SM

07. Individual and Group Differences in Cognitive Ability

Lecture Overview

  • Title: Individual and Group Differences in Cognitive Ability

Learning Objectives

  • Provide insights on:

    • Diagnosis, classification, incidence, causes, and treatment of intellectual disabilities.

    • Definition and assessment of learning disabilities.

    • Definition of mental giftedness and associated policies.

    • Characteristics of creative individuals and relevant testing methods.

    • Influence of age and demographic factors on intelligence.

    • Exploration of studies on the heritability of intelligence.

Variations in Cognitive Abilities

Intellectual Disabilities

  • Defined as significant limitations in intellectual functioning and adaptive behaviors.

  • Requires tailored interventions for daily living skills.

Learning Disabilities

  • Specific academic difficulties (reading, writing, math) despite normal intelligence.

  • Typically addressed through specialized teaching methods.

Mental Giftedness

  • Exceptional intellectual abilities or talents; requires enrichment for potential development.

Creativity

  • Ability to generate original and valuable ideas linked to divergent thinking and enhanced problem-solving skills.

Intellectual Disabilities

  • Origin of Tests:

    • Developed by Binet & Simon to identify children needing academic support.

  • Usage of Intelligence Tests:

    • Commonly employed to diagnose ID and inform educational, employment, and policy decisions.

  • Adaptive Behaviors:

    • Include communication, daily living skills, and social interactions.

  • Assessment Tools:

    • Vineland Adaptive Behaviour Scales, AAMR Adaptive Behaviour Scales, Scales of Independent Living, typically administered by familiar adults (parents, teachers).

Intellectual Disabilities: Diagnosis

  • IQ Cut-off Score:

    • Typically set at 70 or 75 (2 standard deviations below the mean).

  • Categories:

    • Mild (IQ 50-70): Can learn practical skills, live independently with minimal support.

    • Moderate (IQ 35-49): Requires regular support, can learn basic self-care.

    • Severe (IQ 20-34): Relies heavily on caregivers, can perform very simple tasks.

    • Profound (IQ < 20): Needs complete care, minimal communication abilities.

Intellectual Disabilities: Incidence & Causes

Genetic Factors

  • Significant contributor to ID (e.g., Down syndrome, Fragile X syndrome).

  • Diagnosed through genetic testing.

Environmental Factors

  • Issues can arise from prenatal toxic exposure, premature birth, or malnutrition postnatally.

  • In many cases, the cause remains unidentified.

Prevention & Treatment

Early Screening

  • Early detection enables timely interventions, particularly for conditions like Down syndrome.

Medical Treatment

  • Early intervention for metabolic disorders to prevent cognitive decline; genetic conditions often remain incurable.

Learning Disabilities

Traditional Causes of Learning Difficulties

  • Historically attributed to:

    • Intellectual disability, severe emotional problems, lack of motivation.

Specific Learning Disabilities (LD)

  • Diagnosed when academic achievements are significantly below expected levels based on cognitive abilities.

Learning Disabilities: Causes

Neurological and Prenatal Conditions

  • Factors including prenatal exposures (viruses, alcohol), low birth weight contribute to LDs.

Assessment Process

  • Conducted by teams of pediatricians, psychologists, and learning specialists, often initiated by teacher observations.

Learning Disabilities: Diagnosis

Criteria for LD Diagnosis

  • Identified via significant discrepancies in academic performance (oral/written expression, reading, mathematics).

Individualized Education Plan (IEP)

  • Should outline specific educational objectives and appropriate interventions.

Differences Between Learning Disabilities and Intellectual Disabilities

Definitions

  • Learning Disability (LD): Challenges in specific academic skills with normal overall intelligence.

  • Intellectual Disability (ID): Limitations in overall intellectual functioning (IQ < 70).

Impact and Needs

  • LD: Requires targeted programs; ID: Needs holistic support for various skills.

Mental Giftedness

Definition

  • Giftedness entails natural ability or intelligence, usually evident at a young age (IQ two standard deviations above the mean, >130).

Terman’s Longitudinal Study

  • A significant historical study tracking gifted children leading to insights on life outcomes and challenges.

Findings and Insights

  • Gifted individuals tend to have:

    • Better academic performance, higher incomes, and comparable emotional adjustments to peers.

  • Study debunked myths around gifted individuals (e.g., health issues, early burnout).

Critiques of Terman’s Study

  • Sample bias towards academically inclined children, limitation in understanding broader definitions of giftedness.

  • Importance of recognizing diverse intelligence definitions today.

Personality Traits of Gifted Children

  • Often inquisitive, energetic, may resist authority and norms, face social challenges due to difference in cognitive pace.

Educational Strategies for Gifted Children

  • Strategies include early admission, acceleration, and advanced classes.

Creativity

Differences Between Giftedness and Creativity

  • Creativity involves traits like independence and risk-taking which are distinct from academic intelligence.

  • Scholars argue that above-average intelligence alone does not equate to creativity; motivation is essential.

Divergent vs. Convergent Thinking

  • Convergent Thinking: Focuses on one correct answer.

  • Divergent Thinking: Encourages multiple solutions, measurable by creativity tests.

Research on Intelligence Test Scores

Factors Influencing Scores

  1. Age Differences: Peaks in early adulthood, declines in later life.

  2. Family Size & Birth Order: Firstborns generally perform better.

  3. Occupational Status: Higher IQ linked to cognitively demanding jobs.

  4. Socioeconomic Status (SES): High SES positively impacts IQ.

  5. Home Environment: Supportive parenting crucial for IQ development.

Teacher's Expectations and Nationality

  • Teachers’ expectations can significantly impact student performance; national differences in IQ scores may reflect educational disparities rather than inherent abilities.

Race & Ethnicity

  • Racial IQ debates focus on genetics and environment; the influence of socio-economic factors is pivotal.

Gender and Heredity

  • No significant differences in general intelligence; specific abilities may vary.

  • Heredity plays a role, but environmental factors greatly influence cognitive outcomes.

Next Lecture

  • Focus on Validity - Applications and Issues in Ability Testing.