Showing papers on "Borderline intellectual functioning published in 1985"
TL;DR: The motivational and information-processing response to novelty is viewed as a source of stability in intellectual functions across development and as an element of continuity in the actual nature of intelligence.
Abstract: In this article, we have reviewed research in diverse domains that has provided evidence for the assertion that intelligence can be construed, in part, as a response to novelty. We began by distinguishing two types of continuities, namely, the continuity in the fundamental nature of intelligence throughout development and the relative stability of individual differences in intellectual abilities at various ages. Current empirical and theoretical work has culminated in a proposition that the actual nature of intelligence is discontinuous, at least in the early years of life, and that individual differences in intellectual functions are unstable (Bayley, 1970; McCall, 1979a,b). Research on aspects of an infant's response to novelty and the relationship between this response and later intellectual functioning was examined and interpreted as reflective not only of one element of continuity in the actual nature of intelligence throughout development but also of a stable source of individual differences in intellectual development. Other literature reviewed suggested that the interest in and ability to deal with novelty remains an integral component of individual differences in intelligence throughout the life span. A framework for conceptualizing intelligence as, in part, the response to novelty was offered to provide some synthesis to the literature we have reviewed on the relationship between one's response to novelty and intelligence across the life span. This framework comprises two major aspects: a motivational aspect, referring to interest in, curiosity about, and preference for novelty, and an information-extraction aspect, referring to component processes that are involved in the acquisition of novel information. These two aspects of dealing with novelty were evident in the literature that was reviewed above. They seem integral to intellectual development. We are not alone in positing the importance of one's response to novelty as a major element of individual differences in intelligence across the life span. Other researchers and theorists from diverse disciplines within psychology, such as artificial intelligence, Piagetian psychology, and psychometric intelligence, as well as layperson's commonsense notions about intelligence, have also indicated the importance of the ability to deal with novelty in intelligent functioning. We view the motivational and information-processing response to novelty as a source of stability in intellectual functions across development and as an element of continuity in the actual nature of intelligence.(ABSTRACT TRUNCATED AT 400 WORDS)
89 citations
TL;DR: The results are discussed in terms of the clinical need to follow similar patient populations with formal psychological assessments over time, and the difficulties involved in defining factors that determine the functional status of children surviving brain tumors.
Abstract: Twenty-six children with primary brain tumors were studied prospectively with regard to their sensorimotor, intellectual, academic, and emotional status. Serial evaluations were conducted after surgery (pre-irradiation) and six months after the completion of radiation therapy. The timing of the second evaluation was chosen so as to antedate the late effects of irradiation. Children over 6 years old displayed significant improvement of intellectual function over time, with only 11% exhibiting deterioration on one or more cognitive parameters. In contrast, 68% of younger children clinically deteriorated in one or more areas of intellectual functioning, with prominent difficulties in memory and selective attention for age. Children under 6 years old with supratentorial tumors were less likely than those with posterior fossa tumors to improve their cognitive performance. At the second evaluation, 23% of the patients were functioning below normal (IQ less than 80) intellectually, with 50% of the younger children and 11% of the older children receiving special educational assistance. Approximately 40-50% of the patients manifested emotional adjustment problems at each evaluation. The results are discussed in terms of the clinical need to follow similar patient populations with formal psychological assessments over time, and in terms of the difficulties involved in defining factorsmore » that determine the functional status of children surviving brain tumors.« less
73 citations
TL;DR: A survey of 130 mentally retarded children and adults referred to an outpatient mental health clinic is reported, finding three categories of behavior problems accounted for a majority of referrals: schizoid-unresponsive and psychotic disorders, conduct disorder, and anxious-depressed withdrawal disorder.
68 citations
TL;DR: The finding that clinician ratings of “cognitive” symptoms did not identify patients with greater intellectual or abstraction ability impairment points to an area where syndrome identification is more useful than symptom identification.
27 citations
Journal Article•
TL;DR: The need for an awareness of the potential impact of middle ear disorder when assessing intellectual functioning and the importance of otological care for infants and young children with Down syndrome is suggested.
