricted making it so there is a restriction to learn.

Question 17

the impacts of socioeconomic disadvantage on IQ

Answer 17

• how one grows up can affect intellectual potential

eg: limits to resources, academic environment, and support.

Question 18

stereotype thread on IQ in socioeconomic disadvantage

Answer 18

• stereotype threat, where the anxiety or stress of potentially confirming a negative stereotype about one’s social group leads to impaired performance. This effect occurs even if the individual does not consciously believe in the stereotype.
• stereotype threat can impact personality and social identity, emotion, perceived ability, and mental health.

Question 19

cultural bias in why groups vary in IQ scores

Answer 19

1. scores may be due to lack on exposure to information
2. By-Us-For-Us:
   Many IQ tests are developed by individuals from specific cultural or social groups (e.g., middle-class Western societies) based on their own experiences, values, and ways of thinking.
   As a result, the test content, structure, and assumptions may align more closely with the cultural norms, language, and knowledge of the group that designed the test.
   Example:
   A vocabulary question might use terms, idioms, or references more familiar to individuals from certain cultural or socioeconomic backgrounds. Someone from a different background might not know the terms, not because they lack intelligence, but because they have had different life experiences.
   Impact:
   This framing can disadvantage individuals from other cultural groups, who may not have the same exposure to the test’s implicit cultural content, leading to lower scores that do not accurately reflect their true cognitive abilities.
3. IQ = Ability + Knowledge, where knowledge gets overemphasized.
   - Many IQ tests include questions or tasks that depend heavily on prior knowledge, such as vocabulary, historical facts, or math concepts.

Question 20

culture-free/fair intelligence testing

Answer 20

• aims to minimize the influence of cultural and environmental factors on test performance, providing a fairer assessment of cognitive ability across diverse groups.
• However, concerns remain about cultural neutrality, as even non-verbal items can carry subtle biases (e.g., familiarity with test formats or exposure to abstract problem-solving tasks). Additionally, variables like socioeconomic status and affluence—factors that influence access to enriching experiences—are challenging to fully control. Despite these limitations, research suggests that culture-fair tests are generally less biased and less oppressive than traditional measures, making them a valuable tool for equitable assessment of intelligence.

Question 21

what should giftedness be associated with

Answer 21

• gifted children focus too much on IQ scores thither than considering qualities such as creativity, leadership, or special talent.

Question 22

details of Lewis Terman’s study with gifted children

Answer 22

• tern man’s original participant pool consisted of 1500 youngsters who had an average IQ of 150.
• in comparison to participants with normal IQ scores, ternman’s gifted children were found to be above average in height, weight, strength, physical health, emotional adjustment, mental health, and social maturity.
• by midlife they had produced 92 books, 235 patents and nearly 2200 scientific articles

Question 23

what are the components of eminent giftedness

Answer 23

1. exceptional intelligence or ability in specific domain
2. exceptional commitment (motivation)
3. exceptional creativity.

Question 24

what is the definition of hidden giftedness

Answer 24

• hidden giftedness is a subgroup of gifted children
• they underperform academically and are not afforded the opportunities offered by educational programs designed to help the students meet their potential
• gifted in things such as learning disabled/gifted, cultural minority gifted, gifted females.

Question 25

canine video #1
-What is the research question being studied? -What was the experiment described and how is the study designed?
-What explanation was provided for the results?

Answer 25

• comparing how wolves and dogs solve practical problems after thousands of years of domestication have affected dog intelligence.
• raised packs of grey and black wolves in captivity alongside a number od dogs and have been kept in similar conditions.
• on the other side of a fence were two strings; one connected to cheese and the other string not connected to cheese. the objective were for dogs to pull the string with cheese attached.
• results were that dogs tend to pick the same side every time, regardless or not if cheese was attached.
• the wolves on the other hand, always chose the side with the cheese attached to the string.

Question 26

canine video #2
- What does the cognitive game test?
- What is this used for?

Answer 26

• the cognitive game tests for self control
• these games are to identify if dogs can graduate as assistance dogs