Abstract: The relationship between hearing disorder and performance on intelligence tests among 28 children and young adults with Down syndrome was investigated Intellectual and audiological assessments were obtained and evaluated in a multiple regression analysis Performance on intelligence tests by individuals with abnormal tympanograms was inferior to that of individuals with normal tympanograms Hearing sensitivity measures were uncorrelated Findings suggest the need for an awareness of the potential impact of middle ear disorder when assessing intellectual functioning and the importance of otological care for infants and young children with Down syndrome
23 citations
TL;DR: This paper examined the relative availability of Piagetian formal reasoning concepts, the relationship of these formal reasoning performances to Horn and Cattell's psychometric theory of general fluid and crystallized intelligence, and developmental patterns among standardized intelligence tests.
Abstract: Assessment of 180 college students at three ages, 17–23 years, 37–43 years, and 61–80 years, examined (1) the relative availability of Piagetian formal reasoning concepts, (2) the relationship of these formal reasoning performances to Horn and Cattell’s psychometric theory of general fluid and crystallized intelligence, and (3) developmental patterns among standardized intelligence tests, logical reasoning, immediate memory span, and selected personality or cognitive style measures. Total sample oblique factor rotation yielded 5 factors: (1) general fluid ability with significant loadings for matrices, field independence, and the 9 formal reasoning variables, (2) personality, (3) immediate memory, (4) verbal ability, and (5) internal locus of control. Factor pattern differences found in gender and age group analyses suggested caution in interpreting age main effects. Formal reasoning performances were generally adequate for all individuals including the elderly. Field independence was the best single predictor of formal reasoning which appeared to be more closely related to general fluid than to general crystallized intelligence measures.
9 citations
1 Jan 1985
TL;DR: In this paper, the authors found that infant mental tests based on sensorimotor functioning have been found ineffective in predicting later intelligence. But, they did not find correlations between test scores given during the 3-to 7-month period and standard intelligence tests at 3 years or beyond average about.18 for high-risk and clinical samples.
Abstract: Attempts have been made to predict intellectual functioning during childhood from various indices of infant sensorimotor development, such as the Gesell Developmental Schedules (Gesell & Amatruda, 1954), the Cattell Infant Intelligence Scale (Cattell, 1960), the Griffiths Scale of Mental Development (Griffiths, 1954), and the Bayley Scales of Mental Development (Bayley, 1969). The basic result has been that infant mental tests based on sensorimotor functioning have been found ineffective in predicting later intelligence (e. g., McCall, Hogarty, & Hurlburt, 1972). For example, correlations obtained between tests of infant sensorimotor development given during the 3- to 7-month period and standard intelligence tests at 3 years or beyond average about.18 for high-risk and clinical samples (Fagan & Singer, 1983).
6 citations
TL;DR: In this article, a group of 97 male chronic alcoholics and other addicts (M age 37.7 yr., SD = 12.5), scores on the Raven's Matrices and on a multiple choice version of the WAIS Vocabulary subtest were significantly related to scores on a Masculinity-Femininity Scale of the MMPI.
Abstract: In a group of 97 male chronic alcoholics and other addicts (M age 37.7 yr., SD = 12.5), scores on the Raven's Matrices and on a multiple choice version of the WAIS Vocabulary subtest were significantly related to scores on the Masculinity-Femininity Scale of the MMPI: higher scorers on the scale had better intellectual skills.
4 citations
1 Aug 1985
TL;DR: Field and Schaie as mentioned in this paper explored continuity in intellectual functioning over time in advanced old age, continuity in life satisfaction during the same period, the relationship between these two constructs, and how they are affected by whether the subjects are young-old, old-old or very-old.
Abstract: While research has examined both life satisfaction and intellectual functioning of older adults, the relationship between these two dimensions has been investigated very little. A study was conducted to explore continuity in intellectual functioning over time in advanced old age, continuity in life satisfaction during the same period, the relationship between these two constructs, and how they are affected by whether the subjects are young-old, old-old, or very-old. Subjects were from the Berkeley Older Generation Study and were the parents of the 1928-1929 Guidance Study and Berkeley Growth Study children. In 1968-1969 and again in 1982-1983, subjects completed: (1) the Wechsler Adult Intelligence Scale; (2) a life satisfaction measure rating zest versus apathy, resolution and fortitude, congruence of goals, self-concept, and mood tone; and (3) five measures of intellectual functioning (intelligence, mental alertness, speed of mental processes, accuracy in thinking, and use of language). At the last follow-up, 61 subjects were aged 75-84 (old-old) and 29 subjects were aged 85-93 (very-old). /te results revealed important changes in intellectual functioning and continuity in life satisfaction in advanced old age. Declines were found for most of the oldest people, yet individual differences were apparent in both the old-old and the very-old groups. No predictive relationship between life satisfaction and intelligence over time was found. Future research will examine possible sex differences, the influence of the constructs of such variables as health, and the possibility of non-linearity over time. (NH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) liertis document has been reproduced as received from the person or organitst.on originating et C Men Or changes have been made to improve reproduction quality Points ol view or opinions staled in this dOCu merit do not necessarily represent official OEM position or policy Life Satisfaction and Intellectual Functioning: Continuity Between Young-Old, Old-Old, and Very-Old Age Dorothy Field and K. Warner Schaie The Pennsylvania State University "PERMISSION TO REPRODUCE 'HIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." This paper examines continuity in intellectual functioning over time in advanced old age, continuity in life satisfaction during the same period, the relationship between these two constructs, and how these are affected by whether the elderly people are young-old, old-old, or very-old. Longitudinal studies of cognitive functioning have demonstrated that little normative behavior change occurs until the 60s; after that age substantial decrement occurs for many, but not all, individuals (S-haie, 1979, 1983). Selective attrition in longitudinal studies is commonly found to yield a sample scoring high in IQ (Baltes, Schaie, & Nardi, 1971); yet It has been found (Gribbin & Schaie, 1978; Siegler & Botwinick, 1979) that after adjustments caused by early attrition have occurred, little decline in IQ appears in further years of testing. Other longitudinal studies have found no decline in test scores into young-old age, up to about age 75 (Jarvik & Bank, 1983; Owens, 1966; Rudinger, 1976; Schaie, 1979). In oldold age, however, intellectual decline is found for many, as a larger proportion of the subjects approach the period of terminal drop (Riegel & Riegel, 1972). Nevertheless, the initially more able are likely to show a slower rate of decline (Blum & Jarvik, 1974; Schaie, 1979). Longitudinal studies that have examined individual differences (Schaie, 1983) show Paper presented at the meetings of the American Psychological Association, Los Angeles, August, 1985. This research is supported by a grant from the National Institute t-n Aging,
2 citations
TL;DR: In this article, the level of adaptive behavior among groups of learning disabled and severely mentally rearded students was investigated using The Coping Inventory (COPI), which is used to describe the adaptive behaviors a child uses to meet personal needs and to adapt to environmental demands.
Abstract: This study investigated the level of adaptive behavior among groups of learning disabled and mildly mentally retarded students. Definitions of learning disabilities usually emphasize discrepancies in academic performance and intellectual functioning without concern for chronological age-appropriate adaptive behavior. Deficits in adaptive behavior are accepted as an integral component for identification of mental retardation. Concern for deficits in adaptive behavior among learning disabled students has focused on perceiving nonverbal social cues ( I ) , continuum of development of social skills ( 3 ) , rate of social interaction ( 2 ) , and parental reactions ( 4 ) . To ascertain levels of adaptive behavior among groups of learning disabled and mildly mentally rearded students, The Coping Inventory ( 5 ) was used. The term coping is used to describe the adaptive behaviors a child uses to meet personal needs and to adapt to environmental demands. This observational instrument was field tested on 1,119 children, aged 3 to 16 yr., and included 513 (45 .8%) handicapped children. Reliability was established using measures of internal consistency-alpha coefficient, interrater reliability, and standard error of measurement. The 48 items are scored on a continuum from maladaptive ( 1 ) to adaptive ( 5 ) . The subjects were 10 learning disabled students in a resource room and 10 mildly mentally retarded students in a self-contained class with limited interaction with normal students. There were equal numbers of 12and 13-yr.-olds in each group. For pooled variance a t-test estimated significance of ratings by the two teachers. The format used was prescribed by SPSSX. None of the t ratios reached 2.1, necessary for significance at p f .05. Values for the respective six factors and adaptive behavior index were: Self-productive ( t ~ = .08, learning disabled M = 3.35, SD = .50, mentally retarded M = 3.33, SD = . 6 2 ) ; Self-active ( t ~ = -.55, learning disabled M = 3.19, SD = 3 7 , mentally retarded M = 3.38, SD = . 6 7 ) ; Self-flexible ( t ~ = .41, learning disabled M = 3.3, SD = .69, mentally retarded M = 3.19, SD = . 4 9 ) ; Environment-productive (& = .66, learning disabled M = 3.72, SD = .43, mentally retarded M = 3.57, SD = . 5 8 ) ; Environment-active ( t ~ = 1.50, learning disabled M = 3.79, SD = .94, mentally retarded M = 3.25, SD = . 6 3 ) ; Environment-flexible ( t ~ = .84, learning disabled M = 3.35, SD = .75, mencally retarded M = 3.10, SD = . 56 ) ; Over-all adaptive behavior index (t18 = .65, learning disabled M = 3.5, SD = .63, mentally retarded M = 3.33, SD = . 5 2 ) . The lack of statistically significant differences in the adaptive behavior skills of the groups as rated by teachers requires cross-validation with larger numbers of subjects. Deficits in the adaptive behavior repertoire of the learning disabled students ought to be considered in terms of appropriate placement, instructional strategies and goals, and evaluation.
2 citations
TL;DR: In this paper, the authors assessed intensional knowledge of superordinate categories in preschool children and found that knowledge of similarities and differences was stable within an individual, variable among individuals and highly correlated with each other, only knowledge of differences related to the child's concurrent level of intellectual functioning.
1 Apr 1985
TL;DR: In this paper, the effects of mediation and intelligence quotient (IQ) scores on conceptual learning for black college students were examined. And the results indicated that both the highest and lowest scoring groups profited from the mediation condition; but only the highest scoring group utilized the mediation conditions to sufficiently and significantly improve performance over nonmediation.
Abstract: This investigation examined the effects of mediation and Intelligence Quotient (IQ) scores on conceptual learning for black college students. It was predicted that higher IQ scoring subjects would not outperform lower IQ scoring subjects under nonmediated learning conditions but would significantly outperform lower IQ scoring subjects under mediated learning conditions. Sixty subjects learned one of two paired-associate lists and a concept list. Mediation and nonmediation scores were derived for each subject based on performances of previously learned paired-associate word lists. At the conclusion of the concept list, the Vocabulary test of the Wechsler Adult Intelligence Test was administered, followed by a Family Background Questionnaire to ascertain the socioeconomic status of the participants. Separate Scheffe Multiple Comparisons were performed on the two concepts employed (white and soft). The findings indicate that when "soft" was the concept investigated, both the highest and lowest scoring groups profited from the mediation condition; but only the highest scoring group utilized the mediation condition to sufficiently and significantly improve performance over nonmediation. Analyses derived from "white" did not indicate a significant main effect of either IQ score or condition. In fact, there was reversal of the phenomena found for "soft." (PN)
TL;DR: In this article, the authors argue that instruments which are so labeled are misnamed and misused also when those who apply them do so basically to gain an IQ to the neglect of the important features of intellectual functioning that can be gained from a test of intelligence.
Abstract: Psychological tests, in general, measure defined characteristics of people. It is unclear from the terminology, however, whether “IQ tests” measure a characteristic called intelligence or, going with the logic of the expression, measure a score (or index) called an intelligence quotient. We submit that instruments which are so labeled are misnamed and misused also when those who apply them do so basically to gain an IQ to the neglect of the important features of intellectual functioning that can be gained from a test of intelligence. The nonprofessional who has a personal or occupational interest in the assessment of intelligence should be made aware of the potential contributions of intelligence tests and the proper role of IQ.
TL;DR: Two hundred consecutively admitted incarcerated male juvenile offenders were surveyed for offenses, family status, socioeconomic background, and DSM-II classification, and the diagnosis of Undersocialized Conduct Disorder was significantly associated with borderline IQ.
Abstract: Two hundred consecutively admitted incarcerated male juvenile offenders were surveyed for offenses, family status, socioeconomic background, and DSM-II classification. Among the several developmental disorders associated with their Conduct Disorders: 47% of these delinquents had borderline IQs; 34% had overlapping symptoms of Schizotypal, Paranoid and Borderline personality disorders; and 18.8% had Specific Developmental Disability (SDD) and/or Attention Deficit Disorder (ADD), including 6.4% who also had personality disorders. The diagnosis of Undersocialized Conduct Disorder was significantly associated with borderline IQ. This diagnosis and the diagnosis of Conduct Disorder with Personality Disorder, were significantly associated with violent crime. Recidivism was statistically linked to family and socioeconomic status